Funcionamiento psicológico adaptativo y burnout en docentesimplicaciones sobre los procesos instruccionales

  1. Valeria Romero 1
  2. José Carlos Núñez 1
  3. Carlos Freire 2
  4. María del Mar Ferradás 2
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Revista:
Psychology, Society & Education

ISSN: 1989-709X,  2171-2085

Año de publicación: 2023

Volumen: 15

Número: 1

Páginas: 1-10

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Psychology, Society & Education

Resumen

Given the high levels of burnout in the teaching profession, there is a growing interest in identifying the personal resources that would favor the positive psychological functioning in this group. From this emerging perspective, the present study had two objectives: (1) analyze the effect of psychological capital and job satisfaction on burnout in teachers; (2) determine how this syndrome affects the instructional practice (self-efficacy for teaching self-regulation strategies and teaching approach adopted). A structural equations model analysis was carried out with 113 teachers (90.3% women; Mage = 38.13; SD = 11.01) from pre-school, elementary school, compulsory secondary education and Bachillerato [optional higher secondary education]), selected through a convenience sample. Psychological capital and job satisfaction were shown to be negative predictors of burnout. In turn, this syndrome showed a direct negative effect on self-efficacy, and an indirect one on the student-centered teaching approach. These findings suggest that psychological capital and job satisfaction can be valuable resources to reduce teacher burnout and favor their adaptive job performance.

