Este estudio analiza la relación entre los niveles de felicidad subjetiva y autoeficacia docente en una muestra de 454 docentes de todos los niveles educativos (desde Educación Infantil hasta la Universidad) de República Dominicana y España. Para ello, se ha utilizado la Escala de Felicidad Subjetiva (Lyubomirsky y Lepper, 1999), que evalúa la felicidad general, y la Escala de Autoeficacia Docente (Tschannen-Moran y Woolfolk, 2001), la cual mide tres dimensiones: eficacia en el compromiso o la dedicación al estudiante, eficacia en las estrategias instruccionales, y eficacia en el manejo de la clase. Los resultados muestran correlaciones significativas y positivas entre las puntuaciones en felicidad subjetiva y las tres dimensiones de autoeficacia docente. Asimismo, la población dominicana obtiene puntuaciones más elevadas que la población española en todos los constructos analizados. En función de los resultados hallados, los cuales corroboran los de investigaciones previas en el ámbito de la Psicología Positiva (Seligman y Csikszentmihalyi, 2000), se propone la incorporación de planes formativos de educación emocional para el profesorado, puesto que la felicidad subjetiva, como parte de las emociones individuales, es un factor con altas implicaciones positivas para llevar a cabo con éxito los retos profesionales que plantea la tarea educativa. Palabras clave: Felicidad subjetiva, autoeficacia docente, profesorado, educación emocional, psicología positiva. Teachers' subjective happiness and self-efficacy in Dominican Republic and Spain.This study examines the relationship between subjective happiness levels and teacher selfefficacy in a sample of 454 teachers at all educational levels (from kindergarten to University) of Dominican Republic and Spain. To do this, we used the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), which assesses the general happiness, and Teachers' Sense of Teacher Efficacy Scale (Tschannen-Moran & Woolfolk, 2001), which measures three dimensions: Efficacy in Student Engagement, Efficacy in Instructional Practices, and Efficacy in Classroom Management. The results show significant and positive correlations between subjective happiness scores and the three dimensions of teacher efficacy. Also, the Dominican population obtains higher scores than the Spanish population in all constructs analyzed. Depending on the results found, which corroborate previous research in the field of positive psychology (Seligman & Csikszentmihalyi, 2000), we propose the incorporation of emotional education training plans for teachers, since subjective happiness as part of individual emotions, is a factor with high positive implications for successfully carrying out professional challenges posed by the task of education.

RESUMENEl objetivo de esta investigación es analizar la relación entre la percