Desempeño docente: las consecuencias del burnout y su relación con factores protectores
Titulo:

Desempeño docente: las consecuencias del burnout y su relación con factores protectores
.

Sumario:

El síndrome de burnout es un indicador de salud ocupacional que afecta el proceso de enseñanza-aprendizaje y puede perjudicar la calidad educativa ofrecida por las instituciones. La relación entre características individuales y el ambiente laboral pueden afectar de distintas formas al desempeño docente. La presente investigación busca analizar el ajuste de un modelo que predice el desempeño docente en base al síndrome de burnout, incluyendo también características individuales y de percepción del ambiente laboral en docentes universitarios. La muestra se compone de 94 docentes, quienes brindaron información ligada al rasgo de conciencia, el nivel de burnout, de engagement, de su desempeño docente y de su percepción del ambiente laboral. Est... Ver más

Guardado en:

Propósitos y Representaciones

2307-7999

2310-4635

Prieto-Molinari, Diego E.

Choy-Vessoni, Rosana A.

UNIVERSIDAD SAN IGNACIO DE LOYOLA

10.20511/pyr2023.v11n3.1812

11

2023-12-31

e1812

e1812

Perú

Desempeño

Burnout docente

Ambiente laboral

Recursos humanos

Modelos de ecuaciones estructurales

Diego Prieto-Molinari - 2023

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

info:eu-repo/semantics/openAccess

http://purl.org/coar/access_right/c_abf2

id metarevistapublica_usil_propositosyrepresentaciones_48_article_1812
record_format ojs
spelling Desempeño docente: las consecuencias del burnout y su relación con factores protectores
Teaching Performance: The Consequences of Burnout and Its Relation to Protective Factors
El síndrome de burnout es un indicador de salud ocupacional que afecta el proceso de enseñanza-aprendizaje y puede perjudicar la calidad educativa ofrecida por las instituciones. La relación entre características individuales y el ambiente laboral pueden afectar de distintas formas al desempeño docente. La presente investigación busca analizar el ajuste de un modelo que predice el desempeño docente en base al síndrome de burnout, incluyendo también características individuales y de percepción del ambiente laboral en docentes universitarios. La muestra se compone de 94 docentes, quienes brindaron información ligada al rasgo de conciencia, el nivel de burnout, de engagement, de su desempeño docente y de su percepción del ambiente laboral. Esta investigación de tipo transversal cuantitativa genera modelos de ecuaciones estructurales para revisar sus hipótesis. El segundo modelo es el que mejor ajuste muestra, considerando el desempeño a través de cada componente por separado. Este modelo muestra que el principal predictor del desempeño docente es la percepción del ambiente laboral (β = .116 - .239). Se discuten las implicancias de los hallazgos, prestando especial atención a la naturaleza del constructo de desempeño.
The burnout syndrome is an occupational health indicator that intervenes in the teaching-learning process and may harm the quality of education offered by institutions. The relationship between individual characteristics and the work environment may have different effects over the teaching performance. The current investigation seeks to analyze the fit of a model to predict teaching performance based on the teacher burnout, while including individual characteristics and the work environment perception in university teachers. The sample is composed of 94 teachers who provided information related to the Conscientiousness trait, their burnout and engagement levels, their teaching performance, and their perception of the work environment. This quantitative and cross-sectional research makes use of structural equation models to test its hypothesis. The second tested model showed the best fit, considering teaching performance as different variables for each component. This model shows that the perception of the work environment is the main predictor of performance (β = .116 - .239). The implications of these findings are discussed, focusing specially on performance as a construct.
Prieto-Molinari, Diego E.
Choy-Vessoni, Rosana A.
Desempeño
Burnout docente
Ambiente laboral
Recursos humanos
Modelos de ecuaciones estructurales
Performance
Teacher burnout
Work environment
Human resources
Structural equation models
11
3
Núm. 3 , Año 2023 : Setiembre - Diciembre
Artículo de revista
Journal article
2023-12-31T00:00:00Z
2023-12-31T00:00:00Z
2023-12-31
application/pdf
application/pdf
text/xml
text/xml
Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.
Propósitos y Representaciones
2307-7999
2310-4635
https://revistas.usil.edu.pe/index.php/pyr/article/view/1812
10.20511/pyr2023.v11n3.1812
https://doi.org/10.20511/pyr2023.v11n3.1812
spa
https://creativecommons.org/licenses/by-nc-nd/4.0
Diego Prieto-Molinari - 2023
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
e1812
e1812
Aguirre, O. P. (2011). Observando a través de la niebla: Una búsqueda de alternativas en la gerencia de la Institución Educativa Bello Horizonte. [Tesis de Grado, Universidad Católica de Manizales]. https://repositorio.ucm.edu.co/handle/10839/62
Alessandri, G., Consiglio, C., Luthans, F., & Borgogni, L. (2018). Testing a dynamic model of the impact of psychological capital on work engagement and job performance. Career Development International, 23(1), 33-47. https://doi.org/10.1108/CDI-11-2016-0210
Ang, S. Y., Dhaliwal, S. S., Ayre, T. C., Uthaman, T., Fong, K. Y., Tien, C. E., ... & Della, P. (2016). Demographics and personality factors associated with burnout among nurses in a Singapore tertiary hospital. BioMed research international, 2016.
Ato, M., López, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1036-1059. http://dx.doi.org/10.6018/analesps.29.3.178511
Barreiro, S. C., & Bozutti, D. F. (2017). Challenges and difficulties to teaching engineering to generation Z: a case research. Propósitos y Representaciones, 5(2), 127-183. https://doi.org/10.20511/pyr2017.v5n2.163
Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: a meta‐analysis. Personnel psychology, 44(1), 1-26.
Bakker, A. B., Albrecht, S. L., & Leiter, M. P. (2011). Work engagement: further reflections on the state of play. European Journal of Work and Organizational Psychology, 20(1), 74-88. https://doi.org/10.1080/1359432X.2010.546711
Borst, R. T., Kruyen, P. M., Lako, C. J., & de Vries, M. S. (2019). The attitudinal, behavioral, and performance outcomes of work engagement: a comparative meta-analysis across the public, semipublic, and private sector. Review of Public Personnel Administration, 1-28. https://doi.org/10.1177/0734371x19840399
