Engagement y capital psicológico en docentes de Educación Secundaria

Nuria Camuñas Sánchez-Paulete; Macarena Donoso Gonzalez; João Viseu; Saul Neves de Jesus

doi:10.55777/rea.v17i34.7339

Authors

Nuria Camuñas Sánchez-Paulete Universidad Antonio de Nebrija, España https://orcid.org/0000-0002-7649-2924
Macarena Donoso Gonzalez Universidad Nacional de Educación a Distancia, España https://orcid.org/0000-0003-0662-2508
João Viseu Universidad de Évora, Portugal https://orcid.org/0000-0002-9817-7300
Saul Neves de Jesus Universidad del Algarve, Portugal https://orcid.org/0000-0003-2019-1011

DOI:

https://doi.org/10.55777/rea.v17i34.7339

Keywords:

engagement, Positive Psychological capital, self-efficacy, hope, optimism, resilency, teacher motivation

Abstract

This paper presents data from a study that explored the role of psychological capital as a predictor of engagement among secondary and high school teachers. A sample of 491 teachers was used, consisting of 334 women and 156 men, aged between 21 and 62. Through structural equation modeling (PLS), as proposed in the initial hypotheses, a statistically significant positive effect of psychological capital components on engagement was found. These results support the idea that personal skills promote teachers' well-being, an important consideration for preventing or reducing certain psychosocial difficulties, such as burnout, which is frequently linked negatively to teaching performance.

Downloads

Download data is not yet available.

Author Biographies

Nuria Camuñas Sánchez-Paulete, Universidad Antonio de Nebrija, España

PhD and Degree in Psychology from the Complutense University of Madrid. Vice-Dean of the Faculty of Languages and Education at Nebrija University and member of the research group on Cognition, Education and Individual Differences (CEDI). She is a lecturer in undergraduate and postgraduate degrees with more than 20 years of experience. Author of several publications, she has articles in journals with JCR impact factor (WOS). The current number of citations in Google Scholar is 351, with an index of h=11 and an index of i10=12.

Macarena Donoso Gonzalez, Universidad Nacional de Educación a Distancia, España

PhD in Education and Extraordinary Award from the University of Seville. She has been FPU researcher for the Ministry of Education, Culture and Sport in the Department of Theory and History of Education and Social Pedagogy at the University of Seville and visiting researcher at universities in Europe and Latin America. She is currently a lecturer in the Department of Theory of Education and Social Pedagogy at the Universidad Nacional de Educación a Distancia (UNED). She is a member of the consolidated UCM research group ‘Cultura Cívica y Políticas Educativas’. Her most recent publications focus on the anthropology and philosophy of education, as well as on teacher engagement and stress.

João Viseu, Universidad de Évora, Portugal

Assistant Professor at the Psychology Department of the School of Social Sciences at the University of Évora and integrated researcher at the Centre for Research in Education and Psychology, also at the University of Évora (CIEP-UÉ). He has dedicated his research to identifying the mechanisms that lead to occupational well-being and the creation of healthy work environments in various professional contexts.

Saul Neves de Jesus , Universidad del Algarve, Portugal

Professor, Director of the Doctoral Course in Psychology and Coordinator of the University Centre for Research in Psychology (CUIP). He is also the Portuguese representative in the Stress, Trauma, Anxiety and Resilience Society (STAR) and Coordinator of the National Psychology Forum. He was Vice-Rector of the UAlg, President of the Board of Directors, of the Scientific Council and of the Pedagogical Council of the FCHS, as well as President of the CIEO, a Research Centre rated ‘Very Good’ by the FCT, having coordinated the research group ‘Bem-Estar en sociedad’ (Bem-Estar in society). He has published more than two hundred scientific articles in international peer-reviewed journals and supervised more than fifty doctoral theses. He has received several national and international awards and distinctions, namely the ‘APP Career Award for Research in Psychology - 2019’ and the ‘STAR Lifetime Career Award 2023’.

