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

Authors

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

DOI:

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

Keywords:

burnout, coping strategies, perceived emotional intelligence, person centered approach, teachers

Abstract

Teaching practice involves continuous exposure to stress situations. The identification of coping patterns is very scarce in teachers, and usually from an approach focused on variables. It is also unclear which variables influence belonging to a certain profile, although in cases such as emotional intelligence theoretical arguments are better known. Thus, from a person-centered approach, we intend to: 1) identify coping profiles in teachers; 2) analyze whether emotional intelligence determines the probability of belonging to the identified profiles; and 3) test whether membership in a particular profile is related to a health outcome such as burnout. Two hundred and fifty teachers (161 women) participated in the study. Three profiles were obtained through latent profile analysis: 1) “adaptive copers”; 2) “behavioural evaders with broad strategies”; and 3) “cognitive evaders with consumption-based strategies”. Results show that the emotional intelligence dimensions contribute to explaining membership in related profiles with better health outcomes. In terms of profile-related outcomes, the profile of "cognitive evaders with consumption-based strategies" shows the highest levels of burnout.

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