Publicación: Emotional intelligence as a predictor of satisfaction in early childhood and primary school teachers
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2022
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info:eu-repo/semantics/openAccess
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['Universidad Autonoma de Madrid Ediciones', 'Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (RINACE)']
Resumen
Las crecientes demandas educativas del nuevo milenio han generado un aumento en la cantidad de trabajos centrados en el examen de la satisfacción de los docentes. Nuestro trabajo pretende describir la percepción que tiene una muestra de maestros de la Comunidad Autónoma de Madrid (CAM) acerca de su satisfacción laboral y personal, y explorar la existencia de relaciones entre estos constructos y su Inteligencia Emocional Percibida (IEP) para llegar a poner de manifiesto su potencial papel predictor sobre el bienestar de este colectivo. Los sujetos de la muestra cumplimentaron tres cuestionarios de forma auto administrada tras lo cual, los datos fueron sometidos a análisis descriptivos, correlacionales y de regresión lineal. Los docentes evaluados presentaron un grado de Satisfacción Laboral medio y una Felicidad Subjetiva de “notable alto”. Las correlaciones encontradas entre las tres variables sometidas a medida fueron significativas. Las ecuaciones de regresión obtenidas indicaron que la IEP tiene papel predictor moderado sobre el bienestar laboral y personal del profesorado. Así, su incremento podría suponer una oportunidad de mejora de la calidad del desempeño docente, y elevar el bienestar personal y laboral de los maestros de la CAM, especialmente en aquellos con menor competencia emocional, o con grados de satisfacción reducidos.
The increasing educational demands of the new millennium have generated an increment of works focused on explore the teachers´ satisfaction with their professional practice. This work aims, firstly, to describe the perception of a sample of in-service teachers in the Autonomous Community of Madrid (CAM) about their job satisfaction and subjective happiness; and secondly, to examine the existence of any relationships between these constructs and their emotional skills, to go pass later to highlight the potential predicting role played by the Perceived Emotional Intelligence (PEI) on work satisfaction and general psychological wellbeing in the studied collective. To this end, three different self-administered questionnaires were applied. The data were analyzed in a descriptive, correlational, and linear regression ways. Our teachers had a medium degree of job satisfaction and enjoy of a remarkable high level of subjective happiness. The significant correlations found between the 3 measured variables led to regression equations that did grant a modest predictive role to PEI on both work well-being and personal welfare. In this way, its increase could represent an opportunity to improve both the quality of teaching performance, and the well-being of CAM teachers with lower emotional competence, or with reduced degrees of satisfaction.
The increasing educational demands of the new millennium have generated an increment of works focused on explore the teachers´ satisfaction with their professional practice. This work aims, firstly, to describe the perception of a sample of in-service teachers in the Autonomous Community of Madrid (CAM) about their job satisfaction and subjective happiness; and secondly, to examine the existence of any relationships between these constructs and their emotional skills, to go pass later to highlight the potential predicting role played by the Perceived Emotional Intelligence (PEI) on work satisfaction and general psychological wellbeing in the studied collective. To this end, three different self-administered questionnaires were applied. The data were analyzed in a descriptive, correlational, and linear regression ways. Our teachers had a medium degree of job satisfaction and enjoy of a remarkable high level of subjective happiness. The significant correlations found between the 3 measured variables led to regression equations that did grant a modest predictive role to PEI on both work well-being and personal welfare. In this way, its increase could represent an opportunity to improve both the quality of teaching performance, and the well-being of CAM teachers with lower emotional competence, or with reduced degrees of satisfaction.
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Categorías UNESCO
Palabras clave
Satisfacción laboral, Satisfacción personal, Inteligencia emocional, Maestros, Educación, Job satisfaction, Life satisfaction, Emotional intelligence, Teacher, Education
Citación
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación I