Resumo

PULIDO-MARTOS, Manuel; LOPEZ-ZAFRA, Esther  e  CORTES-DENIA, Daniel. Emotional intelligence as a protective factor in teachers: profiles of people-centered coping strategies. Escritos de Psicología [online]. 2022, vol.15, n.2, pp.182-193.  Epub 01-Maio-2023. ISSN 1989-3809.  https://dx.doi.org/10.24310/espsiescpsi.v15i2.14795.

Teaching practice involves continuous exposure to stress situations. Given the scarcity of studies that identify coping patterns from a person-centered approach we intended to: 1) identify coping profiles in teachers; 2) analyze whether perceived emotional intelligence determines the probability of belonging to the identified profiles; and 3) test whether membership in a particular profile is related to a health outcome such as burnout. Two hundred and fifty teachers (161 women) participated in the study by responding to the Trait Meta-Mood Scale for the evaluation of perceived emotional intelligence, the COPE questionnaire for the evaluation of coping strategies and the Maslach Burnout Inventory-General Survey for the evaluation of burnout. A latent profile analysis yielded three profiles: 1) “adaptive copers”; 2) “behavioural evaders with broad strategies”; and 3) “cognitive evaders with consumption-based strategies”. Results show that the emotional intelligence dimensions contribute to explaining membership in related profiles with better health outcomes. In terms of profile-related outcomes, the profile of “cognitive evaders with consumption-based strategies” shows the highest levels of burnout.

Palavras-chave : burnout; coping strategies; perceived emotional intelligence; person centered approach; teachers.

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