Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers

• Published in: Personality and individual differences 2019-05, Vol.142, p.53-61
• Main Authors: Martínez-Monteagudo, María Carmen, Inglés, Cándido J., Granados, Lucía, Aparisi, David, García-Fernández, José Manuel
• Format: Article
• Language: English
• Subjects: Anxiety; Attention; Burnout; Cluster analysis; Depersonalization; Depression; Emotional intelligence; Emotional intelligence profiles; Fatigue; Mental depression; Secondary education; Stress; Teachers
• ISSN: 0191-8869; 1873-3549
• DOI: 10.1016/j.paid.2019.01.036

The objective of this study is to identify the existence of different profiles of emotional intelligence according to their dimensions (Attention, Understanding and Repair). In addition, the study seeks to verify whether there are significant differences between the profiles regarding burnout, anxiety, depression, and stress in teachers. A total of 834 teachers, who completed the Trait Meta-Mood Scale-24, the Maslach Burnout Inventory, and the Depression, Anxiety, and Stress Scales-21, were enrolled. Cluster analysis identified four distinct profiles of emotional intelligence: a group of teachers with a predominance of high emotional attention and low emotional repair, a second group with a profile of high emotional intelligence, a third group with generalized low emotional intelligence, and a fourth group with a predominance of low attention and high emotional repair. Similarly, the results revealed significant differences between emotional intelligence profiles regarding burnout, anxiety, depression, and stress. The teachers in the groups with generalized low emotional intelligence and the group with high attention and low repair obtained higher scores in Emotional Exhaustion, Depersonalization, Anxiety, Depression, and Stress and lower scores in Personal Accomplishment.