References

Adil, A., Kamal, A., Shujja, S., & Niazi, S. (2018). Mediating role of psychological ownership on the relationship between psychological capital and burnout amongst university teachers. Business Review, 13, 1, 69-82. https://doi.org/10.54784/1990-6587.1038

Azanza, G., Domínguez, África J., Moriano, J. A., & Molero, F. J. (2013). Capital psicológico positivo. Validación del cuestionario PCQ en España. Anales de Psicología, 30(1), 294-301. https://doi.org/10.6018/analesps.30.1.153631

Avey, J. B., Avolio, B. J., & Luthans, F. (2011a). Experimentally analyzing the impact of leader positivity on follower positivity and performance. Leadership Quarterly, 22, 282-294. https://doi.org/10.1016/j.leaqua.2011.02.004

Avey, J., Reichard, R., Luthans, F., & Mhatre, K. (2011b). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Human Resource Development Quarterly, 22, 127-152. https://doi.org/10.1002/hrdq.20070

Bagozzi, R. P. & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(2), 74-94. https://doi.org/10.1007/BF02723327

Bakker, A. B., Demerouti, E., Sanz-Vergel, A., & Rodríguez-Muñoz, A. (2023). La Teoría de las Demandas y Recursos Laborales: Nuevos desarrollos en la última década. Journal of Work and Organizational Psychology, 39(3), 157-167. https://doi.org/10.5093/jwop.2023a17

Bakker, A. & Demerouti, E. (2014). Job Demands-Resources Theory, in P. Y. Chen y C. L. Cooper, Work and Wellbeing: Wellbeing: A Complete Reference Guide, Volume III (pp. 1-28). John Wiley & Sons. https://doi.org/10.1002/9781118539415.wbwell019

Bakker, A.B., Demerouti, E. & Sanz-Vergel, A.I. (2014). Burnout and Work Engagement: The JD–R Approach. The Annual Review of Organizational Psychology and Organizational Behavior, 1, 389–411. https://doi.org/10.1146/annurev-orgpsych-031413-091235

Bakker, A.B., Tims, M., & Derks, D. (2012). Proactive personality and job performance:the role of job crafting and work engagement. Human Relations. 65(10),1359–78. https://doi.org/10.1177/0018726712453471

Bernal, A. & Donoso, M. (2017). "Engagement" y bienestar en el profesorado universitario. Hacia la delimitación de indicadores evaluativos. Contextos Educativos, 20(17), 183-199. https://doi.org/10.18172/con.2997

Bertieaux, D., Hesbois, M., Goyette, N. & Duroisin, N. (2024). Psychological capital and well-being: An opportunity for teachers' well-being? Scoping review of the scientific literature in psychology and educational sciences. Acta Psicológica, 248, 104370. https://doi.org/10.1016/j.actpsy.2024.104370

Brígido Mero, M. & Borrachero Cortés, A.B. (2011). Relación entre autoconcepto, autoeficacia y autorregulación en ciencias de futuros maestros de primaria. International Journal of Developmental and Educational Psychology INFAD. Revista de Psicología, 2 (1), 107-113.

Bolívar, A. (2015). La escuela comprensiva en España: Una revisión de su ciclo de desarrollo y crisis.

European Educational Research Journal, 14(3-4), 347-363. https://doi.org/10.1177/1474904115592496

Burhanuddin, N. A. N., Ahmad, N. A., Said, R. R., & Asimiran, S. (2019). A Syste-matic Review of the Psychological Capital (PsyCap) research development: Implementation and gaps. International Journal of Academic Research in Progressive Education and Development, 8(3), 133-150. https://doi.org/10.6007/ijarped/v8-i3/6304

Ciavaldini-Cartaut, S., Marquie-Dubie, H. & d’Arripe-Longueville, F. (2017). Pénibilité au travail en milieu scolaire, stratégie de faire face et stratégie de défense chez les enseignants débutants: un autre regard sur les éléments contributifs d’une vulnérabilité au phénomène de décrochage professionnel. Perspectives interdisciplinaires sur le travail et la santé, 19(2). https://doi.org/10.4000/pistas.5099

Cheung, F., So-kum Tang, C., & Tang, S. (2011). Psychological Capital as a Moderator Between Emotional Labor, Burnout, and Job Satisfaction Among School Teachers in China. International Journal of Stress Management, 18, 4, 348-371. https://doi.org/10.1037/a0025787

Chin, W. W. (2010). How to write up and report PLS analyses. En V. Esposito, W.W. Chin, J. Henseler. & H. Wang (eds.), Handbook of Partial Least Squares (pp. 655 – 688). Springer. https://doi.org/10.1007/978-3-540-32827-8

Clarence, M., Devassy, V.P., Jena, K.J, & George, T.S. (2021). The effect of servant leadership on ad hoc schoolteachers’ affective commitment and psychological well-being: The mediating role of psychological capital. International Review of Education, 67(3), 305-331. https://doi.org/10.4000/pistes.5099

Donoso González, M., Talavera-Velasco, B. & Uceda Gutiérrez, S. (2020). The role of engagement and temporal perspective in the academic performance of postgraduate students. Physiology Behavior,224, 113054. https://doi.org/10.1016/j.physbeh.2020.113054

Dudasova, L., Prochazka, J. & Vaculik, M. (2024). Psychological capital, social support, work engagement, and life satisfaction: a longitudinal study in COVID-19 pandemic. Current Psychology, 43(24), 1–15. https://doi.org/10.1007/s12144-024-05841-9

Duran, M.A., Extremera, N., Montalbán, F.M., & Rey, L. (2005). Engagement y Burnout en el ámbito docente: Análisis de sus relaciones con la satisfacción laboral y vital en una muestra de profesores. Revista de Psicología del Trabajo y de las Organizaciones, 21(1-2), 145-158.

