A friend is a treasure: emotional intelligence, workplace social support and teacher engagement

This research examines the relationship among emotional intelligence, workplace social support from colleagues and supervisors, and work engagement in a sample of 110 Spanish primary and secondary teachers. The results showed that emotional intelligence was not related to perceived support from coll...

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Autores:
Tipo de recurso:
http://purl.org/coar/resource_type/c_6814
Fecha de publicación:
2019
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/13570
Acceso en línea:
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10003
https://repositorio.uptc.edu.co/handle/001/13570
Palabra clave:
emotional intelligence,
organizational social support,
teachers,
work engagement
inteligencia emocional,
apoyo social organizacional,
docentes,
engagement laboral
intelligence émotionnelle,
soutien organisationnel et social,
enseignants,
engagement au travail
inteligência emocional,
apoio social organizacional,
docentes,
engagement laboral
Rights
License
http://purl.org/coar/access_right/c_abf315
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network_acronym_str REPOUPTC2
network_name_str RiUPTC: Repositorio Institucional UPTC
repository_id_str
dc.title.en-US.fl_str_mv A friend is a treasure: emotional intelligence, workplace social support and teacher engagement
dc.title.es-ES.fl_str_mv Un amigo es un tesoro : inteligencia emocional, apoyo social organizacional y engagement docente
dc.title.fr-FR.fl_str_mv Un ami est un trésor : l’intelligence émotionnelle, le soutien organisationnel et social, et l’engagement des enseignants
dc.title.pt-BR.fl_str_mv Um amigo é um tesouro: inteligência emocional, apoio social organizacional e engagement docente
title A friend is a treasure: emotional intelligence, workplace social support and teacher engagement
spellingShingle A friend is a treasure: emotional intelligence, workplace social support and teacher engagement
emotional intelligence,
organizational social support,
teachers,
work engagement
inteligencia emocional,
apoyo social organizacional,
docentes,
engagement laboral
intelligence émotionnelle,
soutien organisationnel et social,
enseignants,
engagement au travail
inteligência emocional,
apoio social organizacional,
docentes,
engagement laboral
title_short A friend is a treasure: emotional intelligence, workplace social support and teacher engagement
title_full A friend is a treasure: emotional intelligence, workplace social support and teacher engagement
title_fullStr A friend is a treasure: emotional intelligence, workplace social support and teacher engagement
title_full_unstemmed A friend is a treasure: emotional intelligence, workplace social support and teacher engagement
title_sort A friend is a treasure: emotional intelligence, workplace social support and teacher engagement
dc.subject.en-US.fl_str_mv emotional intelligence,
organizational social support,
teachers,
work engagement
topic emotional intelligence,
organizational social support,
teachers,
work engagement
inteligencia emocional,
apoyo social organizacional,
docentes,
engagement laboral
intelligence émotionnelle,
soutien organisationnel et social,
enseignants,
engagement au travail
inteligência emocional,
apoio social organizacional,
docentes,
engagement laboral
dc.subject.es-ES.fl_str_mv inteligencia emocional,
apoyo social organizacional,
docentes,
engagement laboral
dc.subject.fr-FR.fl_str_mv intelligence émotionnelle,
soutien organisationnel et social,
enseignants,
engagement au travail
dc.subject.pt-BR.fl_str_mv inteligência emocional,
apoio social organizacional,
docentes,
engagement laboral
description This research examines the relationship among emotional intelligence, workplace social support from colleagues and supervisors, and work engagement in a sample of 110 Spanish primary and secondary teachers. The results showed that emotional intelligence was not related to perceived support from colleagues or supervisors. However, both emotional intelligence and social support from colleagues and supervisors showed significant positive associations with teacher engagement. Moreover, moderation analyses showed that main effects of emotional intelligence and social support from colleagues—not support from supervisors—explained significant variance in teacher engagement. Finally, the interaction of both personal—emotional intelligence—and job—social support from colleagues and supervisors—resources added incremental variance to the explanation of teacher engagement. Overall, our findings underline that educational administrations should take efforts in designing emotional intelligence intervention programs for teachers as well as creating collaborative and supportive environments facilitating development of teacher engagement.
