Inteligencia emocional y compromiso laboral en el profesoradoRevisión de la literatura

  1. Vizoso Gómez, Carmen 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Revista:
Profesorado: Revista de curriculum y formación del profesorado

ISSN: 1989-6395 1138-414X

Año de publicación: 2022

Título del ejemplar: Transiciones de la escuela al trabajo en condiciones de vulnerabilidad social en Europa y América Latina / School-to-work transitions amid social vulnerability in Europe and Latin America

Volumen: 26

Número: 3

Páginas: 19

Tipo: Artículo

DOI: 10.30827/PROFESORADO.V26I3.21451 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Profesorado: Revista de curriculum y formación del profesorado

Resumen

La inteligencia emocional es una habilidad que permite percibir, comprender, regular y gestionar las emociones propias y las ajenas. Por su parte, el compromiso laboral hace referencia a un estado afectivo y motivacional caracterizado por la dedicación, el vigor y la concentración a la hora de desempeñar el trabajo. Teniendo en cuenta que ambos factores son esenciales en la labor del profesorado, en este estudio se pretende examinar las publicaciones en las que se analiza la inteligencia emocional y el compromiso laboral en este colectivo para poder esclarecer la relación entre ambos constructos. Para ello, se realizó una revisión sistemática en la que se incluyó un total de 14 artículos. Los resultados indican que existe una relación positiva entre la inteligencia emocional y el compromiso. Además, se observa que diversos recursos laborales y personales pueden incrementar los efectos de la inteligencia emocional sobre el compromiso. Por último, se advierte que la inteligencia emocional atenúa los efectos negativos que ciertas demandas laborales pueden causar en el compromiso laboral. En definitiva, los resultados de esta revisión permiten concluir que es necesario implementar programas educativos en los que se promueva el desarrollo de la inteligencia emocional y, así, se propicie el compromiso con la profesión docente en el profesorado.

Referencias bibliográficas

  • Abiodullah, M., Dur-e-Sameen, y Aslam, M. (2020). Emotional intelligence as a predictor of teacher engagement in classroom. Bulletin of Education and Research, 42(1), 127-140.
  • Alonso, C., Fernández-Salinero, S., y Topa, G. (2020). The impact of both individual and collaborative job crafting on Spanish teachers’ well-being. Education Sciences, 9(2),74. https://doi.org/10.3390/educsci9020074
  • Amador, C., y Treglown, L. (2020). What makes an engaged employee? A facet-level approach to trait emotional intelligence as a predictor of employee engagement. Personality and Individual Differences, 159, 109892. https://doi.org/10.1016/j.paid.2020.109892
  • Bakker, A. B., y de Vries, J. D. (2020). Job Demands–Resources Theory and selfregulation: new explanations and remedies for job burnout. Anxiety, Stress and Coping, 34(1), 1-21. https://doi.org/10.1080/10615806.2020.1797695
  • Bakker, A. B., y de Vries, J. D. (2021). Job Demands–Resources theory and selfregulation: New explanations and remedies for job burnout. Anxiety, Stress and Coping, 34(1), 1-21. https://doi.org/10.1080/10615806.2020.1797695
  • Bakker, A. B., y Demerouti, E. (2017). Job Demands–Resources Theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 2(3), 273–285. http://dx.doi.org/10.1037/ocp0000056
  • Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): A test of emotional intelligence. Multi-Health Systems.
  • Bar-On, R. (2000). Emotional and social intelligence: Insights from the emotional quotient inventory. En R. Bar-On y J. D. Parker (Eds.), Handbook of Emotional Intelligence (pp. 363-388). Jossey-Bass.
  • Bennett, J., Lubben, F., Hogarth, S., y Campbell, B. (2005). Systematic reviews of research in science education: rigour or rigidity? International Journal of Science Education, 27(4), 387-406. https://doi.org/10.1080/0950069042000323719
  • Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., y Alsinet, C. (2020). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031-2049. https://doi.org/10.1007/s10902-019-00167-x
  • Butakor, P. K., Guo, Q., y Adebanji, A. O. (2021). Using structural equation modeling to examine the relationship between ghanaian teachers' emotional intelligence, job satisfaction, professional identity, and work engagement. Psychology in the Schools, 58, 534–552. https://doi.org/10.1002/pits.22462
  • Caruso, D. R., Mayer, J. D., Bryan, V., Phillips, K. G., y Salovey, P. (2019). Measuring emotional and personal intelligence. En M.W. Gallagher y S.J. Lopez (Eds.), Positive psychological assessment: A handbook of models and measures (p. 233– 245). American Psychological Association.
  • Castellano, E., Munoz-Navarro, R., Sol, M., Spontón, C., y Medrano, L. A. (2019). Cognitive processes of emotional regulation, burnout and work engagement. Psicothema, 31(1), 73-80. https://doi.org/10.7334/psicothema2018.228
  • Castillo-Gualda, R., García, V., Pena, M., Galán, A., y Brackett, M. A. (2017). Resultados preliminares del método RULER en la inteligencia emocional y el compromiso laboral de profesores españoles. Electronic Journal of Research in Educational Psychology, 15(3), 641-664. http://dx.doi.org/10.14204/ejrep.43.17068
  • Cazalla-Luna, N., y Molero, D. (2018). Emociones, afectos, optimismo y satisfacción vital en la formación inicial del profesorado. Profesorado, Revista de Currículum y Formación del Profesorado, 22(1), 215-233. https://doi.org/10.30827/profesorado.v22i1.9926
  • D’Amico, A., Geraci, A., y Tarantino, C. (2020). The relationship between perceived emotional intelligence, work engagement, job satisfaction, and burnout in Italian school teachers: An exploratory study. Psychological Topics, 29, 63-84. https://doi.org/10.31820/pt.29.1.4
  • Da Silva, D. I., Ferreira, M. C., y Valentini, F. (2021). Work demands, personal resources and work outcomes: The mediation of engagement. Universitas Psychologica, 20. https://doi.org/10.11144/Javeriana.upsy20.wdpr
  • Di Stefano, G., y Gaudiino, M. (2020). Workaholism and work engagement: how are they similar? How are they different? A systematic review and meta-analysis. European Journal of Work and Organizational Psychology, 28(3), 329-347. https://doi.org/10.1080/1359432X.2019.1590337
  • Extremera, P., y Fernández-Berrocal, N. (2004). La importancia de desarrollar la inteligencia emocional en el profesorado. Revista Iberoamericana de Educación, 34(3), 1-10. https://doi.org/10.35362/rie3334005
  • Extremera, N., Mérida-López, S., Sánchez-Álvarez, N., Quintana-Orts, C., y Rey, L. (2019). Un amigo es un tesoro: inteligencia emocional, apoyo social organizacional y engagement docente. Praxis y Saber, 10(24), 69-92. https://doi.org/10.19053/22160159.v10.n25.2019.10003
  • Grant, M. J., y Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91-108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
  • Gong, Y., Wu, Y., Huang, P., Yan, X., y Luo, Z. (2020). Psychological empowerment and work engagement as mediating roles between trait emotional intelligence and job satisfaction. Frontiers in Psychology, 11, e232. https://doi.org/10.3389/fpsyg.2020.00232
  • Gutiérrez, O. I., Polo, J. D., Zambrano, M. J., y Molina, D. C. (2020). Meta-analysis and scientific mapping of well-being and job performance. Spanish Journal of Psychology, e43. https://doi.org/10.1017/SJP.2020.40
  • Iriarte, C., y Erro-Garcés, A. (2020). Stress in teaching professionals across Europe. International Journal of Educational Research, 103, e101623. https://doi.org/10.1016/j.ijer.2020.101623
  • Ismail, K., Mohd, Z., y Rasul, M. S. (2020). Emotional intelligence and work performance among vocational teachers. Journal of Technical Education and Training, 12(3), 106-117. https://doi.org/10.30880/jtet.2020.12.03.011
  • Jiménez, D., Sancho, P., y Sánchez, S. (2019). Perfil del futuro docente: Nuevos retos en el marco de EEES. Contextos Educativos. Revista de Educación, 23, 125-139. https://doi.org/10.18172/con.3471
  • Knight, C., Patterson, M., y Dawson, J. (2017). Building work engagement: A systematic review and meta-analysis investigating the effectiveness of work engagement interventions. Journal of Organizational Behavior, 38(6), 792-812. https://doi.org/10.1002/job.2167
  • Kola, J., y Challapalli, P. (2019). A study on relationship between emotional intelligence, ethical ideology, job performance and employee engagement in Telangana autonomous engineering colleges. Quality Access to Success, 20(168), 73-78.
  • Laitinen, S. (2022). Work-related well-being profiles among health education teachers. Education Sciences, 12(5). https://doi.org/10.3390/educsci12050343
  • Lestari, S. D., y Sawitri, D. R. (2017). Correlation between emotional intelligence and work engagement of special need school teachers. Advanced Science Letters, 23(4), 3480-3482. https://doi.org/10.1166/asl.2017.9139
  • Levitats, Z., y Vigoda-Gadot, E. (2020). Emotionally engaged civil servants: Toward a multilevel theory and multisource analysis in public administration. Review of Public Personnel Administration, 40(3), 426-446. https://doi.org/10.1177/0734371X18820938
  • Liu, J., y Cho, S. (2018). Interaction effect of display rules and emotional intelligence on hotel managers’ and non-managers’ work engagement. International Journal of Contemporary Hospitality Management, 30(3), 1903-1919. https://doi.org/10.1108/IJCHM-02-2017-0063
  • Mattingly, V., y Kraiger, K. (2019). Can emotional intelligence be trained? A metaanalytical investigation. Human Resource Management Review, 29(2), 140-155. https://doi.org/10.1016/j.hrmr.2018.03.002
  • Mayer, J. D., y Salovey, P. (1997). What is emotional intelligence? En P. Salovey y D. Sluyter (Eds.), Emotional development and emotional intelligence: implications for educators (pp. 3-31). Basic Book.
  • Mayer, J. D., Caruso, D. R., y Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290–300. http://dx.doi.org/10.1177/1754073916639667
  • Mayer, J. D., Salovey, P., y Caruso, D. R. (2002). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Item Booklet. MHS Publishers.
  • Mayer, J. D., Salovey, P., y Caruso, D. R. (2012). The validity of the MSCEIT: Additional analyses and evidence. Emotion Review, 4(4), 403-408. https://doi.org/10.1177/1754073912445815
  • Meléndez, J. C., Delhom, I., y Satorres, E. (2019). El poder de la inteligencia emocional sobre la resiliencia en adultos mayores. Ansiedad y Estres, 25(1), 14-19. https://doi.org/10.1016/j.anyes.2019.01.001
  • Mérida-López, S., Bakker, A. B., y Extremera, N. (2019). How does emotional intelligence help teachers to stay engaged? cross-validation of a moderated mediation model. Personality and Individual Differences, 151, 109393. https://doi.org/10.1016/j.paid.2019.04.048
  • Mérida-López, S., y Extremera, N. (2017). Estado de la cuestión sobre inteligencia emocional y burnout en el profesorado por países, año de publicación, ciclos educativos e instrumentos de evaluación. Profesorado, Revista de Currículum y Formación del Profesorado, 21(3), 371-389.
