Introduction/Objective: The resilience and emotional intelligence of teachers are crucial in order to face the daily educational challenges. To determine the association between teacher’s emotional intelligence and resilience during Emergency Remote Learning. Method: A quantitative approach and a cross-sectional predictive non-experimental design were used. Participants were 1329 teachers from Chilean schools. The WLEIS Emotional Intelligence Scale and the RS-14 resilience scale were used. Spearman correlation analyses and Yuen’s test were used for the comparative analysis by sex, and in the case of comparison by specialty the one-way ANOVA test was used; multiple regressions were performed. Results: High levels of resilience and between medium to high emotional intelligence; significant, positive and high relationship between emotional intelligence and resilience. Both in the emotional regulation variable and in the emotional intelligence variable significant differences were found regarding sex and specialty. The results of the predictive model with all emotional intelligence variables as predictors explained 43.5% of the observed variability of resilience. Conclusion: During the pandemic, teachers’ emotional intelligence and resilience are essential for facing the educational adversities and challenges that arise as a consequence of a context susceptible to constant and deregulatory change.

Keywords:
COVID-19, emotional intelligence, resilience, teachers

06_RLP_54_22001_Association

Akyol, M. A., & Akdemir, E. (2019). Comparison of emotional intelligence levels and problem solving skills of prospective teachers according to different variables. World Journal of Education, 9(3), 131-141. https://eric.ed.gov/?id=EJ1221448

Alvarado, D. (2021). Emotional education a complement in the virtual teaching-learning process at a higher level during COVID-19. Journal Scientific, 6(19), 329–348. https://doi.org/10.29394/Scientific.issn.2542-2987.2021.6.19.17.329-348

APA (2021). Dictionary of Psychology: American Psychological Association. https://dictionary.apa.org/resilience

Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511

Barría-Herrera, P., Améstica-Abarca, J., & Miranda-Jaña, C. (2021). Educación socioemocional: discutiendo su implementación en el contexto educativo chileno. Revista Saberes Educativos, (6), 59-75. https://sabereseducativos.uchile.cl/index.php/RSED/article/view/60684

Bermejo-Martins, E., Luis, E. O., Fernández-Berrocal, P., Martínez, M., & Sarrionandia, A. (2021). The role of emotional intelligence and self-care in the stress perception during COVID-19 outbreak: An intercultural moderated mediation analysis. Personality and Individual Differences, 177, 1-9. https://doi.org/10.1016/j.paid.2021.110679

Blanco, M. A., & Blanco, M. E. (2021). Bienestar emocional y aprendizaje significativo a través de las TIC en tiempos de pandemia. Ciencia Unemi, 14(36), 21-33. https://doi.org/10.29076/issn.2528-7737vol14iss36.2021pp21-33p

Buitrago, R., & Molina, G. (2021). Profesorado, emociones y escuela. Reflexiones en tiempo de pandemia covid-19. Revista Habitus: Semilleros de Investigación, 1(1), 1-16. https://doi.org/10.19053/22158391.12551

Carlotto, M., & Câmara, S. (2015). Prevalence and risk factors of common mental disorders among teachers. Revista de Psicología del Trabajo y de las Organizaciones. 31(3), 201-206. https://doi.org/10.1016/j.rpto.2015.04.003

Cejudo, J., & López-Delgado, M. (2017). Importance of emotional intelligence in the teaching practice: A study with primary education teachers. Educational Psychology, 23(1), 29-36. https://doi.org/10.1016/j.pse.2016.11.001

Cornejo-Chávez, R., Araya-Moreno, R., Vargas-Pérez, S., & Parra-Moreno, D. (2021). La educación emocional: paradojas, peligros y oportunidades. Revista Saberes Educativos, (6), 01-24. https://sabereseducativos.uchile.cl/index.php/RSED/article/view/60681

Costa-Rodríguez, C., Palma-Leal, X., & Salgado-Farías, C. (2021). Emotionally intelligent teachers: Importance of emotional intelligence for application of emotional education in pedagogical work. Estudios Pedagógicos, 47(1), 219-233. https://doi.org/10.4067/S0718-07052021000100219

De Vera, M., & Gabar, M. (2020). Associated factors with resilience and burnout: a cross-sectional study in a teaching group in Spain. Aula Abierta, 49(2), 117-184. https://doi.org/10.17811/rifie.49.2.2020.177-184

Extremera, N., Rey, L., & Sánchez, N. (2019). Validation of the Spanish version of the Wong Law emotional intelligence scale (WLEIS-S). Psicothema, 31(1), 94-100. https://doi.org/10.7334/psicothema2018.147

Fan, L., Ma, F., Liu, Y., Liu, T., Guo, L., & Wang, L. (2021). Risk factors and resilience strategies: Voices from Chinese novice foreign language teachers. Frontiers in Education, 5, 1-10. https://doi.org/10.3389/feduc.2020.565722

Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1–12. https://doi.org/10.1016/j.ijer.2017.04.001

Jiménez-Consuegra, M. A., Flórez-Maldonado, E., Domenech-Pantoja, G., Berrio-Valbuena, J., Rodríguez-Nieto, C. A., Cervantes-Barraza, J. A., & Aroca-Araújo, A. (2021). Estrategias y organización digital de los profesores universitarios en enseñanza y conectividad en el contexto de la pandemia generada por el COVID-19. Academia y Virtualidad, 14(1), 63-85. https://doi.org/10.18359/ravi.5027

