Evolución de la producción científica del síndrome de burnout, inteligencia emocional y práctica de actividad físico-saludable en docentes

Contenido principal del artículo

Pilar Puertas Molero
Gabriel González Valero
Eduardo Melguizo Ibáñez
Marina Valverde Janer
Manuel Ortega Caballero
José Luis Ubago Jiménez

Resumen

El síndrome de Burnout está considerada una patología presente en el ámbito docentes de la etapa de educación primaria, la cual se manifiesta por motivos como alta carga de responsabilidades o el estrecho y continuo contacto con el personal implicado en el proceso educativo. Llegados a este punto la inteligencia emocional y la práctica de actividad física están acaparando una gran importancia ya que se asocia con grandes beneficios como alta capacidad de resiliencia, bienestar mental y regulación de sentimientos. Por esta razón, este estudio tuvo como objetivo establecer la evolución de la producción científica y el estado actual de la cuestión del síndrome de Burnout, inteligencia emocional y práctica de actividad física en docentes. Para ello, se realizó una búsqueda de literatura científica en la web of science durante el periodo 2018-2022 y se utilizaron las palabras claves “Burnout”, “emotional intelligence”, “physical activity” y “teacher*”. Los resultados de la producción científica han puesto de manifiesto que existe un aumento sustancial de la producción dentro de la comunidad científica, debido a la problemática existente. En este sentido, se ha demostrado que la inteligencia emocional puede actuar como un factor predictivo ante la aparición de síntomas de síndrome de Burnout. Asimismo, la práctica de actividad físico-saludable permite la mejora de la capacidad de expresar, regular y comprender las emociones, así como es esencial para el tratamiento y prevención de los indicios del síndrome de Burnout. 

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Puertas Molero, P., González Valero, G., Melguizo Ibáñez, E., Valverde Janer, M., Ortega Caballero, M., & Ubago Jiménez, J. L. (2022). Evolución de la producción científica del síndrome de burnout, inteligencia emocional y práctica de actividad físico-saludable en docentes. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 2(1), 359–368. https://doi.org/10.17060/ijodaep.2022.n1.v2.2364
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