Extremera, N., Mérida-López, S., Sánchez-Álvarez, N., Quintana-Orts, C., & Rey, L. (2019). Un amigo es un tesoro: inteligencia emocional, apoyo social organizacional y engagement docente. Praxis & Saber, 10(24), 69-92. https://doi.org/10.19053/22160159.v10.n25.2019.10003

Falk, R.F. & Miller; N.B. (1992). A Primer for Soft Modeling. Akron, OH, US: University of Akron Press.

Fornell, C., & Larcker, D.F. 1981. Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39-50. https://doi.org/10.2307/3150980

Frias-Navarro, D. (2020). Apuntes de consistencia interna de las puntuaciones de un instrumento de medida. Universidad de Valencia. https://www.uv.es/friasnav/AlfaCronbach.pdf

García Contador, Y. & Gutiérrez Esteban, P. (2020). El rol docente en la sociedad digital. Digital Education Review,38. https://doi.org/10.1344/der.2020.38.1-22

González Torres, M.C. (2003). Claves para favorecer la motivación de los profesores ante los retos educativos actuales. ESE Estudios sobre Educación, 5, 61-83. https://doi.org/10.15581/004.5.25619

Goyette, N. (2023). Améliorer l’insertion professionnelle d’enseignantes novices par le développement d’une identité professionnelle positive prenant appui sur la psycho-pédagogie du bien-être. Phronesis, 12(2–3), 130-149. https://doi.org/10.7202/1097141ar

Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis

(6a. ed.). Pearson.

Hair, J.F, Ringle, C. & Sarstendt, M. (2011). PLS-SEM: Indeed a Silver Bullet. Journal of Marketing Theory and Practice, 19, 2, 139-151. https://doi.org/10.2753/mtp1069-6679190202

Høigaard, R. Giske, R. & Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35(3), pp. 347-357. https://doi.org/10.1080/02619768.2011.633993

Hulland, J. (1999). Uso de mínimos cuadrados parciales (PLS) en la investigación de gestión estratégica: una revisión de cuatro estudios recientes. Strategic Management Journal, 20(2), 195-204. https://doi.org/10.1002/(SICI)1097-0266(199902)20:2<195::AID-SMJ13>3.0.CO;2-7

Hult, G.T., Hair, J.F., Ringle, C.M., & Sarstedt, M. (2014). A Primer on Partial Least Squiares Structural Equiation Modelling (PLS-SEM). Thousand Oaks.

Hur, W., Rhee, S., & Ahn, K. (2015). Positive psychological capital and emotional labor in Korea: The job demands-resources approach. The International Journal of Human Resource Management, 27, 477–500. https://doi.org/10.1080/09585192.2015.1020445

Jesus, S. N., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54, 119-134. https://doi.org/10.1111/j.1464-0597.2005.00199.x

Karabiyik, B., & Korumaz, M. (2014). Relationship between teachers’ self-efficacy perceptions and job satisfaction level. Procedia. Social and Behavioral Sciences, 116, 826- 830. https://doi.org/10.1016/j.sbspro.2014.01.305

López-Núñez, M.I., Jesús, S.J., Viseu, J., & Santana-Cárdenas, S., 2018. Capital Psicológico de los Trabajadores en España. Análisis Factorial Conﬁrmatorio del PCQ-12. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 48, 3. https://doi.org/10.21865/RIDEP48.3.06

Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizacional Behabvior, 23, 695-706. https://doi.org/10.1002/job.165

Luthans, F. (2012). Psychological capital: Implications for HRD, retrospective analy-sis, and future directions. Human. Resource Development Quarterly, 23(1), 1-8. https://doi.org/10.1002/hrdq.21119

Luthans, F., Avolio, B., Avey, J. B., & Norman, S. M. (2007). Psychological capital: Measurement and relationship with performance and job satisfaction. Personnel Psychology, 60, 541-572.