Kamboj, K., & Garg, P. (2021). Teachers’ psychological well-being role of emotional intelligence and resilient character traits in determining the psychological well-being of Indian school teachers. International Journal of Educational Management, 35(4), 768-788. https://doi.org/10.1108/IJEM-08-2019-0278

Liu, F., Chen, H., Xu, J., Wen, Y., & Fang, T. (2021). Exploring the relationships between resilience and turnover intention in Chinese high school teachers: Considering the moderating role of job burnout. International Journal of Environmental Research and Public Health, 18(12), 1-15. https://doi.org/10.3390/ijerph18126418

Marchant-Castillo, J. (2021). Influencia del covid-19 en el rol docente. Revista Académica Universidad Católica del Maule, 60, 76-89. https://doi.org/10.29035/ucmaule.60.76

Mayer, J., Caruso, D., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290-300. https://doi.org/10.1177/1754073916639667

Mendes-Rodrigues, L., Campelo, E., Pinheiro, C., Pires, I., & Vasconcelos, G. (2020). Estrés y depresión en docentes de una institución pública de enseñanza. Enfermería Global, 19(57), 209-242. https://doi.org/10.6018/eglobal.19.1.383201

Mérida-López, S., & Extremera, N. (2020). When pre-service teachers’ lack of occupational commitment is not enough to explain intention to quit: Emotional intelligence matters! Revista de Psicodidáctica, 25(1), 52-58. https://doi.org/10.1016/j.psicod.2019.05.001

Ngui, G., & Lay, Y. (2020). The effect of emotional intelligence, self-efficacy, subjective well-being and resilience on student teachers’ perceived practicum stress: A Malaysian case study. European Journal of Educational Research, 9(1), 277-291. https://doi.org/10.12973/eu-jer.9.1.277

Organización Panamericana de la Salud (PAHO) (2021). La repercusión de la COVID-19 en los servicios para los trastornos mentales, neurológicos y por consumo de sustancias psicoactivas en la región de las Américas. https://iris.paho.org/handle/10665.2/53126

Ramos-Huenteo, V., García-Vásquez, H., Olea-González, C., Lobos-Peña, K., & Sáez-Delgado, F. (2020). Percepción docente respecto al trabajo pedagógico durante la COVID-19. CienciAmérica, 9(2), 334-353. https://doi.org/10.33210/ca.v9i2.325

Reynoso-González, O., Portillo-Peñuelas, S., & Castellanos-Pierra, L. (2020). Explanatory model of teacher satisfaction in the remote teaching period. International Journal of Educational Research and Innovation, (15), 229-247. https://doi.org/10.46661/ijeri.5236

Salovey, P. & Mayer, J. (1990). Emotional intelligence. imagination, cognition, and personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG

Sánchez-Teruel, D., & Robles-Bello, M. A. (2015). Escala de resiliencia 14 ítems (RS-14): propiedades psicométricas de la versión en español. Revista Iberoamericana de Diagnóstico y Evaluación-e Avaliação Psicológica, 2(40), 103-113. http://www.redalyc.org/articulo.oa?id=459645432011

Shukla, A., Trivedi, T., 2008. Burnout in indian teachers. Asia Pacific Education Review 9, 320–334. https://doi.org/10.1007/bf03026720

Subramaniam, S. R., & Cheong, L. S. (2008). Emotional intelligence of science and mathematics teachers: A Malaysian experience. Journal of Science and Mathematics Education in Southeast Asia, 31(2), 132-163. https://eric.ed.gov/?id=EJ848972

Sungwon, K., & Jiyoung, L. (2021). The mediating effects of ego resilience on the relationship between professionalism perception and technostress of early childhood teachers. International Journal of Learning, Teaching and Educational Research, 20(4), 245-264. https://doi.org/10.26803/ijlter.20.4.13

Tabares-Díaz, Y., Martínez-Daza, V., & Matabanchoy-Tulcán, S. (2020). Síndrome de burnout en docentes de Latinoamérica: Una revisión sistemática. Universidad y Salud, 22(3), 265-279. https://doi.org/10.22267/rus.202203.199

Throuvala, M., Griffiths, M., Rennoldson, M., &Kuss, D. (2021). Psychosocial skills as a protective factor and other teacher recommendations for online harms prevention in schools: A qualitative analysis. Frontiers in Education, 6, 1-16. https://doi.org/10.3389/feduc.2021.648512

Turner, K., Stough, C., 2020. Pre-service teachers and emotional intelligence: a scoping review. The Australian Educational Researcher 47, 283–305. https://doi.org/10.1007/s13384-019-00352-0

Wagnild, G. (2009). The Resilience Scale user’s guide for the US English version of the Resilience Scale and the 14-item Resilience Scale. Worden, Montana (USA): The Resilience Center.

Wilcox, R. (2012). Introduction to robust estimation and hypothesis testing (3rd ed.). Elsevier.

Wong C.S. & Law K.S. (2002). Development of an emotional intelligence instrument and an investigation of its relationship with leader and follower performance and attitudes, The Leadership Quarterly, 13, 1-32. https://doi.org/10.1037/t07398-000

Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 1-18. https://doi.org/10.1016/j.edurev.2019.100283