Natalio Extremera Pacheco

Inteligencia emocional percibida en el profesorado de Primaria y su relación con los niveles de burnout e ilusión por el trabajo (engagement)

This study examines the relationship between perceived emotional intelligence and the degree of teacher burnout, vigour, dedication and absorption (engagement) in a sample of 245 primary school teachers. The subjects were asked to complete the eip scale (tmms-24), the engagement scale (Uwes) and the burnout scale (mbi). The results revealed a positive correlation between eip and engagement. Also, eip scores were significantly related in the expected direction to burnout scores. The authors’ hypothesis suggests that perceived emotional intelligence is a factor that protects against the appearance of symptoms of burnout and is associated with higher levels of engagement. Therefore, the primary teachers’ burnout and engagement levels are compared with those of other teaching professionals to examine comparative prevalence. The results indicate that the most predictive dimensions of perceived emotional intelligence are assimilation and interpersonal perception. The mood regulation scale was a significant predictor of three dimensions of engagement. Moreover, primary teachers, compared with other teaching professionals, showed a medium-low pattern of burnout and a medium-high pattern of engagement. In general, these results suggest that primary teachers are highly vocational and enthusiastic about their work. The results underline the need for programmes to help teachers develop emotional skills as a method of preventing job stressors and boosting their level of enthusiasm and dedication.