Impacto del compromiso escolar percibido en el burnout docente: el rol mediador del enfado y el papel moderador de la relación docente-estudiante
DOI
10.22550/2174-0909.4460
Abstract
Teacher burnout is a critical issue in the field of education and is a psychological occupational hazard with negative impacts on both teacher well-being and students’ academic outcomes. Based on the job demands-resources model, it is proposed that teacher burnout can be predicted by perceptions of job demands and resources. This study aimed to analyse how teachers’ perceptions of student engagement (resource) affect their burnout, considering the mediating role of anger (demand) and the moderating role of the teacherstudent relationship (resource) in this association. An explanatory cross-sectional correlational design was used, involving 338 Chilean teachers (76% women) aged from 23 to 73 years (M = 41; SD = 10.29). Measures of student engagement (perceived by teachers), teacher emotions, teacher-student relationship, and burnout were used. To test the proposed relationships, a moderated mediation analysis was performed using Hayes model 14 PROCESS macro. The results showed a moderated mediation effect of anger and the teacher-student relationship on the association between teacher-perceived student engagement and burnout. Specifically, the quality of the teacher-student relationship moderates the negative mediating impact of anger on the relationship between perceived student engagement and teacher burnout. These findings highlight the importance of promoting student engagement and positive teacher-student relationships as job resources to mitigate teacher burnout, thereby improving the educational climate and teacher well-being.
Financiación | Funding
Agencia Nacional de Investigación y Desarrollo de Chile (National Research and Development Agency of Chile, ANID), Fondecyt (National Fund for Scientific and Technological Development) Regular Project no. 1231656.
Referencias | References
André, A., Tessier, D., Louvet, B., & Girard, E. (2023). Teachers’ perception of classes’ engagement observed motivating teaching practices, and students’ motivation: A mediation analysis. Social Psychology of Education, 26(6), 1527-1542. https://doi.org/10.1007/s11218-023-09805-y
Ansong, D., Okumu, M., Bowen, G. L., Walker, A. M., & Eisensmith, S. R. (2017). The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana. International Journal of Educational Development, 54, 51-58. https://doi.org/10.1016/j.ijedudev.2017.03.010
Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309-328. https://doi.org/10.1108/02683940710733115
Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and work engagement: The JD-R approach. Annual Review of Organizational Psychology and Organizational Behavior, 1, 389-411. https://doi.org/10.1146/annurev-orgpsych-031413-091235
Brandmiller, C., Schnitzler, K., & Dumont, H. (2024). Teacher perceptions of student motivation and engagement: Longitudinal associations with student outcomes. European Journal of Psychology of Education, 39, 1397-1420. https://doi.org/10.1007/s10212-023-00741-1
Burić, I., Huić, A., & Sorić, I. (2024). Are student engagement and disaffection important for teacher well-being? A longitudinal examination of between- and within-person effects. Journal of School Psychology, 103, 101289. https://doi.org/10.1016/j.jsp.2024.101289
Burić, I., Slišković, A., & Sorić, I. (2020). Teachers’ emotions and self-efficacy: A test of reciprocal relations. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01650
Çankaya, I. (2011). Anger as a mediator of the effects of anxiety on aggressiveness in teacher trainees. Social Behavior and Personality, 39(7), 935-945. https://doi.org/10.2224/sbp.2011.39.7.935
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193-218. https://doi.org/10.1007/s10648-009-9106-y
Chang, M. L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37(4), 799-817. https://doi.org/10.1007/s11031-012-9335-0
Covell, K., McNeil, J. K., & Howe, R. B. (2009). Reducing teacher burnout by increasing student engagement. School Psychology International, 30(3), 282-290. https://doi.org/10.1177/0143034309106496
Delfino, A. P. (2019). Student engagement and academic performance of students of Partido State University. Asian Journal of University Education, 15(1), 1-16.
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499-512. https://doi.org/10.1037/0021-9010.86.3.499
Dogan, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Anthropologist, 20(3), 553-561.
