Author, as appears in the article.: Espinoza-Díaz, IM; Tous-Pallarés, J; Lucas-Mangas, S; Valdivieso-León, L; Vigil-Colet, A
Department: Psicologia
URV's Author/s: Espinoza Díaz, Ivette Margarita / Vigil Colet, Andrés
Keywords: burnout engagement hardy personality life model personality psychological climate satisfaction stress teachers validity version work Burnout Emotional intelligence Personality Psychological climate Psychological well-being Teachers
Abstract: Introduction: Those who are professionally dedicated to teaching can be exposed with their work to situations that influence their perception of psychological well-being. This study aims to evaluate how the factors of personality, emotional intelligence, burnout and the psychosocial climate derived from the work environment of teachers influence their levels of psychological well-being, to verify whether these variables allow us to establish a predictive model of psychological well-being by means of multiple regression analysis. Methods: Participants were a group of 386 teachers in early childhood, Primary and Secondary education, both in training and in active service (71.5% women; 28.5% men). A correlation and multiple regression analysis were performed to establish a predictive model of psychological well-being. We used 5 instruments: Psychosocial Climate at Work Scales (ECPT); verall Personality Assessment Scale (OPERAS); Questionnaire for Evaluation of Burnout Syndrome at Work (CESQT); Spanish adaptation of the Riff Psychological Well-being Scales (EBP) and Spanish validation of the Trait Meta-Mood Scale (TMMS-24). Results: Most of the relationships were significant, and the multiple regression analysis explains 58.5% of the global variance of psychological well-being in teachers, being emotional stability the most relevant and main predictor of psychological well-being, explaining its 38.1%. Discussion: Personality shows a great influence in psychological well-being of teachers, particularly emotional stability. The ability to establish predictive models to explain psychological well-being in educational environments is confirmed.
Thematic Areas: Administração pública e de empresas, ciências contábeis e turismo Artes Astronomia / física Biodiversidade Biotecnología Ciência da computação Ciências agrárias i Ciências ambientais Ciências biológicas i Ciências biológicas ii Ciências biológicas iii Ciencias sociales Economia Educação Educação física Enfermagem Engenharias iv Ensino Filosofía General psychology Interdisciplinar Linguística e literatura Medicina i Medicina ii Nutrição Psicología Psychology Psychology (all) Psychology (miscellaneous) Psychology, multidisciplinary Saúde coletiva
licence for use: https://creativecommons.org/licenses/by/3.0/es/
Author's mail: andreu.vigil@urv.cat ivettemargarita.espinoza@urv.cat
Author identifier: 0000-0003-3818-4514 0000-0001-9033-1142
Record's date: 2024-01-13
Papper version: info:eu-repo/semantics/publishedVersion
Link to the original source: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1211280/full
Papper original source: Frontiers In Psychology. 14
APA: Espinoza-Díaz, IM; Tous-Pallarés, J; Lucas-Mangas, S; Valdivieso-León, L; Vigil-Colet, A (2023). Psychological well-being of teachers: influence of burnout, personality, and psychosocial climate. Frontiers In Psychology, 14(), -. DOI: 10.3389/fpsyg.2023.1211280
Licence document URL: http://repositori.urv.cat/ca/proteccio-de-dades/
Article's DOI: 10.3389/fpsyg.2023.1211280
Entity: Universitat Rovira i Virgili
Journal publication year: 2023
Publication Type: Journal Publications
Repositori URV