Braun, S. E., Auerbach, S. M., Rybarczyk, B., Lee, B., & Call, S. (2017). Mindfulness, burnout, and effects on performance evaluations in internal medicine residents. Advances in Medical Education and Practice, 8, 591-597. https://doi.org/10.2147%2FAMEP.S140554
Brown, T. (2006). Confirmatory factor analysis for applied research. The Guilford Press
Buil, I., Martínez, E., & Matute, J. (2018). Transformational leadership and employee performance: The role of identification, engagement, and proactive personality. International Journal of Hospitality Management, 77, 64-75. https://doi.org/10.1016/j.ijhm.2018.06.014
Burga, A. A. (2006). La unidimensionalidad de un instrumento de medición, perspectiva factorial. Revista de Psicología. Pontificia Universidad Católica, 25(1), 53-80. http://www.redalyc.org/articulo.oa?id=337829536003
Caniëls, M., Semeijn, J., & Renders, I. (2018). Mind the mindset! The interaction of proactive personality, transformational leadership, and growth mindset for engagement at work. Career Development International, 23(1), 48-66. Https://doi.org/10.1108/CDI-11-2016-0194
Carlin, M. (2014). El síndrome de Burnout: comprensión del pasado, análisis del presente y perspectivas de futuro. ebooks Wanceulen.
Carlin, M., & Garcés, E. (2010). El síndrome de burnout: Evolución histórica desde el contexto laboral al ámbito deportivo. Anales de Psicología, 26 (1), 169-180. https://revistas.um.es/analesps/article/view/92171
Castillo-Gualda, R., Herrero, M., Rodríguez-Carvajal, R., Brackett, M. A., & Fernández-Berrocal, P. (2019). The role of emotional regulation ability, personality, and burnout among Spanish teachers. International Journal of Stress Management, 26(2), 146-158. http://dx.doi.org.ezproxy.ulima.edu.pe/10.1037/str0000098
Conte, J. M., Heffner, T. S., Roesch, S. C., & Aasen, B. (2017). A person-centric investigation of personality types, job performance, and attrition. Personality and Individual Differences, 104, 554-559. https://doi.org/10.1016/j.paid.2016.09.004
De Chávez, D., Pando, M., Aranda, C., & Almeida, C. (2014). Burnout y Work Engagement en Docentes Universitarios de Zacatecas. Ciencia & trabajo, 16(50), 116-120. Recuperado de https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-24492014000200010
Demir, S. (2018). The relationship between psychological capital and stress, anxiety, burnout, job satisfaction, and job involvement. Eurasian Journal of Education Research, 75, 137-154. https://doi.org/10.14689/ejer.2018.75.8
Dhir, S., & Shukla, A. (2019). Role of organizational image in employee engagement and performance. Benchmarking, An International Journal, 26(3), 971-989. https://doi.org/10.1108/bij-04-2018-0094
Espinoza-Díaz, I., Tous-Pallarés, J. & Vigil, A. (2015). Efecto del Clima Psicosocial del Grupo y de la Personalidad en el Síndrome de Quemado en el Trabajo de los docentes. Anales de psicología, 31(2), 651-657. https://dx.doi.org/10.6018/analesps.31.2.174371
Ferrando, P. J., & Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en psicología. Papeles del Psicólogo, 31(1), 18-33. http://www.redalyc.org/articulo.oa?id=77812441003
Gagné, M., Chemolli, E., Forest, J., & Koestner, R. (2008). A temporal analysis of the relation between organisational commitment and work motivation. Psychologica Belgica, 48(2-3).
Gálvez, E., & Milla, R. (2018). Teaching performance evaluation model: preparation for student learning within the framework for teacher good performance. Propósitos y Representaciones, 6(2), 431-452. https://doi.org/10.20511/pyr2018.v6n2.236
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. (2014). Multivariate Data Analysis. Pearson New International Edition
Hernández, R, & Mendoza, C. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw-Hill
Hornstein, H. A. (2017). Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1304016
Hosseinnia, M., Ashraf, H., Khodabakhshzadeh, H., & Khajavy, G. H. (2019). A sociopsychological study of professional competencies of a 21st century EFL teacher. Iranian Evolutionary and Educational Psychology Journal, 1(4), 231-248. https://doi.org/10.29252/ieepj.1.4.1
Huyghebaert, T., Gillet, N., Beltou, N., Tellier, F., & Fouquereau, E. (2017). Effects of workload on teachers’ functioning: A moderated mediation model including sleeping problems and overcommitment. Stress and Health, 34(5), 601-611. https://doi.org/10.1002/smi.2820
Iancu, A. E., Rusu, A., Maroiu, C., Pacurar, R., & Maricutoiu, L. (2018). The effectiveness of interventions aimed at reducing teacher burnout: a meta-analysis. Educational Psychology Review, 30(2), 373-396. https://doi.org/10.1007/s10648-017-9420-8
Jeung, D. Y., Kim, C., & Chang, S. J. (2018). Emotional labor and burnout: a review of the literature. Yonsei Medical Journal, 59(2), 187-193. https://doi.org/10.3349/ymj.2018.59.2.187
Judge, T. A., & Ilies, R. (2002). Relationship of personality to performance motivation: a meta-analytic review. Journal of applied psychology, 87(4), 797.
Keith, T. (2014). Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling (2a ed.). Routledge.
Khoeini, F., & Attar, B.N. (2015). Personality characteristics and organizational commitment in Iranian employees. International Journal of Scientific Reports, 1(1), 61-64. http://www.sci-rep.com/index.php/scirep/article/view/2/2
Kim, W. H., Ra, Y. A., Park, J. G., & Kwon, B. (2017). Role of burnout on job level, job satisfaction, and task performance. Leadership & Organization Development Journal, 38(5), 630-645. https://doi.org/10.1108/lodj-11-2015-0249
Korkmaz, S., Goksuluk, D., & Zararsiz, G. (2014). MVN: An R package for assessing multivariate normality. The R Journal, 6(2), 151-162. https://journal.r-project.org/archive/2014-2/korkmaz-goksuluk-zararsiz.pdf
Lee, Y. H. (2017). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education Review, 25(1), 236-253. https://doi.org/10.1177/1356336x17719559
Lee, M., Pekrun, R., Taxer, J. L., Schutz, P. A., Vogl, E., & Xie, X. (2016). Teachers’ emotions and emotion management: integrating emotion regulation theory with emotional labor research. Social Psychology Education, 19, 843-863. https://link.springer.com/article/10.1007/s11218-016-9359-5
Leupold, C. R., Lopina, E. C., & Erickson, J. (2020). Examining the effects of core self-evaluations and perceived organizational support on academic burnout among undergraduate students. Education and School Psychology, 123(4), 1260-1281. https://doi.org/10.1177/0033294119852767