Referencias bibliográficas

  • Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R., y Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497-521. https://doi.org/10.1037/edu0000293 Arbuckle J. L. (2013). Amos 22 user’s guide. SPSS.
  • Azanza, G., Domínguez, Á. J., Moriano, J. A., y Molero, F. J. (2014). Capital psicológico positivo. Validación del cuestionario PCQ en España. Anales de Psicología, 30(1), 294-301. https://doi. org/10.6018/analesps.30.1.153631
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Brasfield, M. W., Lancaster, C., y Xu, Y. J. (2019). Wellness as a mitigating factor for teacher burnout. Journal of Education, 199(3), 166-178. https://doi.org/10.1177/0022057419864525
  • Brouwers, A., y Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253. https://doi. org/10.1016/S0742-051X(99)00057-8
  • Buonomo, I., Fiorilli, C., y Benevene, P. (2019). The impact of emotions and hedonic balance on teachers’ self-efficacy: Testing the bouncing back effect of positive emotions. Frontiers in Psychology, 10, 1670. https://doi.org/10.3389/fpsyg.2019.01670
  • Burić, I., y Frenzel, A. C. (2021). Teacher emotional labour, instructional strategies, and students’ academic engagement: A multilevel analysis. Teachers and Teaching, 27(5), 335-352. https:// doi.org/10.1080/13540602.2020.1740194
  • Burić, I., Slišković, A., y Penezić, Z. (2019). Understanding teacher well-being: A cross-lagged analysis of burnout, negative studentrelated emotions, psychopathological symptoms, and resilience. Educational Psychology, 39(9), 1136-1155. https://doi.org/10.1080/01443410.2019.1577952
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge. https://doi.org/10.4324/9780203771587
  • Collie, R. J., y Perry, N. E. (2019). Cultivating teacher thriving through social-emotional competence and its development. The Australian Educational Researcher, 46(4), 699-714. https://doi.org/10.1007/ s13384-019-00342-2
  • Czerniak, C. M., y Schriver, M. L. (1994). An examination of preservice science teachers’ beliefs and behaviors as related to self-efficacy. Journal of Science Teacher Education, 5(3), 77-86. https://doi.org/10.1007/BF02614577
  • De Bruijn-Smolders, M., Timmers, C. F., Gawke, J. C., Schoonman, W., y Born, M. P. (2016). Effective self-regulatory processes in higher education: Research findings and future directions. A systematic review. Studies in Higher Education, 41(1), 139-158. https://doi.org/10.1080/03075079.2014.915302
  • De Smul, M., Heirweg, S., Van Keer, H., Devos, G., y Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225. https://doi.org/10.1016/j. tate.2018.01.001
  • Dreer, B. (2021). Teachers’ well-being and job satisfaction: The important role of positive emotions in the workplace. Educational Studies. https://doi.org/10.1080/03055698.2021.1940872
  • Esteras, J., Chorot, P., y Sandín, B. (2019). Sintomatología física y mental asociada al síndrome de burnout en los profesionales de la enseñanza. Revista de Psicopatología y Psicología Clínica, 24(1), 29-37. https://doi.org/10.5944/rppc.23776
  • Ferradás, M. M., Freire, C., García-Bértoa, A., Núñez, J. C., y Rodríguez, S. (2019). Teacher profiles of psychological capital and their relationship with burnout. Sustainability, 11(18), 5096. https://doi.org/10.3390/su11185096
  • Finney, S. J. y DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. En G. R. Hancock y R. O. Mueller (Eds.), Structural Equation Modeling. A Second Course (1ª ed., pp. 269-314). Information Age Publishing.
  • Fong, C. J., Dillard, J. B., y Hatcher, M. (2019). Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement. International Journal of Educational Research, 98, 91-105. https://doi.org/10.1016/j.ijer.2019.08.018
  • Freire, C., Ferradás, M. M., García-Bértoa, A., Núñez, J. C., Rodríguez, S., y Piñeiro, I. (2020). Psychological capital and burnout in teachers: The mediating role of flourishing. International Journal of Environmental Research and Public Health, 17(22), 8403. https://doi.org/10.3390/ijerph17228403
  • Gillet, N., Morin, A. J., Sandrin, É., y Fernet, C. (2022). Predictors and outcomes of teachers’ burnout trajectories over a seven-year period. Teaching and Teacher Education, 117, 103781. https://doi.org/10.1016/j.tate.2022.103781
  • González, A., Conde, Á., Díaz, P., García, M., y Ricoy, C. (2018). Instructors’ teaching styles: Relation with competences, selfefficacy, and commitment in pre-service teachers. Higher Education, 75(4), 625-642. https://doi.org/10.1007/s10734-017-0160-y
  • González-Geraldo, J. L., y Hernández-Pina, F. (2015). Análisis psicométrico del cuestionario Approaches to Teaching Inventory (ATI) y propuesta en castellano (S-ATI-20). Anales de Psicología, 31(1), 172-183. https://doi.org/10.6018/analesps.31.1.190261
  • Granziera, H., Collie, R., y Martin, A. (2021). Understanding teacher wellbeing through job demands-resources theory. En C. F. Mansfield (Ed.), Cultivating teacher resilience. International approaches, applications and impact (pp. 229-244). Springer. https://doi.org/10.1007/978-981-15-5963-1_14
  • Hajovsky, D. B., Chesnut, S. R., y Jensen, K. M. (2020). The role of teachers’ self-efficacy beliefs in the development of teacherstudent relationships. Journal of School Psychology, 82, 141-158. https://doi.org/10.1016/j.jsp.2020.09.001
  • Hernández-Pina, F., Maquilón, J., y Monroy, F. (2012). Estudio de los enfoques de enseñanza en profesorado de educación primaria. Profesorado, 16(1), 61-77.
  • Hongying, S. (2007). Literature review of teacher job satisfaction. Chinese Education & Society, 40(5), 11-16. https://doi.org/10.2753/CED1061-1932400502
  • Hu, L., y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi. org/10.1080/10705519909540118
  • Jansen, R. S., Van Leeuwen, A., Janssen, J., Jak, S., y Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292. https://doi.org/10.1016/j.edurev.2019.100292
  • Klusmann, U., Aldrup, K., Roloff, J., Lüdtke, O., y Hamre, B. K. (2022). Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports. Journal of Educational Psychology, 114(6), 1442-1460. https://doi.org/10.1037/edu0000703
  • Kurt, N., y Demirbolat, A. O. (2019). Investigation of the relationship between psychological capital perception, psychological wellbeing and job satisfaction of teachers. Journal of Education and Learning, 8(1), 87-99. https://doi.org/10.5539/jel.v8n1p87
