Acceso usuarios
Natalia Andrea Vargas Rubilar
Algunos estudios que han analizado la relación entre la inteligencia emocional y el síndrome de burnout han encontrado que los trabajadores que presentan mayores habilidades emocionales informan menores niveles de desgaste profesional. El presente trabajo tuvo como objetivo principal analizar si la inteligencia emocional puede resultar predictor del desgaste profesional en docentes de educación primaria. Para ello, se evaluaron 231 educadores de escuelas de gestión estatal de la provincia de Mendoza, Argentina. Los instrumentos utilizados fueron: un cuestionario semiestructurado ad hoc, el Maslach Burnout Inventory (Maslach y Jackson, 1986) y el Inventario de Cociente Emocional (EQ-i; Bar-On, 1997). Para responder al objetivo se realizaron correlaciones bivariadas y regresiones múltiples por pasos sucesivos. Los resultados mostraron que el agotamiento emocional y la despersonalización se relacionaron negativamente con los factores de la inteligencia emocional y que la realización personal se relacionó positivamente. Asimismo, se halló que ciertos factores y subfactores de la inteligencia emocional predecían positivamente la realización personal (i.e., manejo del estrés, interpersonal, optimismo, control de los impulsos y responsabilidad social) y negativamente el agotamiento emocional (i.e., humor general, manejo del estrés, alegría y control de los impulsos) y la despersonalización (i.e., interpersonal, manejo del estrés, responsabilidad social, prueba de realidad, control de los impulsos y actualización de sí mismo). En base a los resultados obtenidos, se estima que la inteligencia emocional podría actuar como un factor protector frente al burnout de los docentes. Finalmente, se proponen algunas acciones para la prevención de este síndrome a través del fortalecimiento de los recursos socioemocionales.
Algunos estudios que han analizado la relación entre la inteligencia emocional y el síndrome de burnout han encontrado que los trabajadores que presentan mayores habilidades emocionales informan menores niveles de desgaste profesional. El presente trabajo tuvo como objetivo principal analizar si la inteligencia emocional puede resultar predictor del desgaste profesional en docentes de educación primaria. Para ello, se evaluaron 231 educadores de escuelas de gestión estatal de la provincia de Mendoza, Argentina. Los instrumentos utilizados fueron: un cuestionario semiestructurado ad hoc, el Maslach Burnout Inventory (Maslach y Jackson, 1986) y el Inventario de Cociente Emocional (EQ-i; Bar-On, 1997). Para responder al objetivo se realizaron correlaciones bivariadas y regresiones múltiples por pasos sucesivos. Los resultados mostraron que el agotamiento emocional y la despersonalización se relacionaron negativamente con los factores de la inteligencia emocional y que la realización personal se relacionó positivamente. Asimismo, se halló que ciertos factores y subfactores de la inteligencia emocional predecían positivamente la realización personal (i.e., manejo del estrés, interpersonal, optimismo, control de los impulsos y responsabilidad social) y negativamente el agotamiento emocional (i.e., humor general, manejo del estrés, alegría y control de los impulsos) y la despersonalización (i.e., interpersonal, manejo del estrés, responsabilidad social, prueba de realidad, control de los impulsos y actualización de sí mismo). En base a los resultados obtenidos, se estima que la inteligencia emocional podría actuar como un factor protector frente al burnout de los docentes. Finalmente, se proponen algunas acciones para la prevención de este síndrome a través del fortalecimiento de los recursos socioemocionales.
The teachers have been pointed out as professionals at high risk of developing burnout because they are exposed to many and diverse stressors in their daily work (e.g., work overload, role conflict, role ambiguity, interpersonal conflicts, lack of teaching resources, numerous classes, social and economic devaluation, etc.). In addition, these stressors have been identified as antecedents of professional burnout in the scientific literature. While it is true that the environment and working conditions are the origin of burnout syndrome, some personal characteristics of the workers can play an important role in the process of professional burnout.
Because they can act as facilitators or inhibitors of the action that work stressors exert on the subject. Recently, a considerable number of researchers have been motivated to analyze how personal variables influence professional burnout and what resources can act as protective factors against stress and burnout. Within this framework, various investigations that have analyzed the relationship between emotional intelligence and burnout syndrome have found that workers with greater emotional skills report lower levels of professional burnout. Following this line of research, the present study aimed at analyzing whether emotional intelligence might be a predictor of professional burnout in primary school teachers. For this purpose, 231 educators from state schools in Mendoza were evaluated. The instruments used were: an ad hoc semi-structured questionnaire, the Maslach Burnout Inventory (MBI; Maslach & Jackson, 1986), and the Emotional Quotient Inventory (EQ-I; Bar-On, 1997). Bivariate correlation and multiple regressions were performed to meet the objective. The results showed that there is a relationship between emotional intelligence and the symptoms of burnout syndrome. More specifically, emotional exhaustion and depersonalization were negatively related to the five factors of emotional intelligence (i.e., intrapersonal, interpersonal, adaptability, stress management, and general mood) and that personal accomplishment was positively related. Also, it was found that certain emotional intelligence factors and sub-factors positively predicted personal fulfillment (i.e., stress management, interpersonal, optimism, impulse control, and social responsibility), and negatively predicted emotional exhaustion (i.e., general mood, stress management, joy, and impulse control) and depersonalization (i.e., interpersonal, stress management, social responsibility, reality test, impulse control, and self-actualization). Based on the results obtained, it was observed that the teachers who reported greater development of emotional and social skills reported less emptying of their emotional resources (i.e., emotional exhaustion), less development of negative activities toward the recipients of the educational service (i.e., depersonalization) and greater feelings of competence and success at work (i.e., personal fulfillment). Thus, it is estimated that emotional intelligence could act as a protective factor against the professional burnout of teachers. These findings are similar to the results obtained in other studies conducted with teachers in Argentina and other countries around the world, which have also studied the relationship between these variables and have evaluated to what extent emotional intelligence can be a predictor of burnout symptoms. Burnout syndrome is a psychosocial occupational risk that affects the health and well-being of workers. Therefore, at the end of this work, some actions are proposed for its prevention in the educational field.