Li, M., Wang, Z., Gao, J. & You, X. (2015). Proactive personality and job satisfaction: the mediating effects of self-efficacy and work engagement in teachers. Current Psychology, 36, 48-55. https://doi.org/10.1007/s12144-015-9383-1
Lorenzo K. (2016) Las nueve personalidades en el trabajo. Como mejorar las relaciones en el ambiente laboral. CreateSpace Independent Publishing Platform. 25-76
Malinen, O., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144-152. https://doi.org/10.1016/j.tate.2016.08.012
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
McNeish, D. (2017) Thanks coefficient alpha, we’ll take it from here. Psychological Methods, 23(3), 412-433. https://doi.org/10.1037/met0000144
McCrae, R. R., & Costa, P. T. (1985). Updating Norman's" adequacy taxonomy": Intelligence and personality dimensions in natural language and in questionnaires. Journal of personality and social psychology, 49(3), 710.
Meier, S. T. (1983). Toward a theory of burnout. Human Relations, 36(10), 899-910. http://dx.doi.org/10.1177/001872678303601003
Milan, J. S., Sefat, F. F. M., Yushanloie, K. F., Bahrami, B., Mohammadpour, Y., & Hoseinzadeh, F. (2020). Predicting job burnout according to organizational climate and work ethics with the mediation of job motivation in Urmia emergency medical staff in 2017. Journal of Advanced Pharmacy Education & Research, 10(S1).
Ostroff, C., Kinicki, A. J., & Muhammad, R. S. (2013). Organizational culture and climate. In Weiner, I. B. (Ed.), Handbook of psychology, second edition (pp. 643-676). John Wiley & Sons, Inc. http://dx.doi.org/10.1002/9781118133880.hop212024
Pan, G. (2017). The effects of burnout on task performance and turnover intention of new generation of skilled workers. Journal of Human Resource and Sustainability Studies, 5, 156-166. https://doi.org/10.4236/jhrss.2017.53015
Pecino, V., Mañas, M., Díaz-Fúnez, P., Aguilar-Parra, J., Padilla-Góngora, D., & López-Liria, R. (2019). Organizational climate, role stress, and public employees’ job satisfaction. International Journal of Environmental Research and Public Health, 16, 1-12, https://doi.org/10.3390/ijerph16101792
Pendersen, D. E., & Minnotte, K. L. (2016). Workplace climate and STEM faculty women’s job burnout. Journal of Feminist Family Therapy, 29(1-2), 45-64. https://doi.org/10.1080/08952833.2016.1230987
Parry, S. (2017). Fit Statistics commonly reported for CFA and SEM. Cornell Statistical Consulting Unit: Cornell University.
Perera, H. N., Granziera, H., & McIlveen P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120, 171-178. https://doi.org/10.1016/j.paid.2017.08.034
Peters, G. (2014). The alpha and the omega of scale reliability and validity: why and how to abandon Cronbach-s alpha and the route towards more comprehensive assessment of scale quality. The European Health Psychologyst, 16(2), 56-69. https://www.ehps.net/ehp/index.php/contents/article/view/ehp.v16.i2.p56/1
Poulou, M. S. (2017). Students’ emotional and behavioral difficulties: the role of teachers’ social and emotional learning and teacher-student relationships. International Journal of Emotional Education, 9(2), 72-89. https://www.ehps.net/ehp/index.php/contents/article/view/ehp.v16.i2.p56/1
Pop, B. (2013). Relación entre los rasgos de personalidad y el desempeño laboral de los colaboradores de la asociación “Comunidad Esperanza Cobán, Alta Verapaz”. San Juan Chamelco, Alta Verapaz [Tesis de Licenciatura, Universidad Rafael Landívar].
Quero, Y., Mendoza, F., & Torres, Y. (2014). Comunicación efectiva y desempeño laboral en Educación Básica. Negotium, 9(27), 22-33. http://www.redalyc.org/articulo.oa?id=78230409001
Rahim, A., & Cosby, D. M. (2016). A model of workplace incivility, job burnout, turnover intentions, and job performance. Journal of Management Development, 35(10), 1255-1265. https://doi.org/10.1108/jmd-09-2015-0138
Raja, U., Javed, Y., & Abbas, M. (2018). A time lagged study of burnout as a mediator in the relationship between workplace bullying and work-family conflict. International Journal of Stress Management, 25(4), 377-390. http://dx.doi.org/10.1037/str0000080
Rattrie, L. T. B., Kittler, M. G., & Paul, K. (2020). Culture, Burnout and Engagement: a meta-analysis on national cultural values as moderators in JD-R theory. Applied Psychology, 69(1), 176-220. https://doi.org/10.1111/apps.12209
Revelle, W., & Revelle, M. W. (2015). Package ‘psych’. The comprehensive R archive network. https://cran.r-project.org/web/packages/psych/psych.pdf
Reyes, M. E. (2016). Relationship between teacher’s social skills and teaching performance from the point of view of adult students at a private university in Lima, Peru. Revista Digital de Investigación en Docencia Universitaria, 10(2), 17-30. http://dx.doi.org/10.19083/ridu.10.465
Rivera, Á., Segarra, P., & Giler, G. (2018). Síndrome de Burnout en docentes de instituciones de educación superior. Archivos venezolanos de Farmacología y Terapeútica, 37(2). 17-23. https://www.redalyc.org/journal/559/55960422004/html/
Rivera, D. A., Carrillo, S. M., Forgiony, J. O., Nuván, I. L., & Rozo, A. C. (2018). Cultura organizacional, retos y desafíos para las organizaciones saludables. Espacios, 39(22), 27. https://www.revistaespacios.com/a18v39n22/a18v39n22p27.pdf
Rosseel, Y. (2012). lavaan: an R package for structural equation modeling. Journal of Statistical Software, 48(2). https://doi.org/10.18637/jss.v048.i02
Sadeghi, A., Ofoghi, N., Niyafar, G. H., & Dadashi, K. (2015). Survey of the relationship between personality types and burnout among teachers at first period (guidance school) and second period of high school (secondary school) in the city of rasht, Iran. Creative Education, 6(08), 835.
Salanova, M., Martínez, I. & Lorente, L. (2008). ¿Cómo se relacionan los obstáculos y facilitadores organizacionales con el burnout docente?: Un estudio longitudinal. Revista de Psicología del Trabajo y de las Organizaciones, 21(1-2), 37-54. http://www.redalyc.org/articulo.oa?id=231317039003
Salmela-Aro, K., Hietajärvi, L., & Lonka, K. (2019). Work burnout and engagement profiles among teachers. Frontiers in Psychology, 10(2254). https://doi.org/10.3389/fpsyg.2019.02254
Sanín, P., & Salanova, S. (2014). Satisfacción laboral: el camino entre el crecimiento psicológico y el desempeño laboral en empresas colombianas industriales y de servicios. Universitas Psychologica, (13)1. 1-24. https://doi.org/10.11144/Javeriana.UPSY13-1.slcpnew
