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      Leaving the teaching profession: examining the role of social support, engagement and emotional intelligence in teachers' intentions to quit Translated title: Dejar la profesión docente: análisis del papel del apoyo social, el engagement y la inteligencia emocional en la intención de abandono del profesorado

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          Abstract

          ABSTRACT The study aimed to test mediator and moderator factors in the relationship between workplace social support (i.e., perceived support from colleagues and supervisors) and intentions to quit in a sample of teaching professionals. Specifically, utilizing job-demands-resources theory to focus on social support, we examined whether work engagement mediated the relationship between workplace social support and intentions to quit. Moreover, the potential moderator role of emotional intelligence in the proposed model was tested. The study sample comprised 1,297 teaching professionals (64.8% females) working as preschool, primary, and secondary teachers in several centers in eastern and southern Spain. The main results demonstrated that work engagement totally mediated the relationship between social support from colleagues/supervisors and intentions to quit. The findings showed that teachers' levels of emotional intelligence significantly moderated the indirect paths between perceived support from colleagues/supervisors and intentions to quit. Teachers with the lowest levels of work engagement reported low support from colleagues or supervisors, togetherwith low emotional intelligence. Similarly, highest intentions to quit was reported by those teachers reporting low work engagement and low emotional intelligence. Finally, we discuss the relevance of these findings for basic and applied research seeking to retain a more engaged teaching force.

          Translated abstract

          RESUMEN Este estudio pretende evaluar los factores mediadores y moderadores en la relación entre el apoyo social organizacional (apoyo percibido de compañeros y supervisores) y los niveles de intención de abandono en una muestra de profesionales de la enseñanza. Específicamente, usando la teoría de demandas y recursos laborales y centrándose en el apoyo social, se examina si el engagement laboral media la relación entre apoyo social organizacional e intención de abandono. Además, se analiza el posible papel moderador de la inteligencia emocional en el modelo propuesto. La muestra del estudio esta compuesta por 1,297 profesionales de la enseñanza (64.8% mujeres) que trabajaban como docentes de Infantil, Primaria y Secundaria en varios centros del este y sur de España. Los resultados principales demostraron que el engagement laboral mediaba totalmente la relación entre el apoyo social de compañeros y supervisores y la intención de abandono. Los hallazgos mostraron que el nivel de inteligencia emocional de los docentes moderaba significativamente las relaciones indirectas entre el apoyo percibido de compañeros y supervisores y la intención de abandono. Los docentes con un nivel más bajo de engagement laboral informaron de bajo apoyo de compañeros y supervisores, así como de un bajo nivel de inteligencia emocional. Igualmente, aquellos docentes con bajo engagement laboral y baja inteligencia emocional informaron de mayores niveles de intención de abandono. Finalmente, se discute la importancia de estos hallazgos para la investigación básica y aplicada enfocada a la retención de un capital docente comprometido.

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          Most cited references58

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          Teacher Turnover and Teacher Shortages: An Organizational Analysis

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            An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers

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              The relative roles of engagement and embeddedness in predicting job performance and intention to leave

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                Author and article information

                Journal
                inter
                Psychosocial Intervention
                Psychosocial Intervention
                Colegio Oficial de la Psicología de Madrid (Madrid, Madrid, Spain )
                1132-0559
                2173-4712
                2020
                : 29
                : 3
                : 141-151
                Affiliations
                [02] Castellón Valencia orgnameUniversitat Jaume I Spain
                [01] Málaga orgnameUniversity of Málaga Spain
                Article
                S1132-05592020000300003 S1132-0559(20)02900300003
                10.5093/pi2020a10
                26e26ffe-0961-4cbf-9d2e-3aea60ae0405

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 02 March 2020
                : 19 September 2019
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 77, Pages: 11
                Product

                SciELO Spain

                Categories
                Articles

                Apoyo social,Profesionales docentes,Inteligencia emocional,Intención de abandono,Engagement laboral,Teaching professionals,Emotional intelligence,Intention to quit,Work engagement,Social support

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