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Emotional Intelligence, Psychological Well-Being and Burnout of Active and In-Training Teachers

Author

Listed:
  • Susana Lucas-Mangas

    (Department of Psychology, University of Valladolid, 47002 Valladolid, Spain)

  • Lorena Valdivieso-León

    (Department of Psychology, University of Valladolid, 47002 Valladolid, Spain)

  • Ivette Margarita Espinoza-Díaz

    (Department of Psychology, University of Rovira i Virgilli, 43007 Tarragona, Spain)

  • Jordi Tous-Pallarés

    (Department of Psychology, University of Rovira i Virgilli, 43007 Tarragona, Spain)

Abstract

The main activating variables of psychological well-being and Emotional Intelligence that influence teachers include the process of evaluating well-being, their motivation, and their ability to perceive and regulate sources of stress and burnout. The relationship and influence of psychological well-being and emotional intelligence was analyzed with the adequate regulation of burnout. Those who participated included 386 active teachers (55%), and teachers in training (45%), studying for degrees in Pre-School and Primary Education, and Master’s degrees in Secondary Education Teacher Training of which 71.5% were women. The following were used: Psychological Well-Being Scales, Trait Meta-Mood Scale and the Spanish Burnout Inventory. Pearson’s correlation analysis and multiple regression analysis were performed. The results showed that enthusiasm for the teaching job is related to psychological well-being, especially domain of the environment and personal growth. Multiple regression analysis made it possible to establish a predictive model of well-being, showing that psychological well-being is the main adjustment predictor and/or the mismatch in the work of the teaching staff in both samples, through an adequate regulation of positive relationships, mastery of their environment and having a purpose in life.

Suggested Citation

  • Susana Lucas-Mangas & Lorena Valdivieso-León & Ivette Margarita Espinoza-Díaz & Jordi Tous-Pallarés, 2022. "Emotional Intelligence, Psychological Well-Being and Burnout of Active and In-Training Teachers," IJERPH, MDPI, vol. 19(6), pages 1-10, March.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:6:p:3514-:d:772492
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    Citations

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    Cited by:

    1. Diego García-Álvarez & María José Soler & Rubia Cobo-Rendón & Juan Hernández-Lalinde, 2023. "Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology," Sustainability, MDPI, vol. 15(13), pages 1-15, June.
    2. Marina Alarcón-Espinoza & Paula Samper-Garcia & M. Teresa Anguera, 2023. "Systematic Observation of Emotional Regulation in the School Classroom: A Contribution to the Mental Health of New Generations," IJERPH, MDPI, vol. 20(8), pages 1-14, April.

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