Mediating and Moderating Variables in the Relationship Between Emotional Demands and Teachers’ Emotional Exhaustion

• Esther Cuadrado ^[1] ; Mónica Jiménez-Rosa ^[1] ; María Ruiz-García ^[1] ; Carmen Tabernero ^[2]
  1. [1] Universidad de Córdoba

     Universidad de Córdoba

     Cordoba, España

     
  2. [2] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
• Localización: Revista de psicología del trabajo y de las organizaciones = Journal of work and organizational psychology, ISSN 1576-5962, Vol. 40, Nº 1, 2024, págs. 31-39
• Idioma: inglés
• DOI: 10.5093/jwop2024a3
• Títulos paralelos:
  • Variables mediadoras y moderadoras de la relación entre exigencias emocionales y agotamiento emocional en docentes
• Enlaces
  • Texto completo  1    2 (pdf) 
• Resumen
  • español

    Los docentes tienden a sufrir un nivel elevado de agotamiento emocional, variable que se asocia con una mala salud mental y un bajo desempeño laboral. El estudio analiza cómo interactúan en la prevención del agotamiento emocional de los docentes las exigencias emocionales, la disonancia emocional y la autoeficacia para afrontar el estrés. Para llevar a cabo esta investigación de carácter longitudinal, 108 profesores andaluces (57.3% mujeres, edad media = 45.30, DT = 8.68) cumplimentaron una encuesta online en tres momentos distintos. El análisis de mediación moderada indicaba que la disonancia emocional mediaba la relación existente entre las exigencias emocionales y el agotamiento emocional, actuando como moderadora entre ambos la autoeficacia. Los profesores que percibieron exigencias emocionales elevadas vieron aumentar su grado de disonancia emocional, lo que a su vez aumentó el agotamiento emocional. Además, la autoeficacia actuó como factor protector del agotamiento emocional, amortiguando el efecto negativo de la disonancia emocional. Reforzar estas variables protectoras a través de intervenciones que aumenten el grado de autoeficacia para afrontar el estrés y reduzcan la disonancia emocional podría ayudar a prevenir el agotamiento emocional de los docentes.

  • English

    Teachers tend to suffer high levels of emotional exhaustion, a variable that is associated with poor mental health and lower job performance. The present study analyzed how emotional demands, emotional dissonance, and self-efficacy to cope with stress interact in predicting teachers’ emotional exhaustion. To conduct this longitudinal research, 108 Andalusian teachers (57.3% women; mean age = 45.30, SD = 8.68) completed an online survey at three different time points. Moderated mediation analysis suggested that emotional dissonance mediated the relationship between emotional demands and emotional exhaustion, with self-efficacy acting as a moderator between the two. Teachers who perceived high emotional demands saw their levels of emotional dissonance increase, which in turn led to an increase in emotional exhaustion. In addition, self-efficacy acted as a protective factor against emotional exhaustion, buffering the negative effect of emotional dissonance. Strengthening these protective variables through interventions that increase levels of self-efficacy to cope with stress and reduce levels of emotional dissonance could help prevent teachers’ emotional exhaustion.

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