Dreer, B. (2023). On the outcomes of teacher wellbeing: A systematic review of research. Frontiers in Psychology, 14, 1205179. https://doi.org/10.3389/fpsyg.2023.1205179
Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59(4), 865-889. https://doi.org/10.1046/j.0022-4537.2003.00095.x
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97-131). Springer.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Frenzel, A. C., Becker-Kurz, B., Pekrun, R., Goetz, T., & Lüdtke, O. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110(5), 628-639. https://doi.org/10.1037/EDU0000228
Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. M. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148-163. https://doi.org/10.1016/j. cedpsych.2016.05.003
Freudenberger, H. (1974). Staff burn-out. Journal of Social Issues, 30(1), 159-165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
Fritz, M. S., & MacKinnon, D. P. (2007). Required sample size to detect the mediated effect. Psychological Science, 18(3), 233-239. https://doi.org/10.1111/j.1467-9280.2007.01882.x
Galarce, M. I., Pérez-Salas, C. P., & Sirlopú, D. (2020). Análisis comparativo de la participación escolar y bienestar subjetivo en estudiantes con y sin discapacidad en Chile [Comparative analysis of school participation and subjective well-being of students with and without disabilities in Chile]. Psykhe (Santiago), 29(2), 1-16. http://dx.doi.org/10.7764/psykhe.29.2.1444
García-Carmona, M., Marín, M. D., & Aguayo, R. (2019). Burnout syndrome in secondary school teachers: A systematic review and meta-analysis. Social Psychology of Education, 22(1), 189-208. https://doi.org/10.1007/s11218-018-9471-9
Gonzalez-Escobar, M., Silva-Peña, I., Gandarillas, A. P., & Kelchtermans, G. (2020). Abandono docente en América Latina: revisión de la literatura [Teacher turnover in Latin America: A literature review]. Cadernos de Pesquisa, 50(176), 592-604.
Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education, 30(4), 385-403. https://doi.org/10.1007/s10212-015-0250-0
Hakanen, J. J., Bakker, A. B., & Schaufeli,W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513. https://doi.org/10.1016/j.jsp.2005.11.001
Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford publications.
Herman, K. C., Hickmon-Rosa, J. E., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100. https://doi.org/10.1177/1098300717732066
Ingersoll, R. M., & May, H. (2012). The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis, 34(4), 435-464. https://doi.org/10.3102/0162373712454326
Johnson, B. (2001). Toward a new classification of nonexperimental quantitative research. Educational Researcher, 30(2), 3-13. https://doi.org/10.3102/0013189X030002003
Kemeny, M. E., Foltz, C., Cavanagh, J. F., Cullen, M., Giese-Davis, J., Jennings, P., Rosenberg, E. L., Gillath, O., Shaver, P.R., Wallace, B. A., & Ekman, P. (2012) Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12(2), 338-350. https://doi.org/10.1037/a0026118
Kengatharan, N. (2020). The effects of teacher autonomy, student behavior and student engagement on teacher job satisfaction. Educational Sciences: Theory and Practice, 20(4), 1-15.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of educational Psychology, 102(3), 741. https://doi.org/10.1037/a0019237
Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers’ relatedness with students: An underemphasized component of teachers’ basic psychological needs. Journal of Educational Psychology, 104(1), 150-165. https://doi.org/10.1037/a0026253
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Engagement and emotional exhaustion in teachers: Does the school context make a difference? Applied Psychology, 57(1), 127-151. https://doi.org/10.1111/j.1464-0597.2008.00358.x
Lavy, S., & Bocker, S. (2018). A path to teacher happiness? A sense of meaning affects teacher- student relationships, which affect job satisfaction. Journal of Happiness Studies, 19(5), 1485-1503. https://doi.org/10.1007/s10902-017-9883-9
Lehr, C. A., Sinclair, M. F., & Christenson, S. L. (2004). Addressing student engagement and truancy prevention during the elementary school years: A replication study of the check & connect model. Journal of Education for Students Placed at Risk (JESPAR), 9(3), 279-301. https://doi.org/10.1207/s15327671espr0903_4
Lorente, L. L., Salanova, M. S., Martínez, I. M., & Schaufeli, W. (2008). Una ampliación del modelo demandas-recursos laborales en la predicción del burnout y del engagement en profesores [Extension of the job demands-resources model in the prediction of burnout and engagement among teachers over time]. Psicothema, 20(3), 354-360.
