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

• Autores: Konstanze Schoeps, Alicia Tamarit Chulià, Montserrat Peris Hernández, Inmaculada Montoya Castilla
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 27, Nº. 2, 2021, págs. 135-143
• Idioma: inglés
• DOI: 10.5093/psed2021a10
• Títulos paralelos:
  • La repercusión de la inteligencia emocional en el burnout de profesores españoles: estudio de mediación
• Enlaces
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• Dialnet Métricas: 10 Citas
• Resumen
  • español

    La utilidad de la inteligencia emocional y su efecto tranquilizador sobre el estrés laboral de los profesores han ido cobrando importancia en este campo de investigación. El objetivo de este estudio ha sido analizar la relación entre las habilidades emocionales y el síndrome de burnout y si el equilibrio afectivo media esta asociación. Se han utilizado modelos de ecuaciones estructurales con datos de autoinforme de 200 profesores cuya edad estaba comprendida entre los 22 y los 64 años (M = 44.97, SD = 9.31, 73.50% mujeres). Se utilizó un diseño transversal para el estudio. Los resultados mostraron un efecto significativo directo e indirecto de la claridad y de la reparación emocional en las cuatro dimensiones del burnout, mientras que la atención no predijo el burnout de los profesores. El afecto positivo medió la relación entre la inteligencia emocional y el entusiasmo hacia el trabajo, mientras que el afecto negativo medió la asociación entre las habilidades emocionales y los síntomas negativos del burnout. Dichos resultados indican que el desarrollo de las habilidades emocionales está directamente asociado a un nivel más bajo de estrés laboral. Sin embargo, el afecto negativo restringe esta influencia positiva.

  • English

    The benefits of emotional intelligence and their alleviating impact on work-related stress among teachers have been gaining salience in this research field. The aim of this study was to analyze the relationship between emotional abilities and the burnout syndrome and whether the affective balance mediates this interplay. Using a structural equation modeling framework with self-report data from 200 schoolteachers aged between 22 to 64 years (M = 44.97, SD = 9.31, 73.50% women), the study design was a cross-sectional one. Results showed significant direct and indirect effects of mood clarity and emotional repair on all four burnout dimensions, while attention did not predict teacher burntout. Positive affect mediated the relationship between emotional intelligence and enthusiasm toward the job, while negative affect mediated the association between emotional abilities and negative burnout symptoms. Our findings suggest that enhanced emotional abilities are directly associated with lower levels of work-related stress, however, negative affect restrains this positive influence.

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