Seyyedmoharrami, I., Dehaghi, B. F., Abbaspour, S., Zandi, A., Tatari, M., Teimori, G., & Torbati, A. G. (2019). The relationship between organizational climate, organizational commitment, and job burnout: Case study among employees of the University of Medical Sciences. The Open Public Health Journal, 12, 94-100. https://doi.org/10.2174/1874944501912010094
Singh, S., Sharma, R., & Kaur, R. (2020). Teacher competencies for the integration of ICT in post graduate science stream teachers. Studies in Indian Place Names, 40(60), 2775-2788.
Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251-1275. https://doi.org/10.1007/s11218-018-9464-8
Smith, R. W., & DeNunzio, M. M. (2020). Examining personality – Job characteristic interactions in explaining work outcomes. Journal of Research in Personality, 84. https://doi.org/10.1016/j.jrp.2019.103884
Sofologi, M., Efstratopoulou, M., & Dunn, T. J. (2018). Predicting burnout syndrome in Greek mental health professionals. Journal of Social Service Research, 45(1), 142-149. https://doi.org/10.1080/01488376.2018.1480556
Spontón, C., Castellano, E., Salanova, M., Llorens, S., Maffei, L., & Medrano, L.A. (2018). Evaluación de un modelo sociocognitivo de autoeficacia, Burnout y Engagement en el trabajo: análisis de invarianza entre Argentina y España. Psychologia. Avances de la disciplina, 12(1). 89-101. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1900-23862018000100089
Stelmokiene, A., Geneviciute-Janone, G., Gustainiene, L., & Kovalcikiene, K. (2019). Job demands-resources and personal resources as risk and safety factors for the professional burnout among university teachers. Pedagogika, 134(2), 25-44. https://doi.org/10.15823/p.2019.134.2
Sun, L., & Bunchapattanasakda, C. (2019). Employee Engagement: a literature review. International Journal of Human Resource Studies, 9(1), 63-80. http://dx.doi.org/10.5296/ijhrs.v9i1.14167
Tapia, V., & Tipula, F. (2017). Desempeño docente y creencias pedagógicas del profesor universitario en la Universidad Toribio Rodríguez de Mendoza de Amazonas - Perú. Comuniacción, 8(2). http://www.scielo.org.pe/scielo.php?pid=S2219-71682017000200001&script=sci_abstract
Trépanier, S., Forest, J., Fernet, C., & Austin, S. (2015). On the psychological and motivational processes linking job characteristics to employee functioning: Insights from self-determination theory. Work & Stress, 29(3), 286-305. http://dx.doi.org/10.1080/02678373.2015.1074957
Upadyaya, K., Vartiainen, M., & Salmela-Aro, K. (2016). From job demands and resources to work engagement, burnout, life satisfaction, depressive symptoms, and occupational health. Burnout Research, 3, 101-108. https://doi.org/10.1016/j.burn.2016.10.001
van Wingerden, J., & Van der Stoep, J. (2018). The motivational potential of meaningful work: Relationships with strengths use, work engagement, and performance. PLoS ONE, 13(6), e0197599. https://doi.org/10.1371/journal.pone.0197599
Veloso-Besio, C., Cuadra-Peralta, A., Gil-Rodríguez, F., Quiroz-Cornejo, A., & Meza-Castro, S. (2015). Capacitación en trabajadores: impacto de un programa, basado en psicología positiva y habilidades sociales, en satisfacción vital, satisfacción laboral y clima organizacional. Interciencia, 40(11), 736-743. http://www.redalyc.org/articulo.oa?id=33942541002
Villaroel, V. A., & Bruna, D. V. (2017). Pedagogical competencies of university teachers: a case study, which incorporates the perspective of chilean teachers and students. Formación Universitaria, 10(4), 75-96. https://doi.org/10.4067/S0718-50062017000400008
Viswesvaran, C., & Ones, D. S. (2017). Job performance: assessment issues in personnel selection. In Evers, A., Anderson, N., & Voskuijl, O. (Eds.), The Blackwell handbook of personnel selection (pp. 354-375). Blackwell Publishing. https://doi.org/10.1002/9781405164221.ch16
Wang, L., Law, K., Jun Zhang, M., Na Li, Y., & Liang, Y. (2019). It’s mine! Psychological ownership of one’s job explains positive and negative workplace outcomes of job engagement. Journal of Applied Psychology, 104(2), 229-246, https://doi.org/10.1037/apl0000337
Watson, J. C. (2017). Establishing evidence for internal structure using exploratory factor analysis. Measurement and Evaluation in Counseling and Development, 50(4), 232-238. https://doi.org/10.1080/07481756.2017.1336931
Wen, B., Zhou, X., Hu, Y., & Zhang, X. (2020). Role stress and turnover intention of front-line hotel employees: the roles of burnout and service climate. Frontiers in Psychology, 11(36), 1-13. https://doi.org/10.3389/fpsyg.2020.00036
Whiteley, S. (2016). Creating a coherent performance indicator framework for the higher education student lifecycle in Australia. In Pritchard, R. M. O., Pausits, A., & Williams, J. (Eds.), Positioning higher education institutions (pp. 143-160). Sense Publishers. https://doi.org/10.1007/978-94-6300-660-6_8
Wilson, V. (2002). Feeling the strain: An overview of the literature on teachers’ stress. Glasgow: SCRE Research Report. http://217.35.77.12/research/scotland/education/109.pdf
Woods, S. A., Lievens, F., De Fruyt, F., & Wille, B. (2013). Personality across working life: The longitudinal and reciprocal influences of personality on work. Journal of organizational behavior, 34(S1), S7-S25.
Yin, H., Huang, S., & Lv, L. (2018). A multilevel analysis of job characteristics, emotion regulation, and teacher well-being: a job demands-resources model. Frontiers in Psychology, 9(2395). https://doi.org/10.3389/fpsyg.2018.02395
Ziapour, A., & Kianipour, N. (2015). A study of the relationship between characteristic traits and Employee Engagement (A case study of nurses across Kermanshah, Iran in 2015). Journal of medicine and life, 8(Spec Iss 3), 134.
Zysberg, L., Orenshtein, C., Gimmon, E., & Robinson, R. (2016). Emotional intelligence, personality, stress, and burnout among educators. International Journal of Stress Management, 24(1), 122-136. http://dx.doi.org/10.1037/str0000028
https://revistas.usil.edu.pe/index.php/pyr/article/download/1812/1840
https://revistas.usil.edu.pe/index.php/pyr/article/download/1812/1847
https://revistas.usil.edu.pe/index.php/pyr/article/download/1812/1868
https://revistas.usil.edu.pe/index.php/pyr/article/download/1812/1869
info:eu-repo/semantics/article
http://purl.org/coar/resource_type/c_6501
http://purl.org/coar/resource_type/c_2df8fbb1
http://purl.org/redcol/resource_type/ART
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/version/c_970fb48d4fbd8a85
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
Text
Publication
institution UNIVERSIDAD SAN IGNACIO DE LOYOLA
