Music Teachers’ Work Engagement: The influence of Personal and Occupational Variables
- Alaitz Amezua-Urrutia University of Deusto https://orcid.org/0000-0002-0759-1224
- Iván Sánchez-Iglesias Complutense University of Madrid https://orcid.org/0000-0002-6934-7905
- Ernesto Panadero Dublin City University https://orcid.org/0000-0003-0859-3616
- Elena Auzmendi-Escribano University of Deusto https://orcid.org/0000-0001-6637-2630
Abstract
Teacher engagement in music education is crucial for the quality of education received by students. Despite the growing research on teacher engagement, few studies have explored the impact of job and personal resources in music education. This study examined the relationship between these three key factors: job resources, personal resources, and engagement. A total of 457 music teachers from general, higher, and special education in the Basque Country, Spain (71.1% women; M age = 44.9, SD = 10.4), were selected by convenience sampling. The results of the structural model show positive and significant relationships between job resources, personal resources, and engagement. Both types of resources explain between 14.75% and 2.86% of the variance in engagement, with job resources, such as work organization, support and recognition from others, and professional development opportunities, among others, being the most relevant predictors compared to personal resources, such as emotional intelligence, professional self-efficacy, and resilience. Our results highlight the importance of involving management teams in improving working conditions and implementing programs that strengthen teachers' emotional intelligence, self-efficacy, and resilience, preferably with active teacher participation. This approach can foster more motivated and committed teachers, enhancing the quality of educational environments.
Author Biographies
Ayudante Doctora en la Universidad de Deusto, donde imparte docencia en Didáctica de la Música desde 2014. Es miembro del equipo ERLA y su investigación se centra en la evaluación formativa, la co-creación de rúbricas y el desarrollo profesional docente. Doctora en Educación con una tesis sobre el bienestar y el engagement del profesorado de música, ha trabajado como profesora y directora pedagógica en una escuela de música, desarrollando materiales didácticos financiados con fondos públicos. Ha publicado sobre educación musical y alumnado con altas capacidades. Su perfil combina experiencia práctica y académica, aportando una perspectiva especializada en música dentro del ámbito educativo universitario.
Doctor en Psicología por la Universidad Autónoma de Madrid y profesor contratado en la Universidad Complutense de Madrid, adscrito al Departamento de Psicobiología y Metodología en Ciencias del Comportamiento. Miembro de varios grupos de investigación centrados en bienestar psicológico, salud laboral y liderazgo en organizaciones. Su producción científica incluye estudios sobre percepción de la habilidad, toma de decisiones en contextos de riesgo, y análisis metodológico en ciencias del comportamiento. Participa en proyectos nacionales e internacionales, aportando una perspectiva empírica y aplicada al estudio de variables psicosociales en contextos educativos y laborales.
Catedrático y director de CARPE en Dublin City University (Irlanda) y Catedrático de investigación Ikerbasque en la Universidad de Deusto. Fundador en 2016 y actual líder científico internacional del grupo ERLA, actúa como IP en proyectos nacionales e internacionales. Profesor honorario en CRADLE, Universidad Deakin (Australia). Su investigación aplica la psicología educativa al estudio del aprendizaje autorregulado y la evaluación formativa. Analiza cómo prácticas como la autoevaluación, coevaluación, rúbricas y retroalimentación influyen en la autorregulación, la autoeficacia y el rendimiento académico, así como los factores psicológicos, interpersonales y sociales vinculados a estas prácticas.
Catedrática de Psicología en la Universidad de Deusto. Investigadora Principal del grupo ERLA, lidera iniciativas pioneras en la integración de inteligencia artificial generativa en la educación superior. Ha impulsado un modelo docente basado en datos, sostenibilidad e innovación, reconocido con el Global Teaching Excellence Award (2018). Con amplia trayectoria en gestión universitaria y formación docente, ha dirigido proyectos de investigación y tesis doctorales. Su experiencia combina liderazgo institucional, excelencia académica y compromiso con la mejora educativa, aportando una visión estratégica al desarrollo del grupo ERLA y su impacto social.
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