Emotional intelligence as a protective factor of the burnout in teachers of the 2nd and 3rd cycles and secondary of ram

Article Sidebar

PDF (Español (España))
Published: Jan 12, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v6.761
Keywords:
Emotional intelligence burnout teacher emotional expressiveness emotional regulation

Main Article Content

Glória Franco
Universidad de Madeira

Abstract

Emotional intelligence is the ability to perceive, use, understand and regulate emotions to facilitate thought (Mayer and Salovey, 1997). The concept of burnout is the English expression to describe what stopped functioning because of the exhaustion of energy (France, 1987, cited by Carlotto, 2012).This study aimed to understand the perceived emotional intelligence as a protective factor against burnout, as well as studying the relationship between emotional intelligence and burnout. The sample was constituted by 250 teachers in the 2nd cycle (26.4%), 3rd cycle (57.2%) and Secondary school (16.4%), with (70.4%) females and (29.6%), males in the Autonomous Region of Madeira (RAM), Portugal. As instruments, we used a socio-demographic and professional’s questionnaire, the trait metamood scale (TMMS-24), the expressiveness and emotion regulation of Berkeley questionnaire and the Maslach burnout inventory (MBI). In the study did not find evidence that marital status, age, length of service and level of education influences taught emotional intelligence and burnout. Only gender seems to influence emotional intelligence. To confirm the statistical relationship between emotional intelligence and burnout, we used Spearman´s correlation test between variables and it was concluded that the higher the repair of emotions, the less emotional exhaustion and depersonalization and higher the revaluation emotions are higher is the emotional exhaustion.

Downloads

Download data is not yet available.

Article Details

How to Cite
Franco, G. (2014). Emotional intelligence as a protective factor of the burnout in teachers of the 2nd and 3rd cycles and secondary of ram. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 6(1), 417–426. https://doi.org/10.17060/ijodaep.2014.n1.v6.761
Issue
Vol. 6 No. 1 (2014): PSYCHOLOGY AND MODERN WORLD
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Alzina, R. (2000). Educación y bienestar. Barcelona: Praxis.

Bar-On, R. (2002). The emotional intelligence inventory (EQ-I).Technical manual Toronto: Multi- Health Systems.

Brackett, M., Palomera, R., Kaja, J., Reyes, M., & Salovey, P. (2010). Emotion-Regulation Ability, Burnout and Job Satisfaction Among British Secondary-School Teachers. Psychology in the Schools, 47 (4), 406-417. doi: 10.002/pits.20478.

Canoui, P., & Mauranges, A. (2004). Le Burnout: Le syndrome d`épuisement professional des soignants. Paris: Masson.

Carlotto, M. (2012). Síndrome de Burnout em Professores: avaliação, fatores associados e intervenção. Porto: Livpsic.

Carlotto, M., & Palazzo, L. (2006). Síndrome de burnout e fatores associados: um estudo epidemiológico com professores. Cad. Saúde Pública, 22 (5), 1017-1026.

Cooper, R., & Sawaf, A. (1997). Executive EQ: Emotional intelligence in leaders and organizations. New York: Grosset.

Ewing, R. & Smith, D. (2002). Retaining teachers in the profession. Em European Educational Research Association Conference. Lisboa: PO.

Ewing, R. (2001). Keeping beginning teachers in the profession. Independent Education, 31 (3), 30-32.

Extremera, N., & Fernandez-Berrocal, P. (2002) Relation of perceived emotional intelligence and health-related quality of life of middle-aged women. Psychological Reports, 91, 47-59.

Extremera, N., Fernández-Berrocal, P., & Durán, A. D. (2003). Inteligencia emocional y Burnout en Profesores. Encuentros en Psicologia Social, 1, 260-265.

Fernandez-Berrocal, P., Ramos, N., & Extremera, N. (2001) Inteligencia emocional, supresión crónica de pensamientos y ajuste psicológico. Boletín de Psicología, 70, 79-95. Retirado de http://emotional.intelligence.uma.es/documentos/PDF13supresion_cronica_de_pensamientos.pdf.

Fernández-Berrocal, P., Alcaide, R., Extremera, N., & Pizarro, D.A. (2006). The role of emotional intelligence in the psychological adjustment of adolescents. Individual Differences Research, 4 (1), 16-27.

Foluso, W., Fernández-Berrocal, P., Extremera, N., Ramos, N., & Joiner, T. E. (2004). Mood regulation skill and the symptoms of endogenous and hopelessness depression. Journal of Psychopathology and Behavioral Assessment, 26, 233-240. Doi: 10.1023/B:JOBA.0000045339.67766.86.

Friedman, I. (1993). Burnout in teachers: the concept and its unique core meaning. Educational and Psychological Measurement, 53 (4),1035-1045. doi: 10.1177/0013164493053004016.

Freudenberger, H.J.(1974). Ataff burnout. Journal of Social Issues, 30.159-165.

Gil-Monte, P., & Peiró, J. (1997). Desgaste psíquico en el trabajo: El síndrome de Quemarse. Madrid: Sintesis.

Goddard, R. & Goddard, M. (2006). Beginning teacher burnout in Queensland Schools: associations with serious intentions to leave. Australian Education Researcher, 33 (2), 61-75. Retirado de http://www.eric.ed.gov/PDFS/EJ766609.pdf.

Gohm, C. & Clore, G. (2002). Four latent traits of emotional experience and their involvement in wellbeing, coping, and attributional style. Cognition and Emotion, 16, 495–518. doi:10.1080/0269993014300037.