  • Mérida-López, S., y Extremera, N. (2020). The interplay of emotional intelligence abilities and work engagement on job and life satisfaction: Which emotional abilities matter most for secondary-school teachers? Frontiers in Psychology, 11, 563634. https://doi.org/10.3389/fpsyg.2020.563634
  • Mérida-López, S., Extremera, N., y Sánchez-Álvarez, N. (2020a). The interactive effects of personal resources on teachers’work engagement and withdrawal intentions: A structural equation modeling approach. International Journal of Environmental Research and Public Health, 17(7). https://doi.org/10.3390/ijerph17072170
  • Mérida-López, S., Extremera, N., y Rey, L. (2017). Contributions of work-related stress and emotional intelligence to teacher engagement: Additive and interactive effects. International Journal of Environmental Research and Public Health, 14(10), 1156. https://doi.org/10.3390/ijerph14101156
  • Mérida-López, S., Sánchez-Gómez, M., y Extremera, N. (2020b). Leaving the teaching profession: Examining the role of social support, engagement and emotional intelligence in teachers’ intentions to quit. Psychosocial Intervention, 29(3), 141-151. https://doi.org/10.5093/PI2020A10
  • Moher, D., Liberati, A., Tetzlaff,J., Altman, D. G., y The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA Statement. PLoS Med, 6(7), 1-6. https://doi.org/10.1371/journal.pmed.1000097
  • Moyano, N., Perez-Yus, M. C., Herrera-Mercadal, P., Navarro-Gil, M., Valle, S., y Montero-Marin, J. (2021). Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness. Current Psychology. https://doi.org/10.1007/s12144-021-02433-9
  • Mukaihata, T., Fujimoto, H., y Greiner, C. (2020). Factors influencing work engagement among psychiatric nurses in Japan. Journal of Nursing Management, 28, 306–316. https://doi.org/10.1111/jonm.12923
  • Orgambídez, A., y Extremera, N. (2020). Understanding the link between work engagement and job satisfaction: Do role stressors underlie this relationship? Scandinavian Journal of Psychology, 61(3), 443-449. https://doi.org/10.1111/sjop.12613
  • Pena, M., y Extremera, N. (2012). Inteligencia emocional percibida en el profesorado de primaria y su relación con los niveles de burnout e ilusión por el trabajo (engagement). Revista de Educación, 359, 604-627. https://doi.org/10.4438/1988-592X-RE-2011-359-109
  • Pena, M., Rey, L., y Extremera, N. (2012). Bienestar personal y laboral en el profesorado de Infantil y Primaria: Diferencias en función de su inteligencia emocional y del género. Revista de Psicodidáctica, 17(2), 341-358. https://doi.org/10.1387/Rev.Psicodidact.4496
  • Puertas, P., Ubago, J. L., Moreno, R., Padial, R., Martínez, A., y González, G. (2018). La inteligencia emocional en la formación y desempeño docente: una revisión sistemática. Revista Española de Orientación y Psicopedagogía, 29(2), 128-142. https://doi.org/10.5944/reop.vol.29.num.2.2018.23157
  • Puertas, P., Zurita, F., Ubago, J. L., y González, G. (2019). Influence of emotional intelligence and burnout syndrome on teachers well-being: A systematic review. Social Sciences, 8(6): 185. https://doi.org/10.3390/socsci8060185
  • Rodrigo-Ruiz, D., Cejudo, J., y Pérez-González, J. C. (2019). Compendio y análisis de medidas de evaluación de la inteligencia emocional capacidad. Revista Iberoamericana de Diagnóstico y Evaluación, 51(2), 99-115. https://doi.org/10.21865/RIDEP51.2.08
  • Ruiz-Zorrilla, P., Hernández, X., Barrón, A., Antino, M., y Rodríguez-Muñoz, A. (2020). Explorando patrones diarios de engagement en docentes: Una aproximación mediante modelos de crecimiento latente. Psicothema, 32(3), 374-381. https://doi.org/10.7334/psicothema2020.57
  • Rusu, P. P., y Colomeischi, A. A. (2020). Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement. Frontiers in Psychology, 11, 1608. https://doi.org/10.3389/fpsyg.2020.01608
  • Salanova, M., Lorente, L., y Vera, M. (2009). Recursos personales: Las creencias de eficacia. En M. Salanova (dir.), Psicología de la salud ocupacional (pp. 149-173). Síntesis.
  • Salovey, P., Mayer, J. D., Goldman, S., Turvey, C., y Palfai, T. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. En J.W. Pennebaker (Ed.), Emotion, disclosure, and health (pp. 125-154). American Psychological Association.
