Vocación a la Docencia: Su Relación con la Regulación Emocional y la Resiliencia
DOI:
https://doi.org/10.21703/rexe.v24i54.2953Palabras clave:
actitud docente, docencia, docente, psicología, resilienciaResumen
La profesión docente enfrenta diversos desafíos que pueden llevar al agotamiento y cuestionamiento sobre la propia vocación. Aunque la vocación se asocia con él éxito, su evidencia empírica es limitada; por otra parte, la regulación emocional y la resiliencia son aspectos poco estudiados entre sí y son cruciales en la labor docente, pues la docencia es una actividad predominantemente emocional y, si se hallan disminuidos, pueden generar insatisfacción con el trabajo y problemas en las relaciones interpersonales. Por ello, el presente estudio tuvo como propósito analizar la relación entre dichos factores. Se recogieron las percepciones de 658 docentes mexicanos y, a través de análisis correlacionales y comparativos, se encontró relación entre las variables mencionadas. Sin embargo, a nivel predictivo, solo la regulación emocional posee un efecto predictor en la vocación docente. Además, se encontraron diferencias significativas en algunas escalas pertenecientes a la regulación emocional y la resiliencia según el género, la formación profesional, el estado civil y el nivel educativo laborado. Se discuten los principales hallazgos y se proponen pautas para el desarrollo del personal docente dirigidas a apoyar al profesorado en situaciones estresantes o que propicien emociones negativas dentro de su entorno de trabajo.
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