  • Leiter, M. P. (1992). Burn-out as a crisis in self-efficacy: Conceptual and practical implications. Work & Stress, 6(2), 107-115. https:// doi.org/10.1080/02678379208260345
  • Lenhard, W., y Lenhard, A. (2016). Computation of effect sizes. Psychometrica. https://doi.org/10.13140/RG.2.2.17823.92329
  • Li, Y., Li, Y., y Castaño, G. (2019). The impact of teaching-research conflict on job burnout among university teachers: An integrated model. International Journal of Conflict Management, 31(1), 76-90. https://doi.org/10.1108/IJCMA-05-2019-0080
  • Luthans, F., Avolio, B. J., Avey, J., y Norman, S. (2007) Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541-572. https://doi.org/10.1111/j.1744-6570.2007.00083.x
  • Luthans, F., y Youssef-Morgan, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4(17), 1-17. https://doi.org/10.1146/annurev-orgpsych-032516-113324
  • Luthans, F., Youssef-Morgan, C. M., y Avolio, B. (2015). Psychological capital and beyond. Oxford University Press.
  • Martínez, J. P., Méndez, I., Ruiz-Esteban, C., Fernández-Sogorb, A., y García-Fernández, J. M. (2020). Profiles of burnout, coping strategies and depressive symptomatology. Frontiers in Psychology, 11, 591. https://dx.doi.org/10.3389/fpsyg.2020.00591
  • Maslach, C., Jackson S. E., y Leiter, M. P. (1996). Maslach Burnout Inventory manual (3ª ed.). Consulting Psychologists Press.
  • McCullough, S. N., Granger, K. L., Sutherland, K. S., Conroy, M. A., y Pandey, T. (2022). A preliminary study of BEST in CLASS-elementary on teacher self-efficacy, burnout, and attributions. Behavioral Disorders, 47(2), 84-94. https://doi. org/10.1177/01987429211010672
  • Melamed, S., Ugarten, U., Shirom, A., Kahana, L., Lerman, Y., y Froom, P. (1999). Chronic burnout, somatic arousal and elevated salivary cortisol levels. Journal of Psychosomatic Research, 46(6), 591-598. https://doi.org/10.1016/S0022-3999(99)00007-0
  • Molero, M. M., Pérez-Fuentes, M. C., Atria, L., Oropesa, N. F., y Gázquez, J. J. (2019). Burnout, perceived efficacy, and job satisfaction: Perception of the educational context in high school teachers. BioMed Research International, 2019, 1021408. https:// doi.org/10.1155/2019/1021408
  • Monroy, F., Hernández-Pina, F., y Martínez-Clares, P. (2014). Enfoques de enseñanza de estudiantes en formación pedagógica. Un estudio exploratorio. REOP - Revista Española de Orientación y Psicopedagogía, 25(3), 90-105. https://doi.org/10.5944/reop. vol.25.num.3.2014.13860
  • Organización Mundial de la Salud (2019). Mental health in the workplace. Information sheet. Organización Mundial de la Salud
  • Pellerone, M., Rapisarda, V., Trischitta, M. C. A., Vitale, E., y Ramaci, T. (2020). Burnout and self-perceived instructional competence: An exploratory study of a group of Italian female elementary school teachers. International Journal of Environmental Research and Public Health, 17(4), 1356. https://doi.org/10.3390/ijerph17041356
  • Peng, J., He, Y., Deng, J., Zheng, L., Chang, Y., y Liu, X. (2019). Emotional labor strategies and job burnout in preschool teachers: Psychological capital as a mediator and moderator. Work, 63(3), 335-345. https://doi.org/10.3233/WOR-192939
  • Pisanti, R., Soraci, P., y Schwarzer, R. (2022). The Italian version of the Teacher Self Efficacy Scale (TSES-Ita): Dimensionality, internal consistency and validity. Journal of Psychoeducational Assessment. https://doi.org/10.1177/07342829221133621
  • Poulou, M. S., Reddy, L. A., y Dudek, C. M. (2019). Relation of teacher self-efficacy and classroom practices: A preliminary investigation. School Psychology International, 40(1), 25-48. https://doi.org/10.1177/0143034318798045
  • Righi, M. P., De Godoi, A. P. T., Venezian, G. C., Degan, V. V., y de Menezes, C. C. (2021). Temporomandibular disorder symptoms, sleep quality, and burnout syndrome in teachers. CRANIO®. https://doi.org/10.1080/08869634.2021.1966585
  • Schaufeli, W. B. (2017). Applying the job demands-resources model: A ‘how to’ guide to measuring and tackling work engagement and burnout. Organizational Dynamics, 46(2), 120-132. https://doi. org/10.1016/j.orgdyn.2017.04.008
  • Schaufeli, W. B., y Taris, T. W. (2014). A critical review of the job demands-resources model: Implications for improving work and health. En G. F. Bauer y O. Hämming (Eds.), Bridging occupational, organizational and public health: A transdisciplinary approach (pp. 43-68). Springer Science + Business Media.
  • Schwab, S. (2019). Teachers’ student-specific self-efficacy in relation to teacher and student variables. Educational Psychology, 39(1), 4-18. https://doi.org/10.1080/01443410.2018.1516861
  • Seisdedos, N. (1997). Manual MBI: Inventario burnout de Maslach. TEA Ediciones.
  • Skaalvik, E. M., y Skaalvik, S. (2007). Dimensions of teacher selfefficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611
  • Skaalvik, E. M., y Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
  • Skaalvik, E. M., y Skaalvik, S. (2020) Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7-8), 602-616. https://doi.org/10.1080/13540602.2021.1913404
  • Turner, K., y Theilking, M. (2019). Teacher wellbeing: Its effects on teaching practice and student learning. Issues in Educational Research, 29(3), 938-960.
  • Vermote, B., Aelterman, N., Beyers, W., Aper, L., Buysschaert, F., y Vansteenkiste, M. (2020). The role of teachers’ motivation and mindsets in predicting a (de) motivating teaching style in higher education: A circumplex approach. Motivation and Emotion, 44(2), 270-294. https://doi.org/10.1007/s11031-020-09827-5
  • Xie, M., Huang, S., Ke, L., Wang, X., y Wang, Y. (2022). The development of teacher burnout and the effects of resource factors: A latent transition perspective. International Journal of Environmental Research and Public Health, 19(5), 2725. https:// doi.org/10.3390/ijerph19052725
  • Zhang, L. F., Fu, M., Li, D. T., y He, Y. (2019). Emotions and teaching styles among academics: The mediating role of research and teaching efficacy. Educational Psychology, 39(3), 370-394. https:// doi.org/10.1080/01443410.2018.1520970
  • Zhang, Y., Zhang, S., y Hua, W. (2019). The impact of psychological capital and occupational stress on teacher burnout: Mediating role of coping styles. The Asia-Pacific Education Researcher, 28(4), 339-349. https://doi.org/10.1007/s40299-019-00446-4
Fuente de los datos: Dialnet