Emotional intelligence and burnout in early education teachers in Ayacucho
This research relates emotional intelligence and burnout in a sample of 294 female teachers of initial education in Ayacucho, aged 23 to 65 (Medad = 40). The Emotional Intelligence Scale (WLEIS) and the Revised Teacher Burnout Questionnaire (CBP-R) were used. The results reported negative correlatio...
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| Publicado en: | Apuntes Universitarios |
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| Formato: | Artículo de revista |
| Lenguaje: | español |
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Universidad Peruana Unión
2020
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| _version_ | 1881695018113040384 |
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| author | Abarca Gálvez, Camila Ramírez Gutiérrez, Lucía Caycho Rodríguez, Tomás |
| author_browse | Abarca Gálvez, Camila Caycho Rodríguez, Tomás Ramírez Gutiérrez, Lucía |
| author_facet | Abarca Gálvez, Camila Ramírez Gutiérrez, Lucía Caycho Rodríguez, Tomás |
| author_sort | Abarca Gálvez, Camila |
| collection | Revistas |
| container_title | Apuntes Universitarios |
| description | This research relates emotional intelligence and burnout in a sample of 294 female teachers of initial education in Ayacucho, aged 23 to 65 (Medad = 40). The Emotional Intelligence Scale (WLEIS) and the Revised Teacher Burnout Questionnaire (CBP-R) were used. The results reported negative correlations between burnout and use (rburnout nucleus = -.38; rlack of realization = -.33; p < .01), regulation (rburnout nucleus = -.28; rlack of realization = -.26; p < .01), valuation of one's own emotions (rburnout nucleus = -.25 rlack of realization = -.21; p < .01). On the other hand, when comparing the emotional intelligence and the burnout with the employment situation, it was determined that the appointed teachers feel fulfilled (U= 8328, z = -2.35, p = .02, RP= .42), use their own emotions (U = 8417, z = -2.23, p = .03, RP= .42), and value their emotions (U = 8330.50, z = -2.35, p = .02, RP= .42), unlike the hired ones. In relation to second-degree and graduate studies, masters who have such training use their own emotions (U = 8615, z = -2.33, p = .02, RP= .42), unlike those who do not have such studies. Finally, teachers with classroom assistant use their own emotions (U = 7942, z = -3.33, p = .00, RP= .39), and value their emotions (U = 8870.5, z = -2.01, p = .04, RP= .43) and feel fulfilled (U = 8686, z = -2.27, p = .02, RP= .42) contrary to those who do not have that support. |
| format | Online |
| id | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/438 |
| institution | UPeU |
| issn | 2304-0335 2225-7136 |
| language | Spanish |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | Universidad Peruana Unión |
| publisherStr | Universidad Peruana Unión |
| record_format | ojs |
| revista_str_mv | Apuntes Universitarios |
| spelling | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/4382020-06-17T13:15:50Z Emotional intelligence and burnout in early education teachers in Ayacucho Inteligencia emocional y burnout en docentes de educación inicial de Ayacucho Abarca Gálvez, Camila Ramírez Gutiérrez, Lucía Caycho Rodríguez, Tomás Emotional Intelligence Burnout Ayacucho Pre-school education Inteligencia emocional Burnout educación inicial Ayacucho This research relates emotional intelligence and burnout in a sample of 294 female teachers of initial education in Ayacucho, aged 23 to 65 (Medad = 40). The Emotional Intelligence Scale (WLEIS) and the Revised Teacher Burnout Questionnaire (CBP-R) were used. The results reported negative correlations between burnout and use (rburnout nucleus = -.38; rlack of realization = -.33; p < .01), regulation (rburnout nucleus = -.28; rlack of realization = -.26; p < .01), valuation of one's own emotions (rburnout nucleus = -.25 rlack of realization = -.21; p < .01). On the other hand, when comparing the emotional intelligence and the burnout with the employment situation, it was