Martin, A. J. (2007). The relationship between teachers’ perceptions of student motivation and engagement and teachers’ enjoyment of and confidence in teaching. Asia-Pacific Journal of Teacher Education, 32(1), 73. https://doi.org/10.1080/13598660500480100
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of organizational behavior, 2(2), 99-113. https://doi.org/10.1002/job.4030020205
Maslach, C., & Jackson, S. E. (1986). Maslach burnout inventory manual (2nd ed.). Consulting Psychologists Press.
Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111. https://doi.org/10.1002/ wps.20311
Maslach, C., & Leiter, M. P. (2017). Understanding burnout: New models. In C. L. Cooper, J. C. Quick (Eds.), The handbook of stress and health: A guide to research and practice (pp. 36- 56). Wiley Blackwell.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
McPherson, M. B., Kearney, P., & Plax, T. G. (2003). The dark side of instruction: Teacher anger as classroom norm violations. Journal of Applied Communication Research, 31(1), 76-90. https://doi.org/10.1080/00909880305376
OCDE (Organización para la Cooperación y el Desarrollo Económico). (2019). TALIS 2018 results (volume I): Teachers and school leaders as lifelong learners. OECD. https://dx.doi.org/10.1787/1d0bc92a-en
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/S10648-006-9029-9
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. https://doi.org/10.1207/S15326985EP3702_4
Pérez-Salas, C. P., Parra, V., Sáez-Delgado, F., & Olivares, H. (2021). Influence of teacher-student relationships and special educational needs on student engagement and disengagement: A correlational study. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.708157
Pérez-Salas, C. P., Sirlopú, D., Cobo, R., & Awad, A. (2019). Análisis bifactorial de la escala de participación escolar en una muestra de estudiantes chilenos [Bifactor analysis of the school participation scale in a Chilean student sample]. Revista Iberoamericana de Diagnóstico y Evaluación, 52(3), 27-39. https://doi.org/10.21865/RIDEP52.3.03
Prosen, S., & Smrtnik, H. (2019). Anger in preschool teachers: Experience, regulation and connection to mental health. European Early Childhood Education Research Journal, 27(4), 468-478. https://doi.org/10.1080/1350293X.2019.1634234
Pyhalto, K., Pietarinen, J., & Salmela-Aro, K. (2011). Teacher-working environment fit as a framework for burnout experienced by Finnish teachers. Teaching and Teacher Education, 27(7), 1101-1111. https://doi.org/10.1016/j.tate.2011.05.006
Quin, D. (2017). Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345-387. https://doi.org/10.3102/0034654316669434
Robinson, O. P., Bridges, S. A., Rollins, L. H., & Schumacker, R. E. (2019). A study of the relation between special education burnout and job satisfaction. Journal of Research in Special Educational Needs, 19(4), 295-303. https://doi.org/10.1111/1471-3802.12448
Rodríguez, V. (2024). Clima de seguridad psicosocial: un modelo predictivo para la promoción del bienestar laboral [Psychosocial safety climate: A predictive model for the promotion of well-being at work]. Superintendencia Seguridad Social Santiago (Chile).
Rodríguez-Mantilla, J. M., & Fernández-Díaz, M. J. (2017). El efecto de las relaciones interpersonales en el síndrome de burnout del profesorado de educación secundaria obligatoria [The effect of interpersonal relationships on burnout syndrome in Secondary Education teachers]. Psicothema, 29(3), 370-377. https://doi.org/10.7334/psicothema2016.309
Romo-Escudero, F., Guzmán, P., LoCasale-Crouch, J., Wyman, I., Varela, J., & Koomen, H. (2024). Assessing the teacher emotions scale in Chile: Does it relate to teachers’ well- being? Studies in Psychology: Estudios de Psicología, 45(2-3), 269-296. https://doi.org/10.1177/02109395241272429
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529. https://doi.org/10.3102/0034654311421793
Rudow, B. (1999). Stress and burnout in the teaching profession: European studies, issues, and research perspectives. In R. Vandenberghe, & M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 38- 58). Cambridge University Press. https://doi.org/10.1017/CBO9780511527784.004
Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment and Human Development, 14(3), 213-231. https://doi.org/10.1080/14616734.201 2.672262
