Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers

Martínez-Monteagudo, Mari Carmen; Inglés, Cándido J.; Granados, Lucía; Aparisi, David; Garcı́a-Fernández, José Manuel

doi:10.1016/j.paid.2019.01.036

Cited by 85 publications

(64 citation statements)

References 53 publications

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“…Teachers in Spain, however, also inform about role conflict, workload, interpersonal conflict, psychosomatic problems, and burnout. These data go in line with previous literature about the social risks that teachers are exposed to (Zapf et al, 1999;Jennings and Greenberg, 2009;Kaur and Singh, 2014;Yerdelen et al, 2016;Travers, 2017;Makhdoom et al, 2019;Martínez-Monteagudo et al, 2019;McLean et al, 2019b;Schonfeld et al, 2019;Gu et al, 2020). Regarding resources and information available about COVID-19, the impact of COVID-19 on their jobs, as well as measures taken by responsible entities (national and regional government, as well as work center), data from teachers in Spain point to a perception of insufficient resources, information, and measures and to a perception of a moderatehigh impact of COVID-19 on their jobs.…”

Section: Discussionsupporting

confidence: 92%

“…Among them, teachers of preschool and primary and secondary education have had to assume their important role in the best possible way, with limited means and resources and with the uncertainty of the moment and with the enormous responsibility that comes with educating and training children and adolescents, helping them to cope with the crisis and often providing relief as much as possible with homework and how to take school home (Boletín Oficial del Estado, 2020; Faro de Vigo, 2020). Considering that teachers are vulnerable to burnout and job stress (Zapf et al, 1999;Jennings and Greenberg, 2009;Kaur and Singh, 2014;Yerdelen et al, 2016;Travers, 2017;Makhdoom et al, 2019;Martínez-Monteagudo et al, 2019;McLean et al, 2019b;Schonfeld et al, 2019;Gu et al, 2020), and therefore the negative consequences these can have on their health and professional performance (Bergh et al, 2018;Fornell et al, 2018;Junne et al, 2018; European Centre for Disease Prevention and Control, 2020d), it is essential to study how psychosocial risks affect this group at a time of such vulnerability and general demand as the present. The literature on social risks to teachers in a pandemic context is extremely limited; however, it is critical to study the extent to which factors related to teachers' well-being may be affected during a health crisis such as the current one in order to ensure the well-being of teachers and, in turn, the children and adolescents in their care.…”

Section: Discussionmentioning

confidence: 99%

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Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic

et al. 2020

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Context: The emergency situation caused by coronavirus disease 2019 (COVID-19) has affected different facets of society. Although much of the attention is focused on the health sector, other sectors such as education have also experienced profound transformations and impacts. This sector is usually highly affected by psychosocial risks, and this could be aggravated during the current health emergency. Psychosocial risks may cause health problems, lack of motivation, and a decrease of effectiveness at work, which in turn affect the quality of teaching. Despite their importance, there are hardly any studies that analyze psychosocial risks of non-university teachers during a health emergency such as that caused by COVID-19. Objectives: The aim of this study was to analyze the perception of COVID-19 and the psychosocial risks of non-university teachers comparing Spain and Mexico during the state of alarm caused by COVID-19. Methods: Data were collected from 421 non-university teachers (80.2% women; 56.3% from Mexico, 43.7% from Spain) aged 24-60 (M = 39.32, SD = 10.21) via a self-completed questionnaire during the pandemic from March to April 2020. Results: Data analysis suggests that inequity is the most important risk, followed by work overload. Teachers appear to be moderately satisfied with the information on COVID-19 and the measures taken, while their satisfaction with the available resources is lower. When comparing the two countries, significant differences can be observed in every risk considered except for social support, with lower levels in Mexican teachers compared to Spanish ones. In the case of the perception of COVID-19 and its impact, the perception in general of levels of information, measures, and resources is better among Mexican teachers than among Spanish ones, who present higher scores of the impact of the health emergency.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic

et al. 2020

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“…Indeed, past studies have shown that high levels of emotional intelligence predict better psychological and emotional adjustment among teachers (Lischetzke and Eid, 2003;Mearns and Cain, 2003;Biglan et al, 2013;Nizielski et al, 2013;Ghanizadeh and Royaei, 2015;Yin, 2015;Cabello and Fernández-Berrocal, 2016;Rey et al, 2016;Fernández-Berrocal et al, 2017;Grandey and Melloy, 2017;Yin et al, 2018;Schoeps et al, 2019). Teachers with poor emotional intelligence tend to report higher levels of EE, DE, anxiety, depression, and burnout (Martínez-Monteagudo et al, 2019). In this manner, improving emotion regulation is likely to be accompanied by an increase in the quality and number of social relationships at work, empathy, and job satisfaction (Brackett et al, 2010;Ghanizadeh and Royaei, 2015;Yin, 2015;Zysberg et al, 2017;Yin et al, 2018).…”

Section: Discussionmentioning

confidence: 98%

Profiles of Burnout, Coping Strategies and Depressive Symptomatology

et al. 2020

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Burnout syndrome is has been associated with mental health problems such as depression, anxiety, and stress. Given this fact, some teachers implement various coping strategies for emotional control that are not always functional to mitigate such difficulties. Accordingly, this study aimed to identify different burnout profiles that vary in the levels of the three underlying dimensions: depersonalization (DE), emotional exhaustion (EE), and personal accomplishment (PA). Further, this study aimed to examine whether there are significant differences in depressive symptomatology, coping strategies, and the quality of interpersonal relationships at school between teachers with varying burnout profiles. The Maslach Burnout Inventory (MBI), Zung Self-Rating Depression Scale (SDS), Coping with Stress Questionnaire, and a questionnaire that measured sociodemographic characteristics were administered to 215 teachers (men: 42.8%) who were recruited from various secondary schools. Cluster analysis identified three different burnout profiles: groups of teachers with a predominance of (a) low levels of EE and high levels of PA, (b) high levels of EE and DE, and (c) low levels of DE and PA. The results revealed that there were significant differences in coping strategies, depressive symptomatology, and the quality of interpersonal relationships at school between teachers with different burnout profiles. These results have important implications for educational professionals. Specifically, the findings underscore the need for prevention and intervention programs that enhance teachers' emotional skills, especially their ability to cope with exhaustion. These skills will alleviate their depression and consequently offer both teachers and students a conducive learning environment.

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“…For example, when spiked by aggressive customer behavior, being able to regulate emotions is important to the long term health and retention of IS-professionals (Shih et al 2014). Individuals with this ability also present a wider repertoire of strategies for maintaining positive emotions and for reducing or modifying negative emotions (Martínez-Monteagudo et al 2019). Furthermore, this ability has also been found to buffer the impact of cognitive text anxiety in academic achievements (Thomas et al 2017).…”

Section: Anxiety Caused By Agile Practicesmentioning

confidence: 99%

Do Agile Managed Information Systems Projects Fail Due to a Lack of Emotional Intelligence?

2019

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Agile development methodologies (ADM) have become a widely implemented project management approach in Information Systems (IS). Yet, along with its growing popularity, the amount of concerns raised in regard to human related challenges caused by applying ADM are rapidly increasing. Nevertheless, the extant scholarly literature has neglected to identify the primary origins and reasons of these challenges. The purpose of this study is therefore to examine if these human related challenges are related to a lack of Emotional Intelligence (EI) by means of a quantitative approach. From a sample of 194 agile practitioners, EI was found to be significantly correlated to human related challenges in agile teams in terms of anxiety, motivation, mutual trust and communication competence. Hence, these findings offer important new knowledge for IS-scholars, project managers and human resource practitioners, about the vital role of EI for staffing and training of agile managed IS-projects.

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Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers

Cited by 85 publications

References 53 publications

Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic

Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic

Profiles of Burnout, Coping Strategies and Depressive Symptomatology

Do Agile Managed Information Systems Projects Fail Due to a Lack of Emotional Intelligence?

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