publishDate 2019
dc.date.accessioned.none.fl_str_mv 2024-07-05T19:04:44Z
dc.date.available.none.fl_str_mv 2024-07-05T19:04:44Z
dc.date.none.fl_str_mv 2019-09-16
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6814
dc.type.version.spa.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.coarversion.spa.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a398
format http://purl.org/coar/resource_type/c_6814
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10003
10.19053/22160159.v10.n25.2019.10003
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/13570
url https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10003
https://repositorio.uptc.edu.co/handle/001/13570
identifier_str_mv 10.19053/22160159.v10.n25.2019.10003
dc.language.none.fl_str_mv spa
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10003/8391
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10003/9082
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10003/9083
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10003/10329
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf315
rights_invalid_str_mv http://purl.org/coar/access_right/c_abf315
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
text/html
application/epub+zip
application/xml
dc.publisher.es-ES.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv Praxis & Saber; Vol. 10 No. 24 (2019): Emociones y Educación; 69-92
dc.source.es-ES.fl_str_mv Praxis & Saber; Vol. 10 Núm. 24 (2019): Emociones y Educación; 69-92
dc.source.fr-FR.fl_str_mv Praxis & Saber; Vol. 10 No 24 (2019): Emociones y Educación; 69-92
dc.source.it-IT.fl_str_mv Praxis & Saber; V. 10 N. 24 (2019): Emociones y Educación; 69-92
dc.source.pt-BR.fl_str_mv Praxis & Saber; v. 10 n. 24 (2019): Emociones y Educación; 69-92
dc.source.none.fl_str_mv 2462-8603
2216-0159
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
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spelling 2019-09-162024-07-05T19:04:44Z2024-07-05T19:04:44Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1000310.19053/22160159.v10.n25.2019.10003https://repositorio.uptc.edu.co/handle/001/13570This research examines the relationship among emotional intelligence, workplace social support from colleagues and supervisors, and work engagement in a sample of 110 Spanish primary and secondary teachers. The results showed that emotional intelligence was not related to perceived support from colleagues or supervisors. However, both emotional intelligence and social support from colleagues and supervisors showed significant positive associations with teacher engagement. Moreover, moderation analyses showed that main effects of emotional intelligence and social support from colleagues—not support from supervisors—explained significant variance in teacher engagement. Finally, the interaction of both personal—emotional intelligence—and job—social support from colleagues and supervisors—resources added incremental variance to the explanation of teacher engagement. Overall, our findings underline that educational administrations should take efforts in designing emotional intelligence intervention programs for teachers as well as creating collaborative and supportive environments facilitating development of teacher engagement.Esta investigación examina las relaciones entre inteligencia emocional, apoyo social organizacional de compañeros y supervisores y engagement laboral en una muestra de 110 docentes españoles de primaria y secundaria. Los resultados mostraron que la inteligencia emocional no se asoció con los niveles de apoyo social organizacional ni de compañeros ni de supervisores. Sin embargo, tanto inteligencia emocional como apoyo organizacional de compañeros y supervisores mostraron asociaciones significativas y positivas con engagement docente. Además, los análisis de moderación mostraron que los efectos principales de inteligencia emocional y apoyo social de compañeros —aunque no de supervisores— explicaban varianza de los niveles de engagement docente. Finalmente, la interacción de ambos recursos, personal —inteligencia emocional— y laboral —apoyo social tanto de compañeros como de supervisores—, añadía varianza incremental a la explicación de los niveles de engagement. En general, nuestros hallazgos ponen de manifiesto que las administraciones educativas deberían dedicar esfuerzos a diseñar programas de formación en inteligencia emocional para los docentes y crear ambientes laborales que promuevan condiciones laborales positivas y favorezcan el desarrollo de engagement entre los docentes.Cette recherche explore les relations entre l’intelligence émotionnelle, le soutien organisationnel et social des