Teaching Vocation: Its Relationship with Emotional Regulation and Resilience
DOI:
https://doi.org/10.21703/rexe.v24i54.2953Keywords:
psychology, resilience, teacher, teaching, teaching attitudeAbstract
The teaching profession faces several challenges that can lead to exhaustion and questioning about one’s vocation. Although vocation is associated with success, its empirical evidence is limited; on the other hand, emotional regulation and resilience are poorly studied aspects and are crucial in teaching, since teaching is a predominantly emotional and if they are diminished, they can generate dissatisfaction with work and problems in interpersonal relationships. Therefore, the purpose of this study was to analyze the relationship between these factors. The perceptions of 658 Mexican teachers were collected and, through correlative and comparative analysis, the aforementioned variables were related. However, at the predictive level, only emotional regulation has a predictive effect on the teaching vocation. In addition, significant differences were found in some scales pertaining to emotional regulation and resilience according to gender, vocational training, marital status and educational level worked. The main findings are discussed and guidelines are proposed for the development of teaching staff aimed at supporting teachers in stressful situations or that foster negative emotions within their working environment.
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