Salinas-Falquez Silvia, Roman-Lorente Carlos, Buzica Mirela, Álvarez Joaquín, Gutiérrez Nieves, Trigueros Rubén
Department of Psychology, University of Guayaquil, Guayaquil 090514, Ecuador.
Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain.
Behav Sci (Basel). 2022 Jul 29;12(8):261. doi: 10.3390/bs12080261.
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.
教学是压力最大的工作环境之一，会对专业人员产生心理影响。本研究的目的是从新冠疫情期间教师的角度分析未满足基本心理需求、心理韧性、情商和包容性受挫的影响。本研究以542名治疗教育学和特殊教育需求教师为对象，采用心理需求受挫量表（PNTS）问卷作为研究方法，同时使用心理韧性量表（RS - 14）、特质元情绪量表24（TMMS - 24）、马氏职业倦怠量表和包容性指数。结果显示，一方面，需求受挫各因素之间及其与职业倦怠之间存在正相关，另一方面，情商、心理韧性与包容性指数之间存在正相关。总之，面对情绪耗竭和心理需求受挫，教师的心理韧性在特殊教育需求学生的包容性方面发挥着保护作用。
