Teachers’ engagement: Self-efficacy, emotional intelligence, and subjective happiness in physical education
DOI:
https://doi.org/10.47197/retos.v62.110306Keywords:
Engagement, self-efficacy, emotional intelligence, subjective happiness, physical education, high schoolAbstract
The educational system establishes the importance of knowing what should be the characteristics of teachers that guarantee educational success, capable of generating significant learning, through the development of a reciprocal, compassionate teacher-teacher relationship, where democratic values are fostered. Teacher engagement could be the answer to this problem, so we are interested in analyzing which variables influence and are determinant for the existence of engagement in education. Variables such as self-efficacy, emotional intelligence, and happiness are key. Finding a model that relates them could offer new perspectives on professional identity and teacher training. In this study, 458 physical education teachers participated, and a correlational analysis, hierarchical linear regression and mediation regression were carried out, obtaining a significant model where engagement is predicted by self-efficacy, followed by emotional intelligence and subjective happiness. By gender, women have a higher perception of self-efficacy. By years of experience, differences were found in the level of engagement. The variables analyzed show a logical relationship in the interaction between them, being different between women and men. These results establish the importance and influence of personal variables on the engagement of physical education teachers, and how they vary according to gender and years of experience. Aspects to be evaluated to design the professional identity and, as a consequence, the initial and continuing teacher training.
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