Relationship between Emotional Intelligence and Burnout in non-formal teachers of people with disabilities

DOI: https://doi.org/10.5209/rced.76370
Keywords: burnout, dispositional optimism, emotional intelligence, intellectual disability

Abstract

INTRODUCTION. The direct involvement of professionals who carry out their activity with people with Intellectual Disability can generate a high degree of stress and emotional exhaustion. The objective of this research was to evaluate the relationship between emotional intelligence and dispositional optimism in processes of professional Burnout. METHOD. One hundred forty-four subjects participated in this study, belonging to the Andalusian Association of Organizations in favor of people with Intellectual Disability (Spain). The following instruments were used: Life Orientation Test Revised, Trait Meta-Mood Scale-24 and Maslach Burnout Inventory. The reliability of the scores of each instrument (Cronbach's alpha and Omega coefficient), correlation between the scores in each of the dimensions, an analysis of differences of means (Student's t and ANOVA) based on the sociodemographic variables considered, is analyzed as well as a model of structural equations to determine the effects and relationships established by the different constructs under study. RESULTS. The results showed the positive relationship between some of the dimensions of burnout (emotional fatigue, personal fulfilment), emotional intelligence (repair) and dispositional optimism (p<.05). An analysis was performed using structural equations, concluding that the indicators with the greatest regression weight are the Burnout variables (depersonalization) and negatively (personal fulfillment). DISCUSSION. The discussion examines whether findings from the study follow the current trend in research conducted in this field. Among the main contributions of this investigation project is the fact that it is one of the first studies where Emotional Intelligence, Burnout and Dispositional Optimism in professionals of non-formal education of people with Intellectual Disabilities are included.

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Author Biographies

Óscar Gavín-Chocano, University of Jaén

PhD in Didactic Innovation and Teacher Training, Professor in University of Jaén (Spain), Department of Pedagogy. His research interests are focused on the study of the intellectual and developmental disabilities environment and the professionals that attend them from the field of non-formal education. He is also a Social Educator in a Center for People with Intellectual Disabilities.

Sonia Rodríguez-Fernández, University of Granada

Ph D. 

Graduate in Psychopedagogy and Doctorate from the University of Granada. Lecturer and Secretary of the Department of Research Methods and Diagnosis in Education of the Faculty of Educational Sciences at the University of Granada. Her research profile is as follows: Learning Strategies, Professional Orientation, Cooperative Learning and Orientation in Learning Processes.

David Molero, University of Jaén

PhD; MSc & BSc. Presently, Tenured (Associate) Professor in Research Methods in Education. University of Jaén (Spain). Department of Pedagogy, University of Jaén, Research Methods and Diagnostics in Education, research in emotional intelligence, higher education, guidance and educational evaluation. His area of research focuses on emotional intelligence, emotional education, affections and emotions.

Inmaculada Molero-Martínez, University of Granada

Professor in University of Granada (Spain). PhD in Education. She is currently working about school improvement, teacher collaboration and educational technology. She also works about professional identity, psychosocial factors of teachers and professional development. Has several scientific publications related pedagogical leadership, school organization, school improvement and emotional intelligence. Participates in several research projects funded by the Spanish Ministry of Education. 

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Published
2022-05-25
How to Cite
Gavín-Chocano Ó., Rodríguez-Fernández S., Molero D. y Molero-Martínez I. (2022). Relationship between Emotional Intelligence and Burnout in non-formal teachers of people with disabilities. Revista Complutense de Educación, 33(4), 623-634. https://doi.org/10.5209/rced.76370
Issue
Vol. 33 No. 4 (2022)
Section
Articles

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