Publicação
Psychosocial risk factors and burnout among teachers: Can emotional intelligence make a difference?
| dc.contributor.author | Barros, Carla | |
| dc.contributor.author | Fernandes, Carina | |
| dc.contributor.author | Baylina, Pilar | |
| dc.contributor.author | BAYLINA MACHADO, PILAR | |
| dc.date.accessioned | 2026-05-12T13:15:17Z | |
| dc.date.available | 2026-05-12T13:15:17Z | |
| dc.date.issued | 2025-09-16 | |
| dc.description.abstract | Teaching is a complex profession that demands simultaneous cognitive and emotional efforts. The present study aims to determine whether teachers’ emotional intelligence moderates the relationship between psychosocial risk factors and burnout. A cross-sectional online survey was conducted among 215 secondary school teachers. Measurement instruments included the Burnout Assessment Tool (BAT-23) to assess burnout dimensions; the Health and Work Survey (INSAT) to evaluate psychosocial risk factors; and the Wong and Law Emotional Intelligence Scale (WLEIS-P) to assess emotional intelligence. A mediation/moderation analysis using the PROCESS macro was conducted to examine whether emotional intelligence mediates/moderates the relationship between psychosocial risk factors and burnout among teachers. The results show that psychosocial risk was a significant positive predictor of burnout (B = 0.313, p = 0.001), indicating that higher perceived risk was associated with higher burnout symptoms. Emotional intelligence did not significantly predict burnout on its own (B = 0.176, p = 0.364), and the interaction term (psychosocial risk × emotional intelligence) was not significant (B = 0.000, p = 0.995), suggesting that emotional intelligence does not moderate the relationship between psychosocial risks and burnout. These findings underscore a more holistic approach to address burnout, centered in intervention strategies that include a deeper analysis of organizational context determinants. | eng |
| dc.identifier.citation | Barros, C., Fernandes, C., & Baylina, P. (2025). Psychosocial Risk Factors and Burnout Among Teachers: Can Emotional Intelligence Make a Difference? International Journal of Environmental Research and Public Health, 22(9), 1439. https://doi.org/10.3390/ijerph22091439 | |
| dc.identifier.doi | 10.3390/ijerph22091439 | |
| dc.identifier.eissn | 1660-4601 | |
| dc.identifier.uri | http://hdl.handle.net/10400.22/32353 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.publisher | MDPI | |
| dc.relation.hasversion | https://www.mdpi.com/1660-4601/22/9/1439 | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Psychosocial risk factors | |
| dc.subject | Burnout | |
| dc.subject | Emotional intelligence | |
| dc.subject | Teachers | |
| dc.title | Psychosocial risk factors and burnout among teachers: Can emotional intelligence make a difference? | eng |
| dc.type | research article | |
| dspace.entity.type | Publication | |
| oaire.citation.issue | 9 | |
| oaire.citation.title | International Journal of Environmental Research and Public Health | |
| oaire.citation.volume | 22 | |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |
| person.familyName | BAYLINA MACHADO | |
| person.givenName | PILAR | |
| person.identifier.ciencia-id | 1419-F23D-4920 | |
| person.identifier.orcid | 0000-0002-3740-862X | |
| person.identifier.rid | B-5134-2010 | |
| person.identifier.scopus-author-id | 56534079700 | |
| relation.isAuthorOfPublication | b1482a24-d9d8-419d-af68-6df1a75afb3f | |
| relation.isAuthorOfPublication.latestForDiscovery | b1482a24-d9d8-419d-af68-6df1a75afb3f |