Emotional intelligence and social support of teachersexploring how personal and social resources are associated with job satisfaction and intentions to quit job

  1. Sergio Mérida López
  2. Cirenia Quintana Orts
  3. Taina Hintsa
  4. Natalio Extremera Pacheco
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2022

Volumen: 27

Número: 2

Páginas: 168-175

Tipo: Artículo

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Otras publicaciones en: Revista de psicodidáctica

Resumen

Aunque investigaciones previas han indicado que las habilidades emocionales afectan sustancialmente al bienestar ocupacional y la motivación del profesorado, los estudios que examinan las posibles vías por las cuales la inteligencia emocional se relaciona con la satisfacción laboral y con la intención de abandono son escasos. El presente estudio ha examinado un modelo de mediación serial incluyendo un recurso personal, i.e., inteligencia emocional, como un predictor de los recursos laborales (i.e., apoyo percibido de colegas y supervisores), satisfacción laboral e intención de abandono. Un total de 1.079 profesionales de la enseñanza (651 mujeres; Medad = 44.07 años) ha participado en este estudio. Los niveles de enseñanza del profesorado incluyen: preescolar, primaria y secundaria. Se ha analizado un modelo de mediación serial mediante la macro PROCESS de SPSS (modelo 80). Los resultados han apoyado un modelo que muestra que mayores niveles de inteligencia emocional se asocian con una menor intención de abandono docente a través de dos vías indirectas: (a) una mayor satisfacción laboral y (b) un mayor apoyo percibido de supervisores seguido de una mayor satisfacción laboral. Este estudio contribuye a la comprensión de cómo los recursos personales y contextuales pueden permitir que el profesorado se sienta satisfecho en el trabajo y menos propenso a considerar el abandono.

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