Goldman, S. Kraemer, D., & Salovey, P. (1996). Beliefs about mood moderate the relationship of stress to illness and symptom reporting. Journal of Psychosomatic Research, 41, 115-128. doi: 10.1016/0022-3999(96)00119-5.

Goleman, D. (1998). Working with emotional intelligence. NewYork: Bantam Books.

Guebur, A., Poletto, C., & Vieira, D. (2007). Inteligência emocional no trabalho. Inter Saberes, 2 (3), 71-96. Retirado de http://www.grupouninter.com.br/intersaberes/ index.php/revista/article/view/108.

Greenberg, L. S. (2002). Emotion-focused therapy. Washington, DC: American Psychological Association

Hernández, F., & Gil, J. (2004). El clima escolar em los Centros de Secundaria más allá de los tópicos. Barcelona: Ministerio de Educación y Ciência, Centro de Investigación y Documentación Educativa.

Lazarus, R. (1999). Stress e emoção: uma nova síntese. New York: Springer Publishing Company.

Leite, M., & Alves, J. (2005). A família também ensina. Lisboa: ASA.

Marques-Pinto, A. (2000). Burnout profissional em professores portugueses: representações sociais, incidência e preditores (Abstrac). (Dissertação de Doutoramento). Lisboa: Universidade de Lisboa. Retirado do site: http://selfregulatedlearning.wordpress.com/investigacao/trabalhosdeinvestigacao/burnout-profissional-em-professores-portugueses-representacoes sociais -incidencia-e-preditores.

Marroco, J., Tecedeiro, M., Martins, P., & Meireles, A. (2008). O Burnout como fator hierárquico de 2ª ordem da Escala de Burnout de Maslach. Análise Psicológica, 26 (4), 639-649.

Martínez-Pons, M. (1997). The relation of emotional intelligence with selected areas of personal functioning. Imagination, Cognition and Personality, 17, 3-13. doi: 10.2190/68VD-DFXB-K5AWPQAY.

Maslach, C., Schaufeli, & W., Leiter, M. (2001). Job burnout. Annual Review of Psychology, 52, 397- 422. doi: 10.1146/annurev.psych.52.1.397.

Matthews, G., Zeidner, M., & Roberts, R. D. (2002). Emotional intelligence: Science and myth. Cambridge, MA: Massachusetts Institute of Technology.

Mayer, J. Salovey, P., & Caruso, D. (2004). Emotional intelligence: Theory, findings and implications. Psychological Inquiry, 15, 197-215. doi:10.1207/s15327965pli1503_02.

Mayer, J., & Salovey, P. (1997).What is emotional intelligence? In P. Salovey, & D. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Educational implications. (pp. 3-31).New York: Basic Books.

Nieto, J. (2009). Como evitar e superar o stress docente. Estratégias para controlar situações de conflito nas salas de aula. Abrunheira: K.Palmer, B., Donaldson, C., & Stough, C. (2002). Emotional intelligence and life satisfaction. Personality and Individual Differences, 33, 1091-1100. doi: 10.1016/S0191-8869(01)00215-X.

Queirós, M. M., Carral, J. M. C., & Fernández-Berrocal, P. (2004). Inteligência Emocional Percebida (IEP) e atividade física na terceira idade. Psicologia, Educação e Cultura, 8 (1),187-209.

Queirós, C. & Marques, A.J. (2012). Burnout in male Portuguese samples: a comparative study between nurses, teachers and police officers. In J. Neves & S.P. Gonçalves (Eds). Ocupational Health Psychology: from burnout to well-being. Lisboa: Ediçoes Silabo

Reverendo, I. (2011). Regulação emocional: sati-sfação com a vida e perceção da aceitação – rejeição parental. Estudo da adaptação e validade da versão portuguesa da emotion regulation índex por children and adolescentes (ERICA). (Dissertação de Mestrado). Coimbra: Universidade de Coimbra.

Rodrigues, C.D., Chaves, L.B. & Carlotto, M.S. (2011). Síndrome de Burnout em professores de Educação Pré-Escolar. Interação em Psicologia, 14.197-204.

Rijo D. (1999). Pensar os Pensamentos. O Stress na Profissão Docente – Como Prevenir, como Manejar. Porto: Porto Editora.

Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, disclosure, and health. (pp. 125-154). Washington, DC: American Psychological Association. Retirado de http://www.unh.edu/emotional_intelligence/EI%20Assets/CognitionandAffect/CA1995SaloveyMayer.pdf.

Salovey, P., Stroud, L., Woolery, A., & Epel, E. (2002). Perceived emotional intelligence, stress reactivity and symptom reports: Further explorations using the Trait Meta-Mood Scale. Psychology and Health, 17, 611-627. doi: 10.1080/08870440290025812

Schwab, R.L. & Iwanicki, E.F. (1982). Who are our burned out teachers? Educational Research Quaterly, 7 (2).5-16.

Sorenson, R. (2007). Stress management in education: warning signs and coping mechanisms. Management in Education, 21 (3),10-13. doi: 10.1177/0892020607079985.

Sutton, R. (2004). Emotional regulation goals and atrategies of teachers. Social Psychology of Education, 7, 379-398. Doi: 10.1007/s11218-004-4229-y

Thompson, R. A. (1991). Emotional Regulation and emotional development. Educational Psychology Review, 3 (4), 269-307

Wisniewski, L. & Gargiulo, R. (1997). Occupational stress and burnout among special educators: a review of the literature. The Jornal of Special Education, 31 (3), 325-349. doi: 10.1177/002246699703100303.