thumbnail https://nuevo.metarevistas.org/USIL/logo.png
country_str Perú
collection Propósitos y Representaciones
title Desempeño docente: las consecuencias del burnout y su relación con factores protectores
spellingShingle Desempeño docente: las consecuencias del burnout y su relación con factores protectores
Prieto-Molinari, Diego E.
Choy-Vessoni, Rosana A.
Desempeño
Burnout docente
Ambiente laboral
Recursos humanos
Modelos de ecuaciones estructurales
Performance
Teacher burnout
Work environment
Human resources
Structural equation models
title_short Desempeño docente: las consecuencias del burnout y su relación con factores protectores
title_full Desempeño docente: las consecuencias del burnout y su relación con factores protectores
title_fullStr Desempeño docente: las consecuencias del burnout y su relación con factores protectores
title_full_unstemmed Desempeño docente: las consecuencias del burnout y su relación con factores protectores
title_sort desempeño docente: las consecuencias del burnout y su relación con factores protectores
title_eng Teaching Performance: The Consequences of Burnout and Its Relation to Protective Factors
description El síndrome de burnout es un indicador de salud ocupacional que afecta el proceso de enseñanza-aprendizaje y puede perjudicar la calidad educativa ofrecida por las instituciones. La relación entre características individuales y el ambiente laboral pueden afectar de distintas formas al desempeño docente. La presente investigación busca analizar el ajuste de un modelo que predice el desempeño docente en base al síndrome de burnout, incluyendo también características individuales y de percepción del ambiente laboral en docentes universitarios. La muestra se compone de 94 docentes, quienes brindaron información ligada al rasgo de conciencia, el nivel de burnout, de engagement, de su desempeño docente y de su percepción del ambiente laboral. Esta investigación de tipo transversal cuantitativa genera modelos de ecuaciones estructurales para revisar sus hipótesis. El segundo modelo es el que mejor ajuste muestra, considerando el desempeño a través de cada componente por separado. Este modelo muestra que el principal predictor del desempeño docente es la percepción del ambiente laboral (β = .116 - .239). Se discuten las implicancias de los hallazgos, prestando especial atención a la naturaleza del constructo de desempeño.
description_eng The burnout syndrome is an occupational health indicator that intervenes in the teaching-learning process and may harm the quality of education offered by institutions. The relationship between individual characteristics and the work environment may have different effects over the teaching performance. The current investigation seeks to analyze the fit of a model to predict teaching performance based on the teacher burnout, while including individual characteristics and the work environment perception in university teachers. The sample is composed of 94 teachers who provided information related to the Conscientiousness trait, their burnout and engagement levels, their teaching performance, and their perception of the work environment. This quantitative and cross-sectional research makes use of structural equation models to test its hypothesis. The second tested model showed the best fit, considering teaching performance as different variables for each component. This model shows that the perception of the work environment is the main predictor of performance (β = .116 - .239). The implications of these findings are discussed, focusing specially on performance as a construct.
author Prieto-Molinari, Diego E.
Choy-Vessoni, Rosana A.
author_facet Prieto-Molinari, Diego E.
Choy-Vessoni, Rosana A.
topicspa_str_mv Desempeño
Burnout docente
Ambiente laboral
Recursos humanos
Modelos de ecuaciones estructurales
topic Desempeño
Burnout docente
Ambiente laboral
Recursos humanos
Modelos de ecuaciones estructurales
Performance
Teacher burnout
Work environment
Human resources
Structural equation models
topic_facet Desempeño
Burnout docente
Ambiente laboral
Recursos humanos
Modelos de ecuaciones estructurales
Performance
Teacher burnout
Work environment
Human resources
Structural equation models
citationvolume 11
citationissue 3
citationedition Núm. 3 , Año 2023 : Setiembre - Diciembre
publisher Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.
ispartofjournal Propósitos y Representaciones
source https://revistas.usil.edu.pe/index.php/pyr/article/view/1812
language spa
format Article
rights https://creativecommons.org/licenses/by-nc-nd/4.0
Diego Prieto-Molinari - 2023
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
references Aguirre, O. P. (2011). Observando a través de la niebla: Una búsqueda de alternativas en la gerencia de la Institución Educativa Bello Horizonte. [Tesis de Grado, Universidad Católica de Manizales]. https://repositorio.ucm.edu.co/handle/10839/62
Alessandri, G., Consiglio, C., Luthans, F., & Borgogni, L. (2018). Testing a dynamic model of the impact of psychological capital on work engagement and job performance. Career Development International, 23(1), 33-47. https://doi.org/10.1108/CDI-11-2016-0210
Ang, S. Y., Dhaliwal, S. S., Ayre, T. C., Uthaman, T., Fong, K. Y., Tien, C. E., ... & Della, P. (2016). Demographics and personality factors associated with burnout among nurses in a Singapore tertiary hospital. BioMed research international, 2016.
Ato, M., López, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1036-1059. http://dx.doi.org/10.6018/analesps.29.3.178511
Barreiro, S. C., & Bozutti, D. F. (2017). Challenges and difficulties to teaching engineering to generation Z: a case research. Propósitos y Representaciones, 5(2), 127-183. https://doi.org/10.20511/pyr2017.v5n2.163
Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: a meta‐analysis. Personnel psychology, 44(1), 1-26.
Bakker, A. B., Albrecht, S. L., & Leiter, M. P. (2011). Work engagement: further reflections on the state of play. European Journal of Work and Organizational Psychology, 20(1), 74-88. https://doi.org/10.1080/1359432X.2010.546711
Borst, R. T., Kruyen, P. M., Lako, C. J., & de Vries, M. S. (2019). The attitudinal, behavioral, and performance outcomes of work engagement: a comparative meta-analysis across the public, semipublic, and private sector. Review of Public Personnel Administration, 1-28. https://doi.org/10.1177/0734371x19840399
Braun, S. E., Auerbach, S. M., Rybarczyk, B., Lee, B., & Call, S. (2017). Mindfulness, burnout, and effects on performance evaluations in internal medicine residents. Advances in Medical Education and Practice, 8, 591-597. https://doi.org/10.2147%2FAMEP.S140554