Saloviita, T., & Pakarinen, E. (2021). Teacher burnout explained: Teacher-, student-, and organisation-level variables. Teaching and Teacher Education, 97, 103221. https://doi.org/10.1016/j.tate.2020.103221
Schonfeld, I. S., & Bianchi, R. (2016). Burnout and depression: Two entities or one? Journal of Clinical Psychology, 72(1), 22-37. https://doi.org/10.1002/jclp.22229
Sinclair, M. F., Christenson, S. L., Lehr, C. A., & Anderson, A. R. (2003). Facilitating student engagement: Lessons learned from check & connect longitudinal studies. The California School Psychologist, 8, 29-41. https://doi.org/10.1007/BF03340894
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations [Autoeficacia docente y burnout docente: un estudio de las relaciones]. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher- student relationships. Educational Psychology Review, 23(4), 457-477. https://doi.org/10.1007/s10648-011-9170-y
Taxer, J. L., Becker-Kurz, B., & Frenzel, A. C. (2019). Do quality teacher-student relationships protect teachers from emotional exhaustion? The mediating role of enjoyment and anger. Social Psychology of Education, 22(1), 209-226. https://doi.org/10.1007/s11218-018-9468-4
Varela, J. J., Guzmán, P., Oriol, X., Romo, F., & Miranda, R. (2023). Teachers’ wellbeing, affects, and burnout during the pandemic in Chile. Revista de Psicodidactica, 28(1), 10-18. https://doi.org/10.1016/j.psicod.2022.07.002
Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and analysis. OECD. https://doi.org/10.1787/19939019
Von der Embse, N., Ryan, S. V., Gibbs, T., & Mankin, A. (2019). Teacher stress interventions: A systematic review. Psychology in the Schools, 56(8), 1328-1343. https://doi.org/10.1002/pits.22279
Wang, H., & Burić, I. (2023). A diary investigation of teachers’ emotional labor for negative emotions: Its associations with perceived student disengagement and emotional exhaustion. Teaching and Teacher Education, 127, 104117. https://doi.org/10.1016/J.TATE.2023.104117
Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722-737. https://doi.org/10.1111/cdev.12138
Wang, H., & Hall, N. C. (2021). Exploring relations between teacher emotions, coping strategies, and intentions to quit: A longitudinal analysis. Journal of School Psychology, 86, 64-77. https://doi.org/10.1016/j.jsp.2021.03.005
Wang, H., Chiu, M. M., & Hall, N. C. (2023). Teacher anger as a double-edged sword: Contrasting trait and emotional labor effects. Motivation and Emotion, 47(4), 650-668. https://doi.org/10.1007/s11031-023-10027-0
Wang, M. T, Fredricks, J., Ye, F., Hofkens, T., & Linn, J. S. (2019). Conceptualization and assessment of adolescents’ engagement and disengagement in school: A multidimensional school engagement scale. European Journal of Psychological Assessment, 35(4), 592-606. https://doi.org/10.1027/1015-5759/A000431
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573. https://doi.org/10.1037/0033-295X.92.4.548
Wilder Research Center. (2003). Effective truancy prevention and intervention. A review of relevant research for the Hennepin County School Success Project. Amherst H Wilder Foundation.
Wischlitzki, E., Amler, N., Hiller, J., & Drexler, H. (2020). Psychosocial risk management in the teaching profession: A systematic review. Safety and Health at Work, 11(4), 385-396. https://doi.org/10.1016/j.shaw.2020.09.007
You, S., & Sharkey, J. (2009). Testing a developmental-ecological model of student engagement: A multilevel latent growth curve analysis. Educational Psychology, 29(6), 659-684. https://doi.org/10.1080/01443410903206815
Yu, S., Zheng, Y., Jiang, L., Liu, C., & Xu, Y. (2021). “I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing. Assessing Writing, 48, 100528. https://doi.org/10.1016/J.ASW.2021.100528
Citación recomendada | Recommended citation
Pérez-Salas, C., Zañartu, I., Chávez-Castillo, Y., & Rodríguez-Díaz, V. (2025). The impact of perceived student engagement on teacher burnout: The mediating role of anger and the moderating role of the teacher-student relationship [Impacto del compromiso escolar percibido en el burnout docente: el rol mediador del enfado y el papel moderador de la relación docente-estudiante]. Revista Española de Pedagogía, 83(291), 417-435. https://doi.org/10.22550/2174-0909.4460
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
