Impact of Emotional Intelligence on Burnout among Spanish Teachers: A Mediation Study

Schoeps, Konstanze; Tamarit, Alicia; Peris-Hernández, Montserrat; Montoya‐Castilla, Inmaculada

doi:10.5093/psed2021a10

Cited by 10 publications

(12 citation statements)

References 65 publications

(103 reference statements)

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“…Their increased levels of self-esteem, happiness and optimism are also beneficial resources that help them manage stressors [35]. Our results are in line with previous research that highlighted the relationship between well-being and burnout [27,49,61,63,71]. More specifically, the cluster of 'High psychological resources, no burnout risk' included teachers who showed very low scores on burnout scale, meaning, in fact, no risk of burnout.…”

Section: Discussionsupporting

confidence: 90%

“…In the educational field, there is a mounting body of evidence lending support to the key role of EI competency and teachers' organisational commitment, job satisfaction, performance, self-efficacy, self-esteem, well-being and health indicators [36][37][38][39][40][41][42][43][44]. EI also decreases occupational stress and prevents burnout symptoms and negative feelings [45][46][47][48][49][50][51]. Similarly, for the teacher-student relationship, several studies have revealed that EI is crucial for supporting students' academic and social development [36,[52][53][54].…”

Section: Individual Traits In Preventing Teacher Burnoutmentioning

confidence: 99%

See 1 more Smart Citation

Protective Factors and Teachers’ Risk to Burnout during the Covid-19 Pandemic. Do Kolb’s Educator Roles Matter? - A Cluster Analysis

Răducu¹,

Stănculescu²

2021

Preprint

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Teacher burnout has been revealed to be one of the most common negative consequence of the COVID-19 pandemic The purpose of this study was to identify distinct psychological resources and burnout risk profiles of teachers and to examine their association with Kolb’s Educator Roles and the professional experience. Methods: The survey data were collected from 330 preschool and primary school (84 males, Mage = 38.3, SD = 9.14) teachers using a convenience sampling method. Results: The two-step cluster analysis revealed two distinct profiles. The first profile, ‘High psychological resources, no burnout risk’, was characterised by absent symptoms of burnout and increased levels of well-being, self-control, and positive emotionality. The second profile, ‘Moderate psychological resources, mild burnout’, was associated with medium levels of well-being, self-control and positive emotionality accompanied by mild burnout. Our findings highlighted that cluster 1 had a significantly higher score for the Facilitator role and cluster 2 for the Expert and Coach roles. In addition, teachers with less professional experience were more likely to belong to cluster 1, taking into account their good skills on digital literacy. Conclusions: These findings help to provide new insights into the explanation of teacher burnout and the design of intervention programmes.

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Section: Discussionsupporting

confidence: 90%

Section: Individual Traits In Preventing Teacher Burnoutmentioning

confidence: 99%

Protective Factors and Teachers’ Risk to Burnout during the Covid-19 Pandemic. Do Kolb’s Educator Roles Matter? - A Cluster Analysis

Răducu¹,

Stănculescu²

2021

Preprint

View full text Add to dashboard Cite

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“…There is a mounting body of evidence lending support to the critical role of EI competency and the organizational commitment, job satisfaction, performance, self-efficacy, self-esteem, well-being, and health indicators of teachers in the educational field (Anari, 2012;Fabio & Palazzeschi, 2008;González-Valero et al, 2019;Mohamad & Jais, 2016;Penrose et al, 2007;Sahin, 2017;Stănculescu, 2014;Toprak & Savaş, 2020;Vesely et al, 2013). EI also decreases occupational stress and prevents burnout symptoms and negative feelings Kumara, 2021;Leonova et al, 2021;Martínez-Monteagudo et al, 2019;Răducu & Stănculescu, 2021;Schoeps et al, 2021). Similarly, EI has been revealed by several studies to be crucial for supporting the academic and social development of students in the teacher-student relationship (Alam & Ahmad, 2018;Chișa & Rusua, 2016;Curci et al, 2014;Fabio & Palazzeschi, 2008).…”

Section: Individual Traits In Preventing Teacher Burnoutmentioning

confidence: 95%

Protective Factors and Burnout Risk of Teachers During the COVID-19 Pandemic – A Two-Step Cluster Analysis