Brown, T. (2006). Confirmatory factor analysis for applied research. The Guilford Press
Buil, I., Martínez, E., & Matute, J. (2018). Transformational leadership and employee performance: The role of identification, engagement, and proactive personality. International Journal of Hospitality Management, 77, 64-75. https://doi.org/10.1016/j.ijhm.2018.06.014
Burga, A. A. (2006). La unidimensionalidad de un instrumento de medición, perspectiva factorial. Revista de Psicología. Pontificia Universidad Católica, 25(1), 53-80. http://www.redalyc.org/articulo.oa?id=337829536003
Caniëls, M., Semeijn, J., & Renders, I. (2018). Mind the mindset! The interaction of proactive personality, transformational leadership, and growth mindset for engagement at work. Career Development International, 23(1), 48-66. Https://doi.org/10.1108/CDI-11-2016-0194
Carlin, M. (2014). El síndrome de Burnout: comprensión del pasado, análisis del presente y perspectivas de futuro. ebooks Wanceulen.
Carlin, M., & Garcés, E. (2010). El síndrome de burnout: Evolución histórica desde el contexto laboral al ámbito deportivo. Anales de Psicología, 26 (1), 169-180. https://revistas.um.es/analesps/article/view/92171
Castillo-Gualda, R., Herrero, M., Rodríguez-Carvajal, R., Brackett, M. A., & Fernández-Berrocal, P. (2019). The role of emotional regulation ability, personality, and burnout among Spanish teachers. International Journal of Stress Management, 26(2), 146-158. http://dx.doi.org.ezproxy.ulima.edu.pe/10.1037/str0000098
Conte, J. M., Heffner, T. S., Roesch, S. C., & Aasen, B. (2017). A person-centric investigation of personality types, job performance, and attrition. Personality and Individual Differences, 104, 554-559. https://doi.org/10.1016/j.paid.2016.09.004
De Chávez, D., Pando, M., Aranda, C., & Almeida, C. (2014). Burnout y Work Engagement en Docentes Universitarios de Zacatecas. Ciencia & trabajo, 16(50), 116-120. Recuperado de https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-24492014000200010
Demir, S. (2018). The relationship between psychological capital and stress, anxiety, burnout, job satisfaction, and job involvement. Eurasian Journal of Education Research, 75, 137-154. https://doi.org/10.14689/ejer.2018.75.8
Dhir, S., & Shukla, A. (2019). Role of organizational image in employee engagement and performance. Benchmarking, An International Journal, 26(3), 971-989. https://doi.org/10.1108/bij-04-2018-0094
Espinoza-Díaz, I., Tous-Pallarés, J. & Vigil, A. (2015). Efecto del Clima Psicosocial del Grupo y de la Personalidad en el Síndrome de Quemado en el Trabajo de los docentes. Anales de psicología, 31(2), 651-657. https://dx.doi.org/10.6018/analesps.31.2.174371
Ferrando, P. J., & Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en psicología. Papeles del Psicólogo, 31(1), 18-33. http://www.redalyc.org/articulo.oa?id=77812441003
Gagné, M., Chemolli, E., Forest, J., & Koestner, R. (2008). A temporal analysis of the relation between organisational commitment and work motivation. Psychologica Belgica, 48(2-3).
Gálvez, E., & Milla, R. (2018). Teaching performance evaluation model: preparation for student learning within the framework for teacher good performance. Propósitos y Representaciones, 6(2), 431-452. https://doi.org/10.20511/pyr2018.v6n2.236
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. (2014). Multivariate Data Analysis. Pearson New International Edition
Hernández, R, & Mendoza, C. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw-Hill
Hornstein, H. A. (2017). Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1304016
Hosseinnia, M., Ashraf, H., Khodabakhshzadeh, H., & Khajavy, G. H. (2019). A sociopsychological study of professional competencies of a 21st century EFL teacher. Iranian Evolutionary and Educational Psychology Journal, 1(4), 231-248. https://doi.org/10.29252/ieepj.1.4.1
Huyghebaert, T., Gillet, N., Beltou, N., Tellier, F., & Fouquereau, E. (2017). Effects of workload on teachers’ functioning: A moderated mediation model including sleeping problems and overcommitment. Stress and Health, 34(5), 601-611. https://doi.org/10.1002/smi.2820
Iancu, A. E., Rusu, A., Maroiu, C., Pacurar, R., & Maricutoiu, L. (2018). The effectiveness of interventions aimed at reducing teacher burnout: a meta-analysis. Educational Psychology Review, 30(2), 373-396. https://doi.org/10.1007/s10648-017-9420-8
Jeung, D. Y., Kim, C., & Chang, S. J. (2018). Emotional labor and burnout: a review of the literature. Yonsei Medical Journal, 59(2), 187-193. https://doi.org/10.3349/ymj.2018.59.2.187
Judge, T. A., & Ilies, R. (2002). Relationship of personality to performance motivation: a meta-analytic review. Journal of applied psychology, 87(4), 797.
Keith, T. (2014). Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling (2a ed.). Routledge.
Khoeini, F., & Attar, B.N. (2015). Personality characteristics and organizational commitment in Iranian employees. International Journal of Scientific Reports, 1(1), 61-64. http://www.sci-rep.com/index.php/scirep/article/view/2/2
Kim, W. H., Ra, Y. A., Park, J. G., & Kwon, B. (2017). Role of burnout on job level, job satisfaction, and task performance. Leadership & Organization Development Journal, 38(5), 630-645. https://doi.org/10.1108/lodj-11-2015-0249
Korkmaz, S., Goksuluk, D., & Zararsiz, G. (2014). MVN: An R package for assessing multivariate normality. The R Journal, 6(2), 151-162. https://journal.r-project.org/archive/2014-2/korkmaz-goksuluk-zararsiz.pdf
Lee, Y. H. (2017). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education Review, 25(1), 236-253. https://doi.org/10.1177/1356336x17719559
Lee, M., Pekrun, R., Taxer, J. L., Schutz, P. A., Vogl, E., & Xie, X. (2016). Teachers’ emotions and emotion management: integrating emotion regulation theory with emotional labor research. Social Psychology Education, 19, 843-863. https://link.springer.com/article/10.1007/s11218-016-9359-5
Leupold, C. R., Lopina, E. C., & Erickson, J. (2020). Examining the effects of core self-evaluations and perceived organizational support on academic burnout among undergraduate students. Education and School Psychology, 123(4), 1260-1281. https://doi.org/10.1177/0033294119852767
Li, M., Wang, Z., Gao, J. & You, X. (2015). Proactive personality and job satisfaction: the mediating effects of self-efficacy and work engagement in teachers. Current Psychology, 36, 48-55. https://doi.org/10.1007/s12144-015-9383-1