https://doi.org/10.1111/j.1744-6570.2007.00083.x

Luthans, F., & Youssef, C. M. (2007). Emerging positive organizational behavior. Journal of Management, 33, 321–349. https://doi.org/10.1177/0149206307300814

Luthans, F., & Youssef-Morgan, C. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4, 17.1-17. https://doi.org/10.1146/annurev-orgpsych-032516-113324

Mäkikangas, A., Feldt, T., Kinnunen, U., & Mauno, S. (2013). Does personality matter? Research on individual differences in occupational well-being. En A.B. Bakker (ed.), Advances in Positive Organizational Psychology, 1, (107–43). Bingley, UK: Emerald. https://doi.org/10.1108/s2046-410x(2013)0000001008

Martínez-Ramón, J.P., Morales-Rodríguez, F.M., Pérez-López, S., Méndez, I. y Ruiz-Esteban, C. (2023). Predicting teacher resilience by using artificial neural networks: influence of burnout and stress by COVID-19. Anales de Psicología, 39(1), 100–111. https://doi.org/10.6018/analesps.515611

Márquez Jiménez, A. (2017). Educación y desarrollo en la sociedad del conocimiento. Perfiles Educativos, 39(158). https://doi.org/10.22201/iisue.24486167e.2017.158.58635

Mesurado, B., & Laudadío, J. (2019). Experiencia profesional, capital psicológico y engagement. Su relación con el burnout en docentes universitarios. Propósitos y Representaciones, 7 (3), 2 – 40. http://dx.doi.org/10.20511/pyr2019.v7n3.327

Montero, L & Gewerc, A. (2018). La profesión docente en la sociedad del conocimiento. Una mirada a través de la revisión de investigaciones de los últimos 10 años. Revista de Educación a Distancia, 56, 31-01-2018 http://dx.doi.org/10.6018/red/56/3

Muñoz-Fernández, G.A., Rodríguez-Gutiérrez, P., & Luque-Vílchez, M. (2019). La formación inicial del profesorado de educación secundaria en España: perfil y motivaciones del futuro docente. Educación XX1, 22(1), 71-92. https://doi.org/10.5944/educxx1.20007

OECD (2018a). Políticas docentes efectivas: Conclusiones del informe PISA, PISA. OCDE publising.

OECD (2018b). Docentes en Iberoamérica. Análisis de PISA y TALIS. Fundación SM.

https://doi.org/10.1787/9789264301603-en

Organización Mundial de la Salud (OMS) (2010). Ambientes de trabajo saludables: un modelo para la acción. VAA. Organización Mundial de la Salud.

Ouweneel, E., Le Blanc, P.M., & Schaufeli, W.D. (2012).Don’t leave your heart at home Gain cycles of positive emotions, resources, and engagement at work. Career Development International, 17, 537 – 556. https://doi.org/10.1108/13620431211280123

Pavié, A. (2011). Formación docente: hacia una definición del concepto de competencia profesional docente. Revista Electrónica Interuniversitaria de Formación del Profesorado, 14(1), 67-80. https://dialnet.unirioja.es/servlet/articulo?codigo=3678767

Pérez Navío, E., Quijano, R., Gavín, O. y García Martínez, I. (2024). Factores emocionales internos como estrategias de protección del estrés en futuros docentes. Revista complutense de educación, 35(1), 81-91. https://doi.org/10.5209/rced.82623

Peterson, C. & Seligman, M.E.P. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press.

Ringle, C.M., Wende, S., & Becker, J.M. (2015). SmartPLS-3. Bönningstedt:SmartPLS.

Rus, C., & Jesus, S. N. (2010). Psychological capital in organizational context: A metaanalytic study. In M. Milcu (Ed.), Modern Psychology Research: Quantitative research vs. Qualitative research? (pp. 142-151). Editura Universitara.

Salanova, M. & Schaufeli, W. (2009). El engagement en el trabajo. Cuando el trabajo se convierte en pasión. Alianza Editorial.

Salanova, M., Schaufeli, W.B., Xanthopoulou, D., & Bakker, A.B. (2010). Gain spirals of resources and work engagement, en Bakker, A.B. & Leiter, M.P. (Eds), Work Engagement: A Handbook of Essential Theory and Research (pp.118-131). Psychology Press.

Sanchez Sánchez, F. J., Martín Palacio, M.A., & de la Fuente Anuncibay, R (2019). La escuela como entorno laboral saludable. Importancia del desarrollo de recursos personales en el trabajo docente. Revista de Orientación Educacional, 33(63), 82-97.

