Life Satisfaction and Engagement in Elementary and Primary Educators: Differences in Emotional Intelligence and Gender // Bienestar personal y laboral en el profesorado de Infantil y Primaria: diferencias en función de su inteligencia emocional y del géne

This study examined direct associations between emotional competence, perceived stress and burnout in 489 Spanish teachers. In addition, a model in which perceived stress mediated pathways linking emotional competence to teacher burnout symptoms was also examined. Results showed that emotional competence and stress were significantly correlated with teacher burnout symptoms in the expected direction. Moreover, mediational analysis indicated that perceived stress partly mediated the relationship between emotional competence and the three dimensions of burnout even when controlling for salient background characteristics. These findings suggest an underlying process by which high emotional competence may increase the capacity to cope with symptoms of burnout, by reducing the experience of stress. Implications of these findings for future research and for working with teachers to prevent burnout are discussed.

Este artículo revisa los beneficios que la inteligencia emocional puede alcanzar en el campo de la docencia. Subraya la idea de que para tener alumnos emocionalmente inteligentes es necesario dotar a los educadores con estrategias y formación específicas en habilidades emocionales. Se destacan las principales áreas en las que la inteligencia emocional del educador supondría un beneficio en el aula, las cuales redundarán, en último término, en los alumnos, como por ejemplo, la mejora de los resultados académicos y un mayor bienestar social y emocional.

Emotional attention has been found as a key predictive dimension of stress. However, very few studies have investigated the relationship between emotional attention and test anxiety. The objective of the present study was to analyze the role of emotional attention, measured using the Trait Meta-Mood Scale (TMMS), on the level of test anxiety, and measured using the Test Anxiety Inventory (TAI). In addition, we examined the potential mediating role of Self-Rumination and Self-Reflection, as measured through the Rumination-Reflection Questionnaire (RRQ), on the relationship between emotional attention and test anxiety. The sample included 385 Spanish adolescents between 14 and 19 years of age. Mediation analysis results are consistent with a model in which Self-Rumination, but no self-Reflection, mediates the relationship between Emotional Attention and Test Anxiety. Finally, several potential implications of these findings to improve quality of life in adolescents are discussed.

Este artículo pone de relieve la necesidad de apostar por una educación diferente, que incluya la formación de las competencias emocionales como un objetivo prioritario. Enfatiza el hecho de que la comprensión emocional o empatía es una de las habilidades más demandadas en el mundo laboral y que ofrece mayores oportunidades de éxito y empleo. Asimismo, se subraya la importancia de las emociones en la resolución de problemas, a nivel personal y laboral; finalmente, se pone de manifiesto la necesidad de incluir en el currículo la formación de habilidades emocionales.

INTRODUCTION. The expected growth of a new profile of inhabitants in the world, the so-called “global citizens”, has created a revolution and a need of transformation of existing educational systems. In an increasingly interconnected world there is a need for supranational curriculums that enable learners to have a better understanding of the world and its challenges. As such, we will evolve to a global consciousness allowing us to successfully overcome the challenges that join us together as human beings and as co-inhabitants of the planet. METHOD. This article has adopted the history and documentary research approach to study the International Baccalaureate (IB) that has developed a continuum of international programmes that serve the growing community of global citizens. Teaching and learning in the IB celebrates the many ways people work together to construct meaning and make sense of the world. RESULTS. The International Baccalaureate offers today, four rigorous international programmes to a community of more than 3,700 schools in 147 countries in the world. A supranational curriculum which recognition has gone beyond borders. DISCUSSION. Promoting open communication based on understanding and respect, the IB encourages students to become active, compassionate lifelong learners and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the values and outcomes of internationally minded learning and intercultural understanding.