Lorenzo K. (2016) Las nueve personalidades en el trabajo. Como mejorar las relaciones en el ambiente laboral. CreateSpace Independent Publishing Platform. 25-76
Malinen, O., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144-152. https://doi.org/10.1016/j.tate.2016.08.012
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
McNeish, D. (2017) Thanks coefficient alpha, we’ll take it from here. Psychological Methods, 23(3), 412-433. https://doi.org/10.1037/met0000144
McCrae, R. R., & Costa, P. T. (1985). Updating Norman's" adequacy taxonomy": Intelligence and personality dimensions in natural language and in questionnaires. Journal of personality and social psychology, 49(3), 710.
Meier, S. T. (1983). Toward a theory of burnout. Human Relations, 36(10), 899-910. http://dx.doi.org/10.1177/001872678303601003
Milan, J. S., Sefat, F. F. M., Yushanloie, K. F., Bahrami, B., Mohammadpour, Y., & Hoseinzadeh, F. (2020). Predicting job burnout according to organizational climate and work ethics with the mediation of job motivation in Urmia emergency medical staff in 2017. Journal of Advanced Pharmacy Education & Research, 10(S1).
Ostroff, C., Kinicki, A. J., & Muhammad, R. S. (2013). Organizational culture and climate. In Weiner, I. B. (Ed.), Handbook of psychology, second edition (pp. 643-676). John Wiley & Sons, Inc. http://dx.doi.org/10.1002/9781118133880.hop212024
Pan, G. (2017). The effects of burnout on task performance and turnover intention of new generation of skilled workers. Journal of Human Resource and Sustainability Studies, 5, 156-166. https://doi.org/10.4236/jhrss.2017.53015
Pecino, V., Mañas, M., Díaz-Fúnez, P., Aguilar-Parra, J., Padilla-Góngora, D., & López-Liria, R. (2019). Organizational climate, role stress, and public employees’ job satisfaction. International Journal of Environmental Research and Public Health, 16, 1-12, https://doi.org/10.3390/ijerph16101792
Pendersen, D. E., & Minnotte, K. L. (2016). Workplace climate and STEM faculty women’s job burnout. Journal of Feminist Family Therapy, 29(1-2), 45-64. https://doi.org/10.1080/08952833.2016.1230987
Parry, S. (2017). Fit Statistics commonly reported for CFA and SEM. Cornell Statistical Consulting Unit: Cornell University.
Perera, H. N., Granziera, H., & McIlveen P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120, 171-178. https://doi.org/10.1016/j.paid.2017.08.034
Peters, G. (2014). The alpha and the omega of scale reliability and validity: why and how to abandon Cronbach-s alpha and the route towards more comprehensive assessment of scale quality. The European Health Psychologyst, 16(2), 56-69. https://www.ehps.net/ehp/index.php/contents/article/view/ehp.v16.i2.p56/1
Poulou, M. S. (2017). Students’ emotional and behavioral difficulties: the role of teachers’ social and emotional learning and teacher-student relationships. International Journal of Emotional Education, 9(2), 72-89. https://www.ehps.net/ehp/index.php/contents/article/view/ehp.v16.i2.p56/1
Pop, B. (2013). Relación entre los rasgos de personalidad y el desempeño laboral de los colaboradores de la asociación “Comunidad Esperanza Cobán, Alta Verapaz”. San Juan Chamelco, Alta Verapaz [Tesis de Licenciatura, Universidad Rafael Landívar].
Quero, Y., Mendoza, F., & Torres, Y. (2014). Comunicación efectiva y desempeño laboral en Educación Básica. Negotium, 9(27), 22-33. http://www.redalyc.org/articulo.oa?id=78230409001
Rahim, A., & Cosby, D. M. (2016). A model of workplace incivility, job burnout, turnover intentions, and job performance. Journal of Management Development, 35(10), 1255-1265. https://doi.org/10.1108/jmd-09-2015-0138
Raja, U., Javed, Y., & Abbas, M. (2018). A time lagged study of burnout as a mediator in the relationship between workplace bullying and work-family conflict. International Journal of Stress Management, 25(4), 377-390. http://dx.doi.org/10.1037/str0000080
Rattrie, L. T. B., Kittler, M. G., & Paul, K. (2020). Culture, Burnout and Engagement: a meta-analysis on national cultural values as moderators in JD-R theory. Applied Psychology, 69(1), 176-220. https://doi.org/10.1111/apps.12209
Revelle, W., & Revelle, M. W. (2015). Package ‘psych’. The comprehensive R archive network. https://cran.r-project.org/web/packages/psych/psych.pdf
Reyes, M. E. (2016). Relationship between teacher’s social skills and teaching performance from the point of view of adult students at a private university in Lima, Peru. Revista Digital de Investigación en Docencia Universitaria, 10(2), 17-30. http://dx.doi.org/10.19083/ridu.10.465
Rivera, Á., Segarra, P., & Giler, G. (2018). Síndrome de Burnout en docentes de instituciones de educación superior. Archivos venezolanos de Farmacología y Terapeútica, 37(2). 17-23. https://www.redalyc.org/journal/559/55960422004/html/
Rivera, D. A., Carrillo, S. M., Forgiony, J. O., Nuván, I. L., & Rozo, A. C. (2018). Cultura organizacional, retos y desafíos para las organizaciones saludables. Espacios, 39(22), 27. https://www.revistaespacios.com/a18v39n22/a18v39n22p27.pdf
Rosseel, Y. (2012). lavaan: an R package for structural equation modeling. Journal of Statistical Software, 48(2). https://doi.org/10.18637/jss.v048.i02
Sadeghi, A., Ofoghi, N., Niyafar, G. H., & Dadashi, K. (2015). Survey of the relationship between personality types and burnout among teachers at first period (guidance school) and second period of high school (secondary school) in the city of rasht, Iran. Creative Education, 6(08), 835.
Salanova, M., Martínez, I. & Lorente, L. (2008). ¿Cómo se relacionan los obstáculos y facilitadores organizacionales con el burnout docente?: Un estudio longitudinal. Revista de Psicología del Trabajo y de las Organizaciones, 21(1-2), 37-54. http://www.redalyc.org/articulo.oa?id=231317039003
Salmela-Aro, K., Hietajärvi, L., & Lonka, K. (2019). Work burnout and engagement profiles among teachers. Frontiers in Psychology, 10(2254). https://doi.org/10.3389/fpsyg.2019.02254
Sanín, P., & Salanova, S. (2014). Satisfacción laboral: el camino entre el crecimiento psicológico y el desempeño laboral en empresas colombianas industriales y de servicios. Universitas Psychologica, (13)1. 1-24. https://doi.org/10.11144/Javeriana.UPSY13-1.slcpnew
Seyyedmoharrami, I., Dehaghi, B. F., Abbaspour, S., Zandi, A., Tatari, M., Teimori, G., & Torbati, A. G. (2019). The relationship between organizational climate, organizational commitment, and job burnout: Case study among employees of the University of Medical Sciences. The Open Public Health Journal, 12, 94-100. https://doi.org/10.2174/1874944501912010094
