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Impacto del compromiso escolar percibido en el burnout docente: el rol mediador del enfado y el papel moderador de la relación docente-estudiante.

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Title: Impacto del compromiso escolar percibido en el burnout docente: el rol mediador del enfado y el papel moderador de la relación docente-estudiante.
Alternate Title: Impact of perceived student engagement on teacher burnout: The mediating role of anger and the moderating role of the teacher-student relationship.
Authors: PÉREZ-SALAS, Claudia1 cperezs@udec.cl, ZAÑARTU, Isidora2 izanartu@udec.cl, CHÁVEZ-CASTILLO, Yasna2 yasnasolchavez@udec.cl, RODRÍGUEZ-DÍAZ, Viviana3 viviana.rodriguez@uv.cl
Source: Revista Española de Pedagogía. may-ago2025, Vol. 83 Issue 291, p417-435. 19p.
Subject Terms: *Psychology of teachers, *Teacher burnout, *Teacher-student relationships, *Student engagement, *Job descriptions, *Psychological burnout
Abstract (English): 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 teacher-student 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 teacherperceived 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. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): El burnout docente es un problema crítico en el ámbito educativo y un riesgo laboral psicológico, con impactos negativos tanto en el bienestar del profesorado como en los resultados académicos del estudiantado. Desde el modelo de demandas y recursos laborales, se propone que el burnout docente es predicho por las percepciones de demandas y recursos laborales. Por ello, el presente estudio tuvo como objetivo analizar cómo el compromiso escolar percibido por los docentes (recurso) impacta en su burnout. En esta asociación, se consideró el rol mediador del enfado (demanda) y el rol moderador de la relación docente-estudiante (recurso). Se empleó un diseño transversal correlacional de tipo explicativo; participaron 338 docentes de Chile (76 % mujeres) de entre 23 y 73 años (M = 41; DE = 10.29). Se utilizaron medidas de compromiso escolar (percibido por el docente), emociones docentes, relación docente-estudiante y burnout. Para testear las relaciones propuestas, se realizó un análisis de mediación moderada a través de la macro PROCESS (modelo 14) de Hayes. Los resultados obtenidos muestran una mediación moderada del enfado y de la relación docente-estudiante en la asociación entre compromiso escolar percibido por el docente y el burnout. Es decir, la calidad de la relación docente-estudiante modera el impacto mediador negativo que tiene el enfado en la relación entre el compromiso escolar percibido y el burnout docente. Los hallazgos subrayan la importancia de promover el compromiso estudiantil y las relaciones docente -estudiante positivas en tanto que recursos laborales para mitigar el burnout docente. Así, mejoraría el clima educativo y el bienestar de los y las docentes. [ABSTRACT FROM AUTHOR]
Copyright of Revista Española de Pedagogía is the property of Funciva Ediciones, S.L. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Impacto del compromiso escolar percibido en el burnout docente: el rol mediador del enfado y el papel moderador de la relación docente-estudiante.
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  Data: Impact of perceived student engagement on teacher burnout: The mediating role of anger and the moderating role of the teacher-student relationship.
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  Data: <searchLink fieldCode="AR" term="%22PÉREZ-SALAS%2C+Claudia%22">PÉREZ-SALAS, Claudia</searchLink><relatesTo>1</relatesTo><i> cperezs@udec.cl</i><br /><searchLink fieldCode="AR" term="%22ZAÑARTU%2C+Isidora%22">ZAÑARTU, Isidora</searchLink><relatesTo>2</relatesTo><i> izanartu@udec.cl</i><br /><searchLink fieldCode="AR" term="%22CHÁVEZ-CASTILLO%2C+Yasna%22">CHÁVEZ-CASTILLO, Yasna</searchLink><relatesTo>2</relatesTo><i> yasnasolchavez@udec.cl</i><br /><searchLink fieldCode="AR" term="%22RODRÍGUEZ-DÍAZ%2C+Viviana%22">RODRÍGUEZ-DÍAZ, Viviana</searchLink><relatesTo>3</relatesTo><i> viviana.rodriguez@uv.cl</i>
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  Data: <searchLink fieldCode="JN" term="%22Revista+Española+de+Pedagogía%22">Revista Española de Pedagogía</searchLink>. may-ago2025, Vol. 83 Issue 291, p417-435. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+burnout%22">Teacher burnout</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Job+descriptions%22">Job descriptions</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+burnout%22">Psychological burnout</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: 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 teacher-student 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 teacherperceived 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. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: El burnout docente es un problema crítico en el ámbito educativo y un riesgo laboral psicológico, con impactos negativos tanto en el bienestar del profesorado como en los resultados académicos del estudiantado. Desde el modelo de demandas y recursos laborales, se propone que el burnout docente es predicho por las percepciones de demandas y recursos laborales. Por ello, el presente estudio tuvo como objetivo analizar cómo el compromiso escolar percibido por los docentes (recurso) impacta en su burnout. En esta asociación, se consideró el rol mediador del enfado (demanda) y el rol moderador de la relación docente-estudiante (recurso). Se empleó un diseño transversal correlacional de tipo explicativo; participaron 338 docentes de Chile (76 % mujeres) de entre 23 y 73 años (M = 41; DE = 10.29). Se utilizaron medidas de compromiso escolar (percibido por el docente), emociones docentes, relación docente-estudiante y burnout. Para testear las relaciones propuestas, se realizó un análisis de mediación moderada a través de la macro PROCESS (modelo 14) de Hayes. Los resultados obtenidos muestran una mediación moderada del enfado y de la relación docente-estudiante en la asociación entre compromiso escolar percibido por el docente y el burnout. Es decir, la calidad de la relación docente-estudiante modera el impacto mediador negativo que tiene el enfado en la relación entre el compromiso escolar percibido y el burnout docente. Los hallazgos subrayan la importancia de promover el compromiso estudiantil y las relaciones docente -estudiante positivas en tanto que recursos laborales para mitigar el burnout docente. Así, mejoraría el clima educativo y el bienestar de los y las docentes. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Revista Española de Pedagogía is the property of Funciva Ediciones, S.L. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186031745
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      – SubjectFull: Teacher-student relationships
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