Teachers’ Mental Health and Their Involvement in Educational Inclusion
Teaching is one of the most stressful work contexts, psychologically affecting professionals. The objective of this study is to analyse the effect of the frustration of NPB basic psychological needs, resilience, emotional intelligence and inclusion from the perspective of teachers in the time of the...
| Main Authors: | , , , , , |
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| Format: | info:eu-repo/semantics/article |
| Jezik: | English |
| Izdano: |
MDPI
2022
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| Teme: | |
| Online dostop: | http://hdl.handle.net/10835/13942 |
| _version_ | 1789406338008219648 |
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| author | Salinas-Falquez, Silvia Roman-Lorente, Carlos Buzica, Mirela Álvarez Hernández, Joaquín Francisco Gutiérrez Ángel, Nieves Trigueros Ramos, Rubén |
| author_facet | Salinas-Falquez, Silvia Roman-Lorente, Carlos Buzica, Mirela Álvarez Hernández, Joaquín Francisco Gutiérrez Ángel, Nieves Trigueros Ramos, Rubén |
| author_sort | Salinas-Falquez, Silvia |
| collection | DSpace |
| description | Teaching is one of the most stressful work contexts, psychologically affecting professionals. The objective of this study is to analyse the effect of the frustration of NPB basic psychological needs, resilience, emotional intelligence and inclusion from the perspective of teachers in the time of the COVID-19 pandemic. The study is carried out with 542 teachers of therapeutic pedagogy and special educational needs using the Psychological Need Thwarting Scale PNTS questionnaires as a research method, the Resilience Scale (RS-14), the Trait Meta Mood Scale 24 (TMMS-24), the Maslach Burnout Inventory, and the Index for Inclusion. The results revealed positive correlations, on the one hand, between the factors of frustration among themselves and with burnout and, on the other hand, the positive correlation between emotional intelligence, resilience and the inclusion index. In conclusion, the resilience of teachers plays a protective role in the inclusion of students with SEN in the face of emotional exhaustion and the frustration of psychological needs. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-13942 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2022 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-139422023-10-27T12:16:04Z Teachers’ Mental Health and Their Involvement in Educational Inclusion Salinas-Falquez, Silvia Roman-Lorente, Carlos Buzica, Mirela Álvarez Hernández, Joaquín Francisco Gutiérrez Ángel, Nieves Trigueros Ramos, Rubén frustration of basic psychological needs Index for Inclusion resilience emotional intelligence Teaching is one of the most stressful work contexts, psychologically affecting professionals. The objective of this study is to analyse the effect of the frustration of NPB basic psychological needs, resilience, emotional intelligence and inclusion from the perspective of teachers in the time of the COVID-19 pandemic. The study is carried out with 542 teachers of therapeutic pedagogy and special educational needs using the Psychological Need Thwarting Scale PNTS questionnaires as a research method, the Resilience Scale (RS-14), the Trait Meta Mood Scale 24 (TMMS-24), the Maslach Burnout Inventory, and the Index for Inclusion. The results revealed positive correlations, on the one hand, between the factors of frustration among themselves and with burnout and, on the other hand, the positive correlation between emotional intelligence, resilience and the inclusion index. In conclusion, the resilience of teachers plays a protective role in the inclusion of students with SEN in the face of emotional exhaustion and the frustration of psychological needs. 2022-09-13T15:33:49Z 2022-09-13T15:33:49Z 2022-07-29 info:eu-repo/semantics/article 2076-328X http://hdl.handle.net/10835/13942 10.3390/bs12080261 en https://www.mdpi.com/2076-328X/12/8/261 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | frustration of basic psychological needs Index for Inclusion resilience emotional intelligence Salinas-Falquez, Silvia Roman-Lorente, Carlos Buzica, Mirela Álvarez Hernández, Joaquín Francisco Gutiérrez Ángel, Nieves Trigueros Ramos, Rubén Teachers’ Mental Health and Their Involvement in Educational Inclusion |
| title | Teachers’ Mental Health and Their Involvement in Educational Inclusion |
| title_full | Teachers’ Mental Health and Their Involvement in Educational Inclusion |
| title_fullStr | Teachers’ Mental Health and Their Involvement in Educational Inclusion |
| title_full_unstemmed | Teachers’ Mental Health and Their Involvement in Educational Inclusion |
| title_short | Teachers’ Mental Health and Their Involvement in Educational Inclusion |
| title_sort | teachers’ mental health and their involvement in educational inclusion |
| topic | frustration of basic psychological needs Index for Inclusion resilience emotional intelligence |
| url | http://hdl.handle.net/10835/13942 |
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