Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support

Fiorilli, Caterina; Benevene, Paula; Stasio, Simona De; Buonomo, Ilaria; Romano, Luciano; Pepe, Alessandro; Addimando, Loredana

doi:10.3389/fpsyg.2019.02743

Cited by 73 publications

(59 citation statements)

References 66 publications

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“…The results are consistent with previous investigations among workers [9], [17], as was expected with this first model, considering that social support should focus on helping employees reach their goals successfully [7] and solving problems in the workplace [6]. In a population of teachers, it was found that the more social support (both inside and outside the school environment) they perceived, the less they experienced burnout; however, it is not shown whether it impacts on the 3 dimensions of burnout syndrome [15].…”

Section: Discussionsupporting

confidence: 88%

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Impact of Co-Worker Support and Supervisor Support Among the Middle and Senior Management in the Manufacturing Industry

et al. 2021

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The purpose of the this research work was to evaluate the impact of social support (through its two dimensions: co-worker support and supervisor support) on the reduction of the burnout syndrome (considering its three dimensions: emotional exhaustion, professional efficacy, and cynicism) from two proposed models that show clear differences. Social support was assessed using the Job Content Questionnaire instrument, and the burnout syndrome was measured through the Maslach Burnout Inventory -General Survey. A total of 467 middle and senior managers from the Mexican manufacturing industry participated in the research. Structural Equation Modeling was used to determine the relationships between the proposed variables. The results of model one show that social support helps mitigate the effects of burnout syndrome in its three dimensions. On the other hand, model two features better fit indices and specifically shows that co-worker support has a direct negative relationship with the dimension of emotional exhaustion, while supervisor support directly and negatively affects cynicism. These results show that, although social support helps in the mitigation of burnout syndrome in general, each type of support separately has a direct impact on a specific dimension of the burnout syndrome. Clarifying these relationships will help in the proposal of occupational hazard management policies in the Mexican industrial sector.

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Section: Discussionsupporting

confidence: 88%

“…Moreover, the constant social interactions in a person's job make social support an important factor in the work environment. A few studies have reported that this type of support has an impact on stress and burnout among health professionals [25], teachers [15], and workers in general [26].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Impact of Co-Worker Support and Supervisor Support Among the Middle and Senior Management in the Manufacturing Industry

et al. 2021

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“…[1]. Current psychological literature widely addresses the role of teachers' personal resources [2][3][4][5][6][7], relationships with students [8,9], and individual professional resources [10,11] in managing the mentioned challenges. Despite the meaningful role of the teacher's individual contributions to these issues, collaborative practices and strategies seem to better fit such needs [12,13].…”

Section: Introductionmentioning

confidence: 99%

Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role

Buonomo

Fiorilli

Benevene

2020

IJERPH

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Purpose: The purpose of this paper is to explore whether, and to what extent, collective beliefs and emotions towards professional role could predict job satisfaction, above and beyond the role of self-efficacy and emotions towards students. More specifically, we expected job satisfaction to be incrementally predicted by beliefs and emotions related to professional role (collective efficacy and role-related hedonic balance). Design/Methodology/Approach: The analysis was performed through the administration of a questionnaire to 266 Italian secondary school teachers. After having assessed measures of reliability, correlational analyses and a hierarchical regression model were performed. Findings: Results showed that collective efficacy and hedonic balance related to professional role have a unique effect on job satisfaction, accounting for nearly the 30% of its variance. Research Limitations/Implications: Despite some limitations related to the cross-sectional design, the study suggests a practical implication for teacher training, as well as underlying the need to study schools from an organizational point of view. Originality/value: The paper contributes to the psychological research on the role of the organizational dimensions in teachers’ well-being at work.

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“…Son numerosas las investigaciones que están experimentando un giro hacia lo afectivo en el contexto de la psicología de la educación, como, por ejemplo: el efecto de la inteligencia emocional en el bienestar (p.ej., Geng, 2018;Nyarko et al, 2020); las percepciones del profesorado sobre sus interacciones con los estudiantes (p.ej., Hargreaves, 2000); la inteligencia emocional y las habilidades cognitivas protegen la salud de los estudiantes (p.ej., Nyarko et al, 2020). Los estudios sobre el papel de las emociones del colectivo docente han incrementado en estos últimos años (p.ej., Fiorilli et al, 2019;Uitto et al, 2015). Algunos autores revelan la importancia de la inteligencia emocional (IE) en la práctica docente (p.ej., Aparisi et al, 2020;Cejudo y López -Delgado, 2017;Puertas-Molero et al, 2020).…”

Section: Introductionunclassified

El Papel De La Inteligencia Emocional en El Afrontamiento Resiliente Y La Satisfacción Con La Vida en Docentes

Rodríguez-Donaire¹,

Luna²,

Pena³

et al. 2020

KASP

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El presente estudio tuvo como finalidad analizar la relación existente entre inteligencia emocional rasgo, afrontamiento resiliente y satisfacción con la vida en una muestra de docentes. La muestra estuvo compuesta por 195 docentes, siendo el 68% profesoras, con edades comprendidas entre los 25 y los 65 años (M = 47.84; DT = 9.61). El diseño del estudio fue de carácter descriptivo y correlacional. Los instrumentos de evaluación han sido: para evaluar la inteligencia emocional rasgo el cuestionario Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF), para evaluar el afrontamiento resiliente la escala Brief Resilient Coping Scale (BRCS) y para evaluar la satisfacción con la vida la escala Satisfaction With Life Scale (SWLS). Los resultados muestran que IE rasgo presenta una relación positiva con afrontamiento resiliente y satisfacción con la vida. Además, no existen diferencias significativas en función del género en ninguna de las variables. Por último, los resultados evidenciaron la influencia de la inteligencia emocional rasgo en afrontamiento resiliente y satisfacción con la vida en docentes.

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Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support

Cited by 73 publications

References 66 publications

Impact of Co-Worker Support and Supervisor Support Among the Middle and Senior Management in the Manufacturing Industry

Impact of Co-Worker Support and Supervisor Support Among the Middle and Senior Management in the Manufacturing Industry

Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role

El Papel De La Inteligencia Emocional en El Afrontamiento Resiliente Y La Satisfacción Con La Vida en Docentes

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