  • Sanchez-Gomez., y Breso, E. (2019). The mobile emotional intelligence test (MEIT): An ability test to assess emotional intelligence at work. Sustainability, 11(3), 827. https://doi.org/10.3390/su11030827
  • Santander, S., Gaeta, M. L., y Martínez-Otero, V. (2020). Impacto de la regulación emocional en el aula: un estudio con profesores españoles. Revista Interuniversitaria de Formación del Profesorado, 34(2), 225-246. https://doi.org/10.47553/rifop.v34i2.77695
  • Schaufeli, W. B., Bakker, A. B., y Salanova, M. (2016). The measurement of work engagement with a short questionnaire. Educational and Psychological Measurement, 66(4), 701–716. https://doi.org/10.1177/0013164405282471
  • Schaufeli, W. B., Salanova, M., González-Romá, V., y Bakker, A. B. (2002). The measurement of engagement and burnout: A confirmative analytic approach. Journal of Happiness Studies, 3(1), 71–92. https://doi.org/10.1023/A:1015630930326
  • Schaufeli, W. B., Shimazu, A., Hakanen, J., Salanova, M., y De Witte, H. (2017). An ultra-short measure for work engagement: The UWES-3 validation across five countries. European Journal of Psychological Assessment, 35(4), 577-591. https://doi.org/10.1027/1015-5759/a000430
  • Stoloff, S., Boulanger, M., Lavallée, E., y Glaude-Roy, J. (2020). Teachers’ Indicators Used to Describe Professional Well-Being. Journal of Education and Learning, 9(1), 16-29. https://doi.org/10.5539/jel.v9n1p16
  • Sudibjo, N., y Sutarji, T. (2020). The roles of job satisfaction, well-being, and emotional intelligence in enhancing the teachers’ employee engagements. Management Science Letters, 10(11), 2477-2482. https://doi.org/10.5267/j.msl.2020.4.002
  • Sunindijo, R. Y., y Maghrebi, M. (2020). Political skill improves the effectiveness of emotional intelligence: Bayesian network analysis in the construction industry. Journal of Architectural Engineering, 26(3),04020019. https://doi.org/10.1061/(ASCE)AE.1943-5568.0000417
  • Thomas, C. L., y Allen, K. (2021). Driving engagement: investigating the influence of emotional intelligence and academic buoyancy on student engagement. Journal of Further and Higher Education, 45(1), 107-119. https://doi.org/10.1080/0309877X.2020.1741520
  • Toyama, H. y Mauno, S. (2017). Associations of trait emotional intelligence with social support, work engagement, and creativity in japanese eldercare nurses. Japanese Psychological Research, 59(1), 14-25. https://doi.org/10.1111/jpr.12139
  • Trógolo, M. A., Morera, L. P., Castellano, E., Spontón, C., y Medrano, L. A. (2020). Work engagement and burnout: real, redundant, or both? A further examination using a bifactor modelling approach. European Journal of Work and Organizational Psychology, 29(6), 922-937. https://doi.org/10.1080/1359432X.2020.1801642
  • Turner, K., y Stough, C. (2020). Pre-service teachers and emotional intelligence: a scoping review. The Australian Educational Researcher, 47(2), 283–305. https://doi.org/10.1007/s13384-019-00352-0
  • Upadyaya, K., y Salmela-Aro, K. (2020). Social demands and resources predict job burnout and engagement profiles among Finnish employees. Anxiety, Stress and Coping, 33(4), 403-415. https://doi.org/10.1080/10615806.2020.1746285
  • Usán, P., y Salavera, C. (2020). Burnout syndrome, engagement and goal orientation in teachers from different educational stages. Sustainability, 12(17), 6882. https://doi.org/10.3390/su12176882
  • Vîrgă, D., Maricuţoiu, L. P., y Iancu, A. (2019). The efficacy of work engagement interventions: A meta-analysis of controlled trials. Current Psychology. https://doi.org/10.1007/s12144-019-00438-z
  • Vizoso-Gómez, C. M. (2020). Caracterización del capital psicológico en el profesorado: Una revisión sistemática. Estudios sobre Educación, 39, 267-295. https://doi.org/10.15581/004.39.267-295
  • Wang, L. (2022). Exploring the relationship among teacher emotional intelligence, work engagement, teacher self-efficacy, and student academic achievement: A moderated mediation model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.810559
  • Wang, H., Hall, N. C., y Taxer, J. L. (2019). Antecedents and consequences of teachers’ emotional labor: A systematic review and meta-analytic investigation. Educational Psychology Review, 31(3), 663-698. https://doi.org/10.1007/s10648-019-09475-3
  • Wong, C. S., y Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13, 243-274. https://doi.org/10.1016/S1048-9843(02)00099-1
  • Yin, H., Huang, S., y Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 100283. https://doi.org/10.1016/j.edurev.2019.100283