Influence of Emotional Intelligence and Burnout Syndrome on Teachers Well-Being: A Systematic Review

The feasibility of motivational interviewing on adherence to care practices, emotional intelligence, and dispositional optimism among patients with permanent pacemakers

AIMS

Motivational interviewing (MI) has been recognized as highly effective for treating chronic diseases and various conditions, with encouraging results demonstrating its effectiveness in promoting health behaviour change. The current study was proposed to evaluate the feasibility of MI on adherence to care practices, emotional intelligence (EI), and dispositional optimism among patients with permanent pacemakers.

METHODS AND RESULTS

This study was a parallel arm randomized controlled trial. Seventy clients with permanent pacemakers were randomly allocated to a six-session MI intervention (n = 35) or a waiting list control group (n = 35). A statistically significant improvement in the mean scores of adherence to care practices, EI, and dispositional optimism, along with a significant reduction in pessimism, was registered among the study group compared with the control group.

CONCLUSION

Following the intervention for 1- and 2-month follow-up measurements, there were statistically significant improvements in self-care practice adherence. After 1 month of intervention, there were statistically significant gains in EI and dispositional optimism, but at the 2-month follow-up measurement, this improvement had somewhat lessened. The findings suggest that MI may be a feasible and practical approach for improving adherence to care practices, EI, and dispositional optimism in patients with permanent pacemakers.

REGISTRATION

ClinicalTrials.gov: NCT05883514.

Stress, Resilience, Burnout and Study Hours in Physical Education Pre-Service Teachers-An Explanatory Model about Gender

The process of becoming a public teacher in Spain requires a long period of preparation. This long period of preparation has an impact on the psychosocial environment of the candidates. Differences have been observed in the psychosocial area according to gender in pre-service teachers. This research aims to study the relationship between the study hours per day, stress, burnout syndrome and resilience according to gender and to study the differences in the effects according to gender using multigroup equation modeling. A multigroup structural equation analysis has been proposed according to the gender of the participants. Parametric tests were used for the descriptive analysis of the results. The sample consists of 4117 participants, 1363 males and 2754 females. The instruments used to collect the data were a self-made questionnaire, Perceived Stress Questionnaire, Connor-Davidson Resilience Scale and Maslach Burnout Inventory. All the instruments have been validated and adapted to the sample. The data reveal that there are variations in the effects of the variables according to the gender of the participants. In conclusion, it is affirmed that gender is a very important factor in coping with the competitive examination process for state-public-teaching institutions, as well as in avoiding the appearance of disruptive states generated by this preparation process.

Students' Foreign Language Learning Adaptability and Mental Health Supported by Artificial Intelligence

The rapid development of social reform and the economy has brought great challenges to the mental health of college students. However, there are few studies on the impact of these psychological problems on college students' English learning. As a special group about to enter society, studying the mental health of college students in foreign language learning is of great significance. This paper discusses the principle of Artificial Intelligence (AI) technology and the interactive mechanism to support college students' foreign language learning. Additionally, the adaptability supporting college students' foreign language learning is analyzed according to the current situation of AI supporting foreign language learning. Then, the mental health of college students in the AI environment is investigated and analyzed. This paper takes foreign and non-foreign language majors of Changchun University of Technology as the object and uses questionnaires, interviews, and classroom observation to obtain basic data. The results show that college students' adaptability to foreign language learning is higher than that of non-foreign. Students' intelligent operation and knowledge storage level impact their adaptability to foreign language learning. Psychological health problems include learning anxiety, loneliness, depression, and inferiority in college students' foreign language learning. These negative emotions, to a certain extent, affect the learning effect of college students' foreign language learning. This paper is of great significance to the adaptability of college students' foreign language learning to the intelligent environment and the analysis of their mental health problems. This paper hopes to provide data reference for the research on improving college students' foreign language learning effects.

Emotional Intelligence Outcomes in Higher Education Institutions: Empirical Evidence From a Western Context

The main outcomes of emotional intelligence (EMI) in the workplace have been researched in a variety of settings, however, few studies have focused on such consequences, particularly in the context of higher education institutions (HEIs). This research is therefore to empirically examine the impact of EMI on work-life balance, job insecurity, knowledge sharing behaviour, and workforce agility at HEIs. A total of 368 responses from academic staff members in Italy were analysed using PLS-SEM. The findings indicated that EMI has a significant impact on workforce agility, work-life balance, job insecurity, and knowledge sharing behaviour. In addition, work-life balance significantly impacted knowledge sharing behaviour, which in turn affected workforce agility. This article adds to the body of knowledge on the human resources management domain by highlighting the key consequences of EMI in HEIs within a western context. It also provides various managerial implications for concerned faculty members and senior managers at HEIs. Research limitations and avenues for further research are given.

