Inteligencia emocional como factor protector en docentes: Perfiles de estrategias de afrontamiento centrado en personas

Manuel Pulido-Martos; Esther Lopez-Zafra; Daniel Cortés-Denia

doi:10.24310/espsiescpsi.v15i2.14795

Autores/as

Manuel Pulido-Martos Universidad de Jaén España https://orcid.org/0000-0002-9274-3682
Esther Lopez-Zafra Universidad de Jaén España https://orcid.org/0000-0003-4722-7467
Daniel Cortés-Denia España https://orcid.org/0000-0002-4093-8373

DOI:

https://doi.org/10.24310/espsiescpsi.v15i2.14795

Palabras clave:

burnout, docentes, enfoque centrado en la persona, estrategias de afrontamiento, inteligencia emocional percibida

Resumen

La práctica docente implica una exposición continuada a situaciones de estrés. La identificación de patrones de afrontamiento es muy escasa en docentes, y normalmente desde una aproximación centrada en variables. Tampoco se conoce qué variables inciden en la pertenencia a un determinado perfil, aunque en casos como el de la inteligencia emocional son más que conocidos los argumentos teóricos. Así, desde una aproximación centrada en la persona, pretendemos: 1) identificar perfiles de afrontamiento en docentes; 2) analizar si la inteligencia emocional determina la probabilidad de pertenecer a los perfiles identificados; y 3) comprobar si la pertenencia a un determinado perfil se relaciona con un resultado de salud como el burnout. Doscientos cincuenta docentes (161 mujeres) participaron en el estudio. Mediante un análisis de perfil latente se obtuvieron tres perfiles: 1) “afrontadores adaptativos”; 2) “evitadores conductuales con estrategias generales”; y 3) “evitadores cognitivos con estrategias centradas en consumo”. Se comprueba cómo las dimensiones de la inteligencia emocional contribuyen a explicar la pertenencia a los perfiles conectados con mejores resultados de salud. En cuanto a los resultados relacionados con la pertenencia a un perfil, el perfil de “evitadores cognitivos con estrategias centradas en consumo” es el que muestra mayores niveles de burnout.

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