Inteligencia emocional, afrontamiento resiliente y compromiso ocupacional del profesorado novel

• Sergio Mérida-López ^[1] ; Cirenia Quintana-Orts ^[2] ; Lourdes Rey ^[1] ; Natalio Extremera ^[1]
  1. [1] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
  2. [2] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 45 (Estudios sobre Educación; Vol), 2023, págs. 31-50
• Idioma: español
• DOI: 10.15581/004.45.002
• Títulos paralelos:
  • Emotional intelligence, resilient coping and occupational commitment among pre-service teachers
• Enlaces
  • Texto completo
• Resumen
  • español

    La inteligencia emocional (IE) y el afrontamiento resiliente (AR) han mostrado influencias positivas en el compromiso ocupacional (CO). Considerando la falta de estudios en esta línea, el presente trabajo examina el rol del AR como mediador y moderador en la relación entre la IE y el CO en una muestra de 338 docentes noveles (58,9% mujeres; Medad= 26,85, DT= 5,66). Los resultados mostraron que el AR mediaba (B= ,20; IC= ,02, ,37), pero no moderaba esta relación (B= -,01; IC= -,31, ,29). Se discuten las implicaciones para el diseño de acciones de promoción de actitudes laborales positivas en la formación inicial docente.

  • English

    Emotional intelligence (EI) and resilient coping (RC) have shown positive links with occupational commitment (OC). Considering the lack of research in this area, the present study examines the role of RC as a mediator and moderator in the relationship between EI and OC in a sample of 338 pre-service teachers (58.9% female; Mage= 26.85, SD= 5.66). Results showed that RC mediated (B= .20; CI= .02, .37), but did not moderate this relationship (B= -.01; CI= -.31, .29). Implications for the design of strategies for promoting positive work attitudes in teacher professional development are discussed.

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