Singh, S., Sharma, R., & Kaur, R. (2020). Teacher competencies for the integration of ICT in post graduate science stream teachers. Studies in Indian Place Names, 40(60), 2775-2788.
Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251-1275. https://doi.org/10.1007/s11218-018-9464-8
Smith, R. W., & DeNunzio, M. M. (2020). Examining personality – Job characteristic interactions in explaining work outcomes. Journal of Research in Personality, 84. https://doi.org/10.1016/j.jrp.2019.103884
Sofologi, M., Efstratopoulou, M., & Dunn, T. J. (2018). Predicting burnout syndrome in Greek mental health professionals. Journal of Social Service Research, 45(1), 142-149. https://doi.org/10.1080/01488376.2018.1480556
Spontón, C., Castellano, E., Salanova, M., Llorens, S., Maffei, L., & Medrano, L.A. (2018). Evaluación de un modelo sociocognitivo de autoeficacia, Burnout y Engagement en el trabajo: análisis de invarianza entre Argentina y España. Psychologia. Avances de la disciplina, 12(1). 89-101. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1900-23862018000100089
Stelmokiene, A., Geneviciute-Janone, G., Gustainiene, L., & Kovalcikiene, K. (2019). Job demands-resources and personal resources as risk and safety factors for the professional burnout among university teachers. Pedagogika, 134(2), 25-44. https://doi.org/10.15823/p.2019.134.2
Sun, L., & Bunchapattanasakda, C. (2019). Employee Engagement: a literature review. International Journal of Human Resource Studies, 9(1), 63-80. http://dx.doi.org/10.5296/ijhrs.v9i1.14167
Tapia, V., & Tipula, F. (2017). Desempeño docente y creencias pedagógicas del profesor universitario en la Universidad Toribio Rodríguez de Mendoza de Amazonas - Perú. Comuniacción, 8(2). http://www.scielo.org.pe/scielo.php?pid=S2219-71682017000200001&script=sci_abstract
Trépanier, S., Forest, J., Fernet, C., & Austin, S. (2015). On the psychological and motivational processes linking job characteristics to employee functioning: Insights from self-determination theory. Work & Stress, 29(3), 286-305. http://dx.doi.org/10.1080/02678373.2015.1074957
Upadyaya, K., Vartiainen, M., & Salmela-Aro, K. (2016). From job demands and resources to work engagement, burnout, life satisfaction, depressive symptoms, and occupational health. Burnout Research, 3, 101-108. https://doi.org/10.1016/j.burn.2016.10.001
van Wingerden, J., & Van der Stoep, J. (2018). The motivational potential of meaningful work: Relationships with strengths use, work engagement, and performance. PLoS ONE, 13(6), e0197599. https://doi.org/10.1371/journal.pone.0197599
Veloso-Besio, C., Cuadra-Peralta, A., Gil-Rodríguez, F., Quiroz-Cornejo, A., & Meza-Castro, S. (2015). Capacitación en trabajadores: impacto de un programa, basado en psicología positiva y habilidades sociales, en satisfacción vital, satisfacción laboral y clima organizacional. Interciencia, 40(11), 736-743. http://www.redalyc.org/articulo.oa?id=33942541002
Villaroel, V. A., & Bruna, D. V. (2017). Pedagogical competencies of university teachers: a case study, which incorporates the perspective of chilean teachers and students. Formación Universitaria, 10(4), 75-96. https://doi.org/10.4067/S0718-50062017000400008
Viswesvaran, C., & Ones, D. S. (2017). Job performance: assessment issues in personnel selection. In Evers, A., Anderson, N., & Voskuijl, O. (Eds.), The Blackwell handbook of personnel selection (pp. 354-375). Blackwell Publishing. https://doi.org/10.1002/9781405164221.ch16
Wang, L., Law, K., Jun Zhang, M., Na Li, Y., & Liang, Y. (2019). It’s mine! Psychological ownership of one’s job explains positive and negative workplace outcomes of job engagement. Journal of Applied Psychology, 104(2), 229-246, https://doi.org/10.1037/apl0000337
Watson, J. C. (2017). Establishing evidence for internal structure using exploratory factor analysis. Measurement and Evaluation in Counseling and Development, 50(4), 232-238. https://doi.org/10.1080/07481756.2017.1336931
Wen, B., Zhou, X., Hu, Y., & Zhang, X. (2020). Role stress and turnover intention of front-line hotel employees: the roles of burnout and service climate. Frontiers in Psychology, 11(36), 1-13. https://doi.org/10.3389/fpsyg.2020.00036
Whiteley, S. (2016). Creating a coherent performance indicator framework for the higher education student lifecycle in Australia. In Pritchard, R. M. O., Pausits, A., & Williams, J. (Eds.), Positioning higher education institutions (pp. 143-160). Sense Publishers. https://doi.org/10.1007/978-94-6300-660-6_8
Wilson, V. (2002). Feeling the strain: An overview of the literature on teachers’ stress. Glasgow: SCRE Research Report. http://217.35.77.12/research/scotland/education/109.pdf
Woods, S. A., Lievens, F., De Fruyt, F., & Wille, B. (2013). Personality across working life: The longitudinal and reciprocal influences of personality on work. Journal of organizational behavior, 34(S1), S7-S25.
Yin, H., Huang, S., & Lv, L. (2018). A multilevel analysis of job characteristics, emotion regulation, and teacher well-being: a job demands-resources model. Frontiers in Psychology, 9(2395). https://doi.org/10.3389/fpsyg.2018.02395
Ziapour, A., & Kianipour, N. (2015). A study of the relationship between characteristic traits and Employee Engagement (A case study of nurses across Kermanshah, Iran in 2015). Journal of medicine and life, 8(Spec Iss 3), 134.
Zysberg, L., Orenshtein, C., Gimmon, E., & Robinson, R. (2016). Emotional intelligence, personality, stress, and burnout among educators. International Journal of Stress Management, 24(1), 122-136. http://dx.doi.org/10.1037/str0000028
type_driver info:eu-repo/semantics/article
type_coar http://purl.org/coar/resource_type/c_6501
type_version info:eu-repo/semantics/publishedVersion
type_coarversion http://purl.org/coar/version/c_970fb48d4fbd8a85
type_content Text
publishDate 2023-12-31
date_accessioned 2023-12-31T00:00:00Z
date_available 2023-12-31T00:00:00Z
url https://revistas.usil.edu.pe/index.php/pyr/article/view/1812
url_doi https://doi.org/10.20511/pyr2023.v11n3.1812
issn 2307-7999
eissn 2310-4635
doi 10.20511/pyr2023.v11n3.1812
citationstartpage e1812
citationendpage e1812
url2_str_mv https://revistas.usil.edu.pe/index.php/pyr/article/download/1812/1840
https://revistas.usil.edu.pe/index.php/pyr/article/download/1812/1847
url4_str_mv https://revistas.usil.edu.pe/index.php/pyr/article/download/1812/1868
https://revistas.usil.edu.pe/index.php/pyr/article/download/1812/1869
_version_ 1811200520903196672

Código QR

Estadísticas y Métricas Alternativas

Títulos similares