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Teacher Profiles of Psychological Capital and Their Relationship with Burnout

Author

Listed:
  • María del Mar Ferradás

    (Department of Psychology, University of A Coruña, 15071 A Coruña, Spain)

  • Carlos Freire

    (Department of Psychology, University of A Coruña, 15071 A Coruña, Spain)

  • Alba García-Bértoa

    (Department of Psychology, University of A Coruña, 15071 A Coruña, Spain)

  • José Carlos Núñez

    (Faculty of Psychology, University of Oviedo, 33003 Oviedo, Asturias, Spain
    Facultad de Ciencias Sociales y Humanidades, Universidad Politécnica y Artística del Paraguay, 2024 Asunción, Paraguay)

  • Susana Rodríguez

    (Department of Psychology, University of A Coruña, 15071 A Coruña, Spain)

Abstract

This study adopts a person-centered approach to identify the possible existence of different teacher profiles of psychological capital, according to the way in which its four components combine (efficacy, hope, optimism, and resilience). The study aimed to examine whether the identified profiles differed in their levels of burnout. In total, 1379 non-university teachers participated in the study. A latent profile analysis was performed using MPlus 7.11 software. Seven teaching profiles of psychological capital were identified, differing both quantitatively and qualitatively. The differences between the profiles in burnout were estimated using SPSS 26 software. Teachers with a profile of low psychological capital (i.e., low confidence of successfully completing challenging tasks—efficacy; lack of energy for establishing personal goals and working towards achieving them —hope; little tendency to make positive causal attributions and develop expectations of success—optimism; and low capacity to recover or emerge stronger from adverse situations—resilience) exhibited significantly higher levels of burnout. The lowest levels of burnout were found in the profile of high psychological capital (i.e., higher in efficacy, hope, optimism, and resilience). These results suggest that teachers who can muster the four components of psychological capital are more protected against burnout.

Suggested Citation

  • María del Mar Ferradás & Carlos Freire & Alba García-Bértoa & José Carlos Núñez & Susana Rodríguez, 2019. "Teacher Profiles of Psychological Capital and Their Relationship with Burnout," Sustainability, MDPI, vol. 11(18), pages 1-18, September.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:18:p:5096-:d:268187
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    Citations

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    Cited by:

    1. Norberth Okros & Delia Vîrgă, 2022. "How to Increase Job Satisfaction and Performance? Start with Thriving: The Serial Mediation Effect of Psychological Capital and Burnout," IJERPH, MDPI, vol. 19(13), pages 1-12, June.
    2. Teresa Pozo-Rico & Raquel Gilar-Corbí & Andrea Izquierdo & Juan-Luis Castejón, 2020. "Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study," IJERPH, MDPI, vol. 17(22), pages 1-22, November.
    3. Carlos Freire & María del Mar Ferradás & Alba García-Bértoa & José Carlos Núñez & Susana Rodríguez & Isabel Piñeiro, 2020. "Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing," IJERPH, MDPI, vol. 17(22), pages 1-14, November.
    4. Rosana Stan & Cristina Ciobanu, 2022. "The Mediation Chain Effect of Cognitive Crafting and Personal Resources on the Relationship between Role Ambiguity and Dentists’ Emotional Exhaustion," IJERPH, MDPI, vol. 19(24), pages 1-21, December.
    5. Cristina Di-Giusto & María Eugenia Martín-Palacio & Marta Soledad García-Rodríguez & Francisco Javier Sánchez-Sánchez & Raquel de la Fuente-Anuncibay & Andrés Fernando Avilés-Dávila & Cesáreo Gabriel , 2022. "Effective Personality as a Protective Factor in Teachers’ Occupational Health," IJERPH, MDPI, vol. 19(5), pages 1-20, March.
    6. M. Inmaculada López-Núñez & Susana Rubio-Valdehita & Eva M. Diaz-Ramiro & Marta E. Aparicio-García, 2020. "Psychological Capital, Workload, and Burnout: What’s New? The Impact of Personal Accomplishment to Promote Sustainable Working Conditions," Sustainability, MDPI, vol. 12(19), pages 1-13, October.
    7. Inmaculada Méndez & Juan Pedro Martínez-Ramón & Cecilia Ruiz-Esteban & José Manuel García-Fernández, 2020. "Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers," IJERPH, MDPI, vol. 17(18), pages 1-10, September.
    8. Laritza Machín-Rincón & Eva Cifre & Pilar Domínguez-Castillo & Mónica Segovia-Pérez, 2020. "I Am a Leader, I Am a Mother, I Can Do This! The Moderated Mediation of Psychological Capital, Work–Family Conflict, and Having Children on Well-Being of Women Leaders," Sustainability, MDPI, vol. 12(5), pages 1-22, March.

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