Sánchez-Tarazaga, L., (2016). Los marcos de competencias docentes: contribución a su estudio desde la política educativa europea. Jornal of supranacional policies of education, 5, 44–67. http://dx.doi.org/10.15366/jospoe2016.5.

Santana-Cárdenas,S., Viseu, J., López Núñez, M.I., & Jesús, S.N. (2018). Validity and reliability evidence of the Psychological Capital Questionnaire-12 in a sample of Mexican workers. Anales de Psicología, 34, 3, 562-570. https://doi.org/10.6018/analesps.34.3.319211

Schaufeli, W.B., & Bakker, A.B. (2003). UWES Ultrecht Work Engagement Scale. Ultrecht: Ultrecht University.

Schaufeli, W.B., Salanova, M., González-Roma, V., & Bakker, A.B. (2002). The measurement of engagement and burnout and: A confirmative analytic approach. Journal of Happiness Studies, 3, 71-92. https://doi.org/10.1023/A:1015630930326

Seligman, M.E.P. (1999). The president’s address. American Psychologist, 54, 559-562.

Simbula, S. & Guglielmi, D. (2013). I am engaged, I feel good, and I got the extra-mile: Reciprocal relationships between work engagement and consequences. Journal of Work and Organizational Psychology, 29, 117-125. https://doi.org/10.5093/tr2013a17

Stover, J.B., Bruno, F.E., Uriel, F.E., & Fernández Liporace, M. (2017). Teoría de la Autodeterminación: una revisión teórica. Perspectivas en Psicología: Revista de Piscología y Ciencias Afines, 14, 2, 105-115.

Tedesco, J.C. (2012). Escuela y sociedad en el siglo XXII. Pensando en el futuro de la educación. Grao.

Valdez Bonilla, H., & Ron Murguía, C. (2011). Escala Utrech de Engagement en el Trabajo. Jalisco: Módulo de Atención Integral de la Comisaría General de Prevención y Reinserción Social del Estado de Jalisco.

Verdeja Muñiz, M. (2020). Reformas Educativas y Profesorado de Secundaria: El Peso de la Tradición Docente. Archivos Analíticos de Políticas Educativas, 28(36). https://doi.org/10.14507/epaa.28.4117

Vera García, I. (2022). Factores psicosociales y experiencia de engagement en el trabajo: los recursos personales como antecedentes del engagement. Foro de educación, 20 (2), 275-294. https://doi.org/10.14516/fde.837

Vicente de Vera García, M.I. & Gabari Gambarte, M.I. (2019). Los recursos personales como antecedentes del engagement. Apuntes de Psicología, 37(2), 125-132.

Vink, J., Ouweneel, E., & LeBlanc, P. (2011). Psychological resources for engaged employees:Psychological capital in the Job Demands-Resources model. Gedrag & Organisatie, 24(2), 101-120.

Viñals Blanco, A. & Cuenca Amigo, J. (2016). El rol del docente en la era digital. Revista Interuniversitaria de Formación del Profesorado, 30 (2), 103-114.

Viseu, J., Rus, C.L., & Jesús, S.N. (2015). How do organizational justice and health influence teachers’ work engagement? The mediating role of positive psychological capital and job satisfaction. The European Health Psychologist, 17, 4, 165-173.

Viseu, J., De Jesus, S.N., Rus, C., & Canavarro, J.M. (2016). Motivación docente, satisfacción en el trabajo y capital psicológico positivo: una revisión.Electronic Journal of Research in Educational Psychology, 14(2), 439-461. http://dx.doi.org/10.14204/ejrep.39.15102

Vizoso Gómez, C.M. (2020). Caracterización del capital psicológico en el profesorado: una revisión sistemática Psychological Capital in Teachers: A Systematic Review. Estudios Sobre Educación, 39, 267-295. https://doi.org/10.15581/004.39.267-295

Wang, Y., Liu, L., Wang, J., & Wang, L (2012). Work-family conﬂict and burnout among chinese doctors: the mediating role of psychological capital. Journal of occupational health, 54(3), 232– 240. https://doi.org/10.1539/joh.11-0243-oa

Werts C., Linn R., Joreskog K. 1974. Intraclass Reliability Estimates: Testing Structural Assumptions, Educational and Psychological Measurement, 34, 25-33. https://doi.org/10.1177/001316447403400104

Zhang, J. & Greenier, V. (2023). The mediating role of EFL/ESL teachers’ academic optimism and positive psychological capital in their pedagogical effectiveness. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, 9, 121-137. https://doi.org/10.30827/portalin.vi2023c.29632