On the Influence of the University Tenure on the Digital Pandemic Stress in Higher Education Faculty

This paper conducts quantitative research on the levels of stress generated in Latin American professors due to the abrupt digitalization of higher education resulting from the COVID-19 pandemic. Specifically, the differences in this digital stress between professors from private and public universities are analyzed. For this purpose, a validated questionnaire has been used and passed to a sample of 750 professors from 20 different Latin American countries, whose responses have been statistically analyzed. As results, it has been obtained that there are no significant differences between the average levels of digital stress of professors of private and public universities due to the pandemic. However, the way in which this digital stress has affected Latin American professors according to gender and age is different depending on the university tenure. As a consequence, some implications and recommendations derived from the results are presented.

Digital Pandemic Stress in Higher Education in Venezuela

The COVID-19 pandemic had a great impact on the process of integrating digital technologies in higher education and caused digital stress among professors, mainly in countries with a lower level of digitalization. In this work, quantitative research was carried out on the stress of professors in Venezuela due to the digitalization of their teaching activities caused by the pandemic, and gender gaps were identified in this regard. This digital stress was compared with that of professors in other countries with a low level of digitalization. For this purpose, a questionnaire designed by the authors was used. The questionnaire was distributed to a sample of 129 Venezuelan professors and 132 professors from countries with low digitalization levels. As a result, it was found that Venezuelan professors have lower digital competence and lower digital stress than their colleagues in weakly digitized countries, and that digital stress decreases as digital competence increases. Moreover, among Venezuelan professors, there was a strong gender gap in digital stress, which was higher among females in all subject areas, except for Health Sciences. This gender gap is specific to Venezuela since it differs from that in countries with low digital levels. According to the results, we urgently recommend investing resources in the digital training of faculty members, especially in regards to the integration of female professors.

Síndrome de burnout em docentes universitários dos cursos de saúde

Objetivo A síndrome de burnout é definida como um fenômeno psicossocial em resposta crônica aos estressores interpessoais no ambiente de trabalho. Avaliar a síndrome de burnout em docentes dos cursos da área de saúde. Método Estudo descritivo, transversal, com abordagem quantitativa. Para coleta de dados foi utilizado o Maslach Burnout Inventory, além de um questionário socioeconômico. Utilizou-se do teste exato de Fisher para verificar se existe associação entre as variáveis sociodemográficas e a presença de burnout. Resultados Participaram do estudo 57 docentes, a maior parte do sexo feminino (n=39; 68,4%) e com tempo de atuação profissional acima de 10 anos (n=30; 52,6%). A maioria possui outro vinculo (n=43; 75,4%) e dedica mais de 40 horas semanais ao trabalho (n=35; 61,4%). A variável lazer apresentou-se estatisticamente significante em relação a ter ou não burnout evidenciando maior proporção de adoecimento entre os que referiram não sair a lazer. Observou-se percentuais elevados de exaustão emocional, despersonalização e baixa realização profissional revelando uma alta prevalência da síndrome de burnout entre os docentes. Conclusão Esses achados merecem atenção para o acompanhamento dos fatores psicossociais e organizacionais do processo laboral que possam intervir na qualidade de vida e nas condições de saúde desse trabalhador.

Compassionate Work Environments and Their Role in Teachers' Life Satisfaction: The Contribution of Perceived Collective School Performance and Burnout

Several studies on helping professionals showed the protective role of compassion among colleagues and leaders. Despite this, studies on well-being factors at school, both preventive and protective, usually focus on teachers' personal resources and study compassion in the teacher-student relationship. This study explores the role of received compassion at work on teachers' life satisfaction while considering perceived school collective performance and burnout conditions as mediators in this link. One hundred and eighty-six Italian teachers (female = 85.4%, mean age = 48.5, SD = 9.46) completed a questionnaire on received compassion at work, perceived school collective performance, burnout, and life satisfaction. Through a structural equation model (χ²(21) = 30.716, p = 0.08, CFI = 0.989, TLI = 0.981, RMSEA = 0.050 (90% CI = 0.000-0.080, p = 0.465), SRMR = 0.038), it emerged that only perceived school collective performance mediated the association between received compassion and life satisfaction. To the best of our knowledge, few studies have addressed the role of compassion received from colleagues and supervisors at school and its effect on teachers' work-related beliefs and personal well-being.

