Mi SciELO
Servicios Personalizados
Revista
Articulo
Indicadores
- Citado por SciELO
- Accesos
Links relacionados
- Citado por Google
- Similares en SciELO
- Similares en Google
Compartir
Escritos de Psicología (Internet)
versión On-line ISSN 1989-3809versión impresa ISSN 1138-2635
Resumen
PULIDO-MARTOS, Manuel; LOPEZ-ZAFRA, Esther y 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-Mayo-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.
Palabras clave : burnout; coping strategies; perceived emotional intelligence; person centered approach; teachers.