determined that the appointed teachers feel fulfilled (U= 8328, z = -2.35, p = .02, RP= .42), use their own emotions (U = 8417, z = -2.23, p = .03, RP= .42), and value their emotions (U = 8330.50, z = -2.35, p = .02, RP= .42), unlike the hired ones. In relation to second-degree and graduate studies, masters who have such training use their own emotions (U = 8615, z = -2.33, p = .02, RP= .42), unlike those who do not have such studies. Finally, teachers with classroom assistant use their own emotions (U = 7942, z = -3.33, p = .00, RP= .39), and value their emotions (U = 8870.5, z = -2.01, p = .04, RP= .43) and feel fulfilled (U = 8686, z = -2.27, p = .02, RP= .42) contrary to those who do not have that support. El presente estudio relaciona la inteligencia emocional y el burnout en una muestra de 294 docentes de genero femenino de educación inicial en Ayacucho, de 23 a 65 años (Medad = 40). Se utilizó la Escala de Inteligencia Emocional (WLEIS) y el Cuestionario de Burnout del Profesorado Revisado (CBP-R). Los resultados reportaron que existen correlaciones negativas entre el burnout y el uso (rnúcleo del burnout = -.38; rfalta de realización = -.33; p < .01), regulación (rnúcleo del burnout = -.28; rfalta de realización = -.26; p < .01), valoración de las propias emociones (rburnout nucleus = -.25 rfalta de realización = -.21; p < .01). Por otro parte, al comparar la inteligencia emocional y el burnout con la situación laboral, se determinó que las docentes nombradas se sienten realizadas (U= 8328, z = -2.35, p = .02, RP= .42), usan sus propias emociones (U = 8417, z = -2.23, p = .03, RP= .42) y valoran sus emociones (U = 8330.50, z = -2.35, p = .02, RP= .42), a diferencia de las contratadas. En relación con los estudios de segunda especialidad y diplomados, las docentes que poseen dicha formación usan sus propias emociones (U = 8615, z = -2.33, p = .02, RP= .42), a diferencia de aquellas que no cuentan con dichos estudios. Finalmente, las maestras con auxiliar en el aula usan las propias emociones (U = 7942, z = -3.33, p = .00, RP= .39), valoran sus emociones (U = 8870.5, z = -2.01, p = .04, RP= .43) y se sienten realizadas (U = 8686, z = -2.27, p = .02, RP= .42) a diferencia de aquellas que no cuentan con auxiliar. Universidad Peruana Unión 2020-02-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/438 10.17162/au.v10i2.438 Apuntes Universitarios; Vol. 10 Núm. 2 (2020): Revista de Investigación Apuntes Universitarios; 30-45 2304-0335 2225-7136 10.17162/au.v10i2 spa https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/438/497 https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/438/514 Derechos de autor 2020 Camila Abarca Gálvez, Lucía Ramírez Gutiérrez, Tomás Caycho Rodríguez |
| spellingShingle | Emotional Intelligence Burnout Ayacucho Pre-school education Inteligencia emocional Burnout educación inicial Ayacucho Abarca Gálvez, Camila Ramírez Gutiérrez, Lucía Caycho Rodríguez, Tomás Emotional intelligence and burnout in early education teachers in Ayacucho |
| title | Emotional intelligence and burnout in early education teachers in Ayacucho |
| title_alt | Inteligencia emocional y burnout en docentes de educación inicial de Ayacucho |
| title_full | Emotional intelligence and burnout in early education teachers in Ayacucho |
| title_fullStr | Emotional intelligence and burnout in early education teachers in Ayacucho |
| title_full_unstemmed | Emotional intelligence and burnout in early education teachers in Ayacucho |
| title_short | Emotional intelligence and burnout in early education teachers in Ayacucho |
| title_sort | emotional intelligence and burnout in early education teachers in ayacucho |
| topic | Emotional Intelligence Burnout Ayacucho Pre-school education Inteligencia emocional Burnout educación inicial Ayacucho |
| topic_facet | Emotional Intelligence Burnout Ayacucho Pre-school education Inteligencia emocional Burnout educación inicial Ayacucho |
| url | https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/438 |
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