An Investigation Into the Interplay Between Chinese EFL Teachers' Emotional Intelligence, Ambiguity Tolerance, and Work Engagement

Teachers' work engagement is regarded as a critical issue in educational contexts, so the emotional factors and personality traits, and their effects on teacher engagement have drawn the attention of investigators. This study seeks to investigate the relationship between teachers' emotional intelligence, ambiguity tolerance, and work engagement. Moreover, this study tries to investigate the contribution of emotional intelligence and ambiguity tolerance to teachers' work engagement. To do so, 322 teachers (96 males and 226 females) participated in this study. Schutte's Self Report Emotional Intelligence Test (SSEIT), Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II), and Self-report engagement Questionnaire were used in this study. The statistical techniques used in this study are the Spearman Rho test and ANOVA. The findings showed that there are significant correlations between work engagement, emotional intelligence, and ambiguity tolerance. Comparing the predictability power, teachers' emotional intelligence (B = 0.611) proved to have a higher index compared to their index of ambiguity tolerance (B = 0.2). This study concluded that emotionally intelligent teachers and teachers with higher levels of ambiguity tolerance are more engaged in the EFL contexts. Moreover, the study has some pedagogical implications and suggestions for different teacher educators, policy-makers, and advisors. The ideas can improve their awareness of teachers' emotional intelligence, ambiguity tolerance, and work engagement in educational environments.

Burnout in Italian primary teachers: The predictive effects of trait emotional intelligence, trait anxiety, and job instability

Burnout syndrome has recently been recognized as a public health problem, widely observed in educational settings. In this study, we aimed to examine the role played by contextual variables, including job (in)stability and teachers’ personal characteristics, in predicting factors associated with teacher burnout, using a convenience sample of 137 Italian primary school teachers (94.2% female, Age: M = 47.17, SD = 8.88). The findings from the hierarchical regression analyses showed that both trait emotional intelligence (EI) and trait anxiety predicted emotional exhaustion and lack of personal accomplishment in relation to work, with EI having a negative association and anxiety having a positive association with both. As for contextual variables, job instability positively predicted low personal accomplishment, whereas teachers’ working experience predicted emotional exhaustion. We discuss these results in light of the current working environment experienced by Italian teachers, which includes a high percentage of fixed-term workers. Moreover, we examine the implications for research and interventions related to trait EI as a protective factor that might prevent the onset of chronic professional burnout among teachers and increase teachers’ effectiveness and, therefore, pupils’ well-being, resulting in positive educational outcomes.

Impact of Emotional Intelligence on Organisational Performance: An Analysis in the Malaysian Public Administration

Organisations have shifted from traditional beliefs to the incorporation of agile methods for attaining high levels of performance through its established goals and objectives. Emotional intelligence (EI) is envisaged to contribute to the achievement of higher levels of performance. With the current global economic crisis and the pandemic situation, it has become very critical to achieve higher levels of performance with limited resources. Countries confront challenges by way of attaining a higher level of emotional maturity and realisation in order to sail through the current economic storm. The Administrative and Diplomatic Officers (ADOs) are seen to shoulder a heavy responsibility in materialising this shift. This study analyses the impact of EI on organisational performance (OP) in the Malaysian public sector. A survey instrumentation was distributed to 700 ADOs based in Putrajaya, within five selected ministries, obtaining 375 valid responses. The results attained, analysed using the SMART-PLS method, affirm the significant positive effect of EI on OP, suggesting the need for an increase in the EI of civil servants by including EI indicators and measures in the areas of recruitment, learning and development, workforce planning, succession planning, and organisational development. EI should actively be adopted to increase awareness and maturity, which would thus enable civil servants to embrace the current challenging agile environment.

Emotional Regulation as a Remedy for Teacher Burnout in Special Schools: Evaluating School Climate, Teacher's Work-Life Balance and Children Behavior

This research aimed to identify whether improvement in working conditions, children’s classroom behavior and work-life balance can lower teacher burnout ratio in Pakistan’s special schools by using techniques such as emotions regulation. The researcher employed a quantitative research methodology to fulfill the research’s purpose. The data for this research was collected using a questionnaire-based instrument. The confirmatory factor analysis and structural equation modeling techniques were used to test the construct validity and underlying structural relationships. The findings demonstrated that the impacts of all three variables are significant in reducing job burnout in teachers. Emotional regulation helps decrease the impact of working conditions and the children’s behavior. Nevertheless, it does not aid work-life balance as it requires other techniques of emotional regulation. The research is significant as it highlights the importance of overall working conditions’ improvement for teachers working with special needs children. The improvements are essential because the teachers must take extra effort and emotions into their job compared to a typical teacher. The researcher has highlighted the key finding, implications and limitations of this research besides suggesting directions for future research to facilitate peer researchers.