camarades et des superviseurs, et l’engagement au travail sur un échantillon de 110 enseignants espagnols du primaire et du secondaire. Les résultats ont montré que l’intelligence émotionnelle n’est pas associée aux niveaux de soutien organisationnel et social des camarades et des superviseurs. Néanmoins, tant l’intelligence émotionnelle que le soutien organisationnel des camarades et des superviseurs ont été associés de manière positive et significative à l’engagement des enseignants. De plus, les analyses de modération ont montré que les effets principaux de l’intelligence émotionnelle et du soutien social des camarades ­­­­­– sans y inclure les superviseurs – expliquent la variance des niveaux d’engagement des enseignants. Finalement, l’interaction entre les deux ressources, celui personnel – l’intelligence émotionnelle­ – et celui professionnel – le soutien aussi bien de camarades que des superviseurs –, ajoute une variance incrémentale à l’explication des niveaux d’engagement. En général, nos résultats indiquent clairement que les autorités éducatives devraient entreprendre des efforts à la conception de programmes dans le domaine de l’intelligence émotionnelle pour les enseignants et elles devraient assurer des environnements de travail promouvant des conditions de travail positives et favorisant le développement de l’engagement parmi les enseignants.Esta pesquisa examina as relações entre inteligência emocional, apoio social organizacional de colegas e supervisores e engagement laboral numa mostra de 110 docentes espanhóis de primária e secundária. Os resultados mostraram que a inteligência emocional não se associou com os níveis de apoio social organizacional nem de colegas nem de supervisores. No entanto, tanto inteligência emocional como apoio organizacional de colegas e supervisores mostraram associações significativas e positivas com engagement docente. Ademais, as análises de moderação mostraram que os efeitos principais de inteligência emocional e apoio social de colegas — embora que não de supervisores — explicavam a variância dos níveis de engagement docente. Finalmente, a interação de ambos os recursos, pessoal — inteligência emocional — e trabalhista — apoio social tanto de colegas como de supervisores —, acrescentava variância incremental à explicação dos níveis de engagement. Em geral, nossos achados põem de manifesto que as administrações educativas deveriam dedicar esforços a desenhar programas de formação em inteligência emocional para os docentes e criar ambientes laborais que promovam condições laborais positivas e favoreçam o desenvolvimento de engagement entre os docentes.application/pdftext/htmlapplication/epub+zipapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10003/8391https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10003/9082https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10003/9083https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10003/10329Derechos de autor 2019 Natalio Extremera, Segio Mérida-López, Nicolás Sánchez-Álvarez, Cirenia Quintana-Orts, Lourdes Reyhttp://purl.org/coar/access_right/c_abf315http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 10 No. 24 (2019): Emociones y Educación; 69-92Praxis & Saber; Vol. 10 Núm. 24 (2019): Emociones y Educación; 69-92Praxis & Saber; Vol. 10 No 24 (2019): Emociones y Educación; 69-92Praxis & Saber; V. 10 N. 24 (2019): Emociones y Educación; 69-92Praxis & Saber; v. 10 n. 24 (2019): Emociones y Educación; 69-922462-86032216-0159emotional intelligence,organizational social support,teachers,work engagementinteligencia emocional,apoyo social organizacional,docentes,engagement laboralintelligence émotionnelle,soutien organisationnel et social,enseignants,engagement au travailinteligência emocional,apoio social organizacional,docentes,engagement laboralA friend is a treasure: emotional intelligence, workplace social support and teacher engagementUn amigo es un tesoro : inteligencia emocional, apoyo social organizacional y engagement docenteUn ami est un trésor : l’intelligence émotionnelle, le soutien organisationnel et social, et l’engagement des enseignantsUm amigo é um tesouro: inteligência emocional, apoio social organizacional e engagement docenteinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6814http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a398http://purl.org/coar/version/c_970fb48d4fbd8a85Extremera, NatalioMérida-López, SegioSánchez-Álvarez, NicolásQuintana-Orts, CireniaRey, Lourdes001/13570oai:repositorio.uptc.edu.co:001/135702025-07-18 11:44:11.54metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co

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