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Teachers’ Burnout during COVID-19 Pandemic in Spain: Trait Emotional Intelligence and Socioemotional Competencies

Author

Listed:
  • Laura Sánchez-Pujalte

    (Faculty of Education, International University of Valencia, 46002 Valencia, Spain)

  • Diego Navarro Mateu

    (Faculty of Education, International University of Valencia, 46002 Valencia, Spain
    Department of Inclusive Education, Faculty of Education, Catholic University of Valencia, 46110 Valencia, Spain)

  • Edgardo Etchezahar

    (Faculty of Education, International University of Valencia, 46002 Valencia, Spain
    Faculty of Psychology, University of Buenos Aires, Buenos Aires 1207, Argentina
    National Scientific and Technical Research Council, Buenos Aires 1428, Argentina)

  • Talía Gómez Yepes

    (Faculty of Education, International University of Valencia, 46002 Valencia, Spain
    Faculty of Psychology, University of Buenos Aires, Buenos Aires 1207, Argentina)

Abstract

The aim of this research is to recognize the burnout levels in a group of high school teachers that exercised their profession during the COVID-19 pandemic, looking forward to examining the correlation between burnout levels, trait emotional intelligence and socioemotional competencies (Autonomy, Regulation, Prosocial Behaviour and Empathy). The study counted with a sample of 430 high school teachers from multiple regions of Spain. The participants’ age was between 25 and 60, and the gender distribution was 53.72% for men and 46.28% for women. We used the Spanish version of the Maslach Burnout Inventory (MBI), the Trait Meta-Mood Scale (TMMS-24) and the Socioemotional Competences Scale (SCS). The main results indicated that teachers showed high levels of burnout dimensions, with women being the most affected, reaching higher levels in comparison to men. It was also observed that the older and more experienced professionals showed lower levels of burnout. Finally, statistically significant negative relations were found between emotional intelligence and burnout levels, as well as their association with the teacher’s socioemotional competencies. The analysis argues the possible consequences of stress during the pandemic and, correspondingly, the need for promoting protective approaches that embrace emotional intelligence and socioemotional competencies.

Suggested Citation

  • Laura Sánchez-Pujalte & Diego Navarro Mateu & Edgardo Etchezahar & Talía Gómez Yepes, 2021. "Teachers’ Burnout during COVID-19 Pandemic in Spain: Trait Emotional Intelligence and Socioemotional Competencies," Sustainability, MDPI, vol. 13(13), pages 1-11, June.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:13:p:7259-:d:584454
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    References listed on IDEAS

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    Cited by:

    1. Diego Vergara-Rodríguez & Álvaro Antón-Sancho & Pablo Fernández-Arias, 2022. "Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(6), pages 1-20, March.
    2. Simina-Nicoleta Bohã‚Lèšeanu, 2021. "Burnout Syndrome Among Romanian Teachers During Pandemic," Review of Economic and Business Studies, Alexandru Ioan Cuza University, Faculty of Economics and Business Administration, issue 28, pages 83-98, December.
    3. Anita Padmanabhanunni & Tyrone B. Pretorius, 2023. "Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences," IJERPH, MDPI, vol. 20(5), pages 1-13, February.
    4. Naiara Ozamiz-Etxebarria & Idoia Legorburu Fernnadez & Darren M. Lipnicki & Nahia Idoiaga Mondragon & Javier Santabárbara, 2023. "Prevalence of Burnout among Teachers during the COVID-19 Pandemic: A Meta-Analysis," IJERPH, MDPI, vol. 20(6), pages 1-13, March.

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