Trait emotional intelligence as buffer of mood of in-service and pre-service teachers of preschool and elementary education during the impact of COVID-19

  1. Martínez Saura, Helena Fuensanta 1
  2. Sánchez-López, María Cristina 1
  3. Pérez-González, Juan Carlos 2
  1. 1 Universidad de Murcia: Departamento de Métodos de Investigación y Diagnóstico en Educación, Murcia (Spain)
  2. 2 Universidad Nacional de Educación a Distancia (UNED): Departamento de Métodos de Investigación y Diagnóstico en Educación II, Madrid (Spain)
Revista:
Anales de psicología

ISSN: 0212-9728 1695-2294

Año de publicación: 2023

Volumen: 39

Número: 3

Páginas: 487-495

Tipo: Artículo

DOI: 10.6018/ANALESPS.555021 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Anales de psicología

Resumen

Antecedentes: La Inteligencia Emocional (IE) rasgo es una característica personal que puede actuar como factor protector contra circunstancias vitales desafiantes y ser un predictor del estado de ánimo en situaciones naturales como las derivadas del contexto social de la pandemia COVID-19. El objetivo general fue estudiar la relación entre IE rasgo y los estados anímicos docentes durante el confinamiento. Método: Se contó con 478 participantes, 316 docentes de Educación Infantil (EI) y Primaria (EP) de centros públicos de la Región de Murcia y 162 estudiantes de los Grados de EI y EP. Los instrumentos empleados fueron: para evaluar la IE rasgo, el TEIQue-SF; para evaluar los estados de ánimo vividos durante el impacto de la COVID-19 se utilizó una versión breve del POMS. Resultados: Los docentes con IE elevada se percibieron más enérgicos y considerados con los demás; así como menos nerviosos, malhumorados, tristes y cansados, justo el patrón contrario al de docentes con perfil de IE baja. Además, las maestras obtienen puntuaciones mayores en los estados emocionales negativos. Conclusiones: Si bien el estudio es correlacional, los resultados avalan la idea de la IE rasgo como factor protector frente al estrés, lo que refuerza su papel como promotor del bienestar docente.

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