Papel de la Inteligencia Emocional Percibida (IEP) y el optimismo/pesimismo disposicional en el coping en profesorado de Educación Secundaria Obligatoria (ESO) y Bachillerato
Archivos
NO SE HA AUTORIZADO la consulta de los documentos asociados
Fecha
2024-06-03
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Jaén: Universidad de Jaén
Resumen
(ES)Investigaciones previas han demostrado el gran impacto físico y psicológico que tiene el estrés sobre los/as docentes, así como la influencia que ejercen variables como la Inteligencia
Emocional y el optimismo disposicional sobre el afrontamiento a dicho estrés. Así, este estudio se ha llevado a cabo con el objetivo de analizar las relaciones entre dichas variables.
Para ello, se ha recogido información en una muestra de 266 profesores/as de ESO y Bachillerato. Los instrumentos de medición empleados han sido: COPE-28 (coping), WLEIS-S (IEP,
Inteligencia Emocional Percibida) y LOT-R (optimismo disposicional). Los resultados de los análisis descriptivos, de correlación de Pearson y de regresión lineal jerárquica, han puesto de
manifiesto el papel predictivo que tienen tanto la IEP como el optimismo disposicional sobre el tipo de afrontamiento que emplean los/as docentes. Así, los sujetos con mayores
puntuaciones en IEP y optimismo disposicional han informado de un mayor uso de estrategias cognitivas, activas y adaptativas.
(EN)Studies on stress have demonstrated its physical and psychological impact on teachers. It has also been shown how influential some variables as Emotional Intelligence and dispositional optimism could be on that matter. Therefore, this study has been carried out to analyze the relationships between those variables. In order to do this, information has been collected on a sample of 266 male and female teachers of the different levels of Secondary School. These are the measurement instruments that were used: COPE-28 (coping), WLEIS-S (PEI, Perceived Emotional Intelligence) and LOT-R (dispositional optimism). The results of the different analysis (descriptive, Pearson’s correlation and hierarchical linear regression) have shown the predictive role that both the PEI and dispositional optimism have on the type of coping used by teachers. In this way, teachers with higher PEI scores and dispositional optimism have reported a greater use of cognitive, active and adaptive coping strategies.
(EN)Studies on stress have demonstrated its physical and psychological impact on teachers. It has also been shown how influential some variables as Emotional Intelligence and dispositional optimism could be on that matter. Therefore, this study has been carried out to analyze the relationships between those variables. In order to do this, information has been collected on a sample of 266 male and female teachers of the different levels of Secondary School. These are the measurement instruments that were used: COPE-28 (coping), WLEIS-S (PEI, Perceived Emotional Intelligence) and LOT-R (dispositional optimism). The results of the different analysis (descriptive, Pearson’s correlation and hierarchical linear regression) have shown the predictive role that both the PEI and dispositional optimism have on the type of coping used by teachers. In this way, teachers with higher PEI scores and dispositional optimism have reported a greater use of cognitive, active and adaptive coping strategies.