Răducu¹,

Stănculescu²

2022

iejee

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Teacher burnout has been shown to be one of the most common negative consequences of the COVID-19 pandemic. This study aimed to identify distinct psychological resources and burnout risk profiles of teachers and examine their association with Kolb’s educator roles and their professional experience. Methods: The survey data were collected from 330 preschool and primary school (84 males, Mage = 38.3, SD = 9.14) teachers using a convenience sampling method. Results: The two-step cluster analysis revealed two distinct profiles. The first profile, “high psychological resources, no burnout risk,” was characterized by absent symptoms of burnout and increased levels of well-being, self-control, and positive emotionality. The second profile, “moderate psychological resources, mild burnout,” was associated with medium levels of well-being, self-control, and positive emotionality accompanied by mild burnout. Our findings highlighted that cluster one had a significantly higher score for the facilitator role and cluster two for the expert and coach roles. Additionally, teachers with less professional experience were more likely to belong to cluster one, considering their adequate skills in digital literacy. Conclusions: These findings provide new insights into the explanation of teacher burnout and the design of intervention programs.

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“…Sin embargo, la práctica de actividad física y su asociación con el síndrome de Burnout y la Inteligencia Emocional en docentes (tablas 5 y 6) es un ámbito poco estudiado. Tabla 5 Evolución de la producción científica del Síndrome de Burnout y actividad física en el ámbito docente Tabla 6 Evolución de la producción científica de la Inteligencia emocional y actividad física en el ámbito docente De los resultados extraídos y de las evidencias científicas encontradas, son diversos los estudios que manifiestan que la inteligencia emocional ejerce como factor de protección ante la aparición de síntomas de Síndrome de Burnout (Lucas-Mangas et al, 2022;Puertas-Molero et al, 2019;Schoeps et al, 2021). Es por ello, que autores como Martínez-Monteagudo et al (2019) o Suárez-Martel y Martín-Santana (2019), manifiestan que los docentes con una baja inteligencia emocional general se asocian con el agotamiento emocional, despersonalización, estrés, ansiedad, depresión y escasa realización personal.…”

Section: Tabla 3 Evolución De La Producción Científica De La Intelige...unclassified

Evolución de la producción científica del síndrome de burnout, inteligencia emocional y práctica de actividad físico-saludable en docentes

Puertas-Molero¹,

González-Valero²,

Melguizo-Ibáñez³

et al. 2022

Revista INFAD de Psicología

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El síndrome de Burnout está considerada una patología presente en el ámbito docentes de la etapa de educación primaria, la cual se manifiesta por motivos como alta carga de responsabilidades o el estrecho y continuo contacto con el personal implicado en el proceso educativo. Llegados a este punto la inteligencia emocional y la práctica de actividad física están acaparando una gran importancia ya que se asocia con grandes beneficios como alta capacidad de resiliencia, bienestar mental y regulación de sentimientos. Por esta razón, este estudio tuvo como objetivo establecer la evolución de la producción científica y el estado actual de la cuestión del síndrome de Burnout, inteligencia emocional y práctica de actividad física en docentes. Para ello, se realizó una búsqueda de literatura científica en la web of science durante el periodo 2018-2022 y se utilizaron las palabras claves “Burnout”, “emotional intelligence”, “physical activity” y “teacher*”. Los resultados de la producción científica han puesto de manifiesto que existe un aumento sustancial de la producción dentro de la comunidad científica, debido a la problemática existente. En este sentido, se ha demostrado que la inteligencia emocional puede actuar como un factor predictivo ante la aparición de síntomas de síndrome de Burnout. Asimismo, la práctica de actividad físico-saludable permite la mejora de la capacidad de expresar, regular y comprender las emociones, así como es esencial para el tratamiento y prevención de los indicios del síndrome de Burnout.

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Impact of Emotional Intelligence on Burnout among Spanish Teachers: A Mediation Study

Cited by 10 publications

References 65 publications

Protective Factors and Teachers’ Risk to Burnout during the Covid-19 Pandemic. Do Kolb’s Educator Roles Matter? - A Cluster Analysis

Protective Factors and Teachers’ Risk to Burnout during the Covid-19 Pandemic. Do Kolb’s Educator Roles Matter? - A Cluster Analysis

Protective Factors and Burnout Risk of Teachers During the COVID-19 Pandemic – A Two-Step Cluster Analysis

Evolución de la producción científica del síndrome de burnout, inteligencia emocional y práctica de actividad físico-saludable en docentes

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