Validation of the Spanish Version of the Work Group Emotional Intelligence Profile Short Version (WEIP-S) in the Sports Context

Emotional intelligence (EI) is related to better performance in sports. To measure this construct, many tools have been developed and validated in the sports context. However, these tools are based on an individual's ability to manage their own emotions, but do not consider the emotions of the rest of the team (teammates, coaches, etc.). In this regard, the Workgroup Emotional Intelligence Profile short version (WEIP-S) is a self-reported measure designed to measure the EI of individuals who are part of a team. The aim of this study was to validate the WEIP-S structure to measure EI in the sports context, and to analyze the psychometric properties of this tool in the sample in terms of validity and reliability. A cross-sectional study was conducted among 273 athletes to examine the reliability, factor structure, and evidence of validity (convergent, discriminant, nomological, and concurrent) of the WEIP-S. Confirmatory factor analysis showed that the original four-factor structure is the most appropriate for the sports context. Composite reliability was adequate for all factors except management of one's own emotions, which also showed poor convergent validity. Evidence of convergent, discriminant, and nomological validity are discussed. This study represents an advance in the use of specific scales to measure EI in the sports context.

Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers

Burnout is a reality in the teaching profession. Specifically, teaching staff usually have higher burnout rates. The present study aims to analyze the different burnout profiles and to verify if there were differences between burnout profiles in depressive symptomatology and in the self-esteem of the teachers at school. The total number of participants was 210 teachers from 30 to 65 years. The first scale was the Maslach burnout inventory, the second scale was the Self-Rating depression scale and the third scale was the Rosenberg Self-Esteem Scale . The latent class analysis identified three burnout profiles: the first group with a high level of emotional exhaustion, low personal accomplishment and depersonalization (high burnout); the second group with low emotional exhaustion, low depersonalization and high personal accomplishment (low burnout) and the third group with low depersonalization, low emotional exhaustion and low personal accomplishment (moderate burnout). The results revealed that there were differences in depressive symptomatology (group 1 obtained higher scores than group 2 and group 3) and self-esteem (group 2 obtained higher scores than group 1). The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome.

Profiles of Burnout, Coping Strategies and Depressive Symptomatology

Burnout syndrome is has been associated with mental health problems such as depression, anxiety, and stress. Given this fact, some teachers implement various coping strategies for emotional control that are not always functional to mitigate such difficulties. Accordingly, this study aimed to identify different burnout profiles that vary in the levels of the three underlying dimensions: depersonalization (DE), emotional exhaustion (EE), and personal accomplishment (PA). Further, this study aimed to examine whether there are significant differences in depressive symptomatology, coping strategies, and the quality of interpersonal relationships at school between teachers with varying burnout profiles. The Maslach Burnout Inventory (MBI), Zung Self-Rating Depression Scale (SDS), Coping with Stress Questionnaire, and a questionnaire that measured sociodemographic characteristics were administered to 215 teachers (men: 42.8%) who were recruited from various secondary schools. Cluster analysis identified three different burnout profiles: groups of teachers with a predominance of (a) low levels of EE and high levels of PA, (b) high levels of EE and DE, and (c) low levels of DE and PA. The results revealed that there were significant differences in coping strategies, depressive symptomatology, and the quality of interpersonal relationships at school between teachers with different burnout profiles. These results have important implications for educational professionals. Specifically, the findings underscore the need for prevention and intervention programs that enhance teachers' emotional skills, especially their ability to cope with exhaustion. These skills will alleviate their depression and consequently offer both teachers and students a conducive learning environment.

Phenomenology of Burnout Syndrome and Connection Thereof with Coping Strategies and Defense Mechanisms among University Professors

This article is dedicated to the phenomenology of burnout syndrome among university professors. The features of the manifestation of burnout syndrome and its components in university professors are described. The relationship between the burnout components and coping strategies among teachers is considered. The differences in the leading coping strategies among teachers with high and low levels of burnout syndrome are revealed. The relationship between the components of burnout and protective mechanisms among teachers is revealed. The specifics of the manifestation of protective mechanisms among teachers with high and low levels of burnout syndrome is studied. The factor structure of the interconnection of burnout components, coping strategies and protective mechanisms among university professors is presented.

Motivations for Volunteerism, Satisfaction, and Emotional Exhaustion: The Moderating Effect of Volunteers’ Age

This investigation aims to explore the moderating role of volunteers’ age in the relation between motivations for volunteering and, respectively, satisfaction with volunteerism and emotional exhaustion. A longitudinal study was conducted with a sample of 241 Spanish healthcare volunteers. Results show that volunteers’ age moderates the relations between social motivations and satisfaction, and social motivations and volunteers’ emotional exhaustion, and also between growth motivations and satisfaction, and volunteers’ emotional exhaustion. The relationships between security motivations and satisfaction and emotional exhaustion are not moderated by age. Our findings underline that, for younger volunteers, satisfaction decreases when social motives are high, rather than low, and, in the opposite, emotional exhaustion increases when growth motives are high, rather than low. For older volunteers, instead, the only significant effect concern satisfaction, which is higher when social motives are high, rather than low.