Funcionamiento psicológico adaptativo y burnout en docentes: implicaciones sobre los procesos instruccionales
Barra lateral del artículo
Contenido principal del artículo
Resumen
Dados los elevados niveles de burnout en la profesión docente, existe un creciente interés por la identificación de los recursos personales que favorecerían el funcionamiento psicológico positivo en este colectivo. Desde esta incipiente perspectiva, el presente estudio tenía dos objetivos: (1) analizar el efecto del capital psicológico y la satisfacción laboral sobre el burnout docente; (2) determinar cómo este síndrome repercute en la práctica instruccional (autoeficacia para la enseñanza de estrategias de autorregulación y enfoque de enseñanza adoptado). Se efectuó un análisis de ecuaciones estructurales con 113 docentes (90.3% mujeres; Medad = 38.13; DT = 11.01) de Educación Infantil, Primaria, Secundaria y Bachillerato, seleccionados mediante un muestreo por conveniencia. El capital psicológico y la satisfacción laboral se mostraron como predictores negativos del burnout. A su vez, este síndrome evidenció un efecto negativo directo sobre la autoeficacia, e indirecto sobre el enfoque de enseñanza centrado en el estudiantado. Estos hallazgos sugieren que el capital psicológico y la satisfacción laboral pueden constituir recursos valiosos para reducir el burnout docente y favorecer su desempeño laboral adaptativo.
Descargas
Datos de publicación
Perfil evaluadores/as N/D
Declaraciones de autoría
- Editor y equipo editorial
- Perfiles
- Sociedad académica
- Psychology, Society & Education
- Editorial
- UCOPress. Universidad de Córdoba
Para obtener más información sobre un dato, haga clic 
PF es mantenido por el Public Knowledge Project
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
La revista retiene los derechos de autoría patrimoniales de las contribuciones que sean aceptadas para su publicación. Esto quiere decir que adquiere el uso exclusivo del documento para editarse, difundirse, preservarse, etc. en cualquier soporte y por el tiempo que estipule la legislación local que regule la actuación de la publicación.
Psychology, Society & Education se publica bajo CC BY-NC-SA 4.0
Citas
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 student-related 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, self-efficacy, 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 teacher-student 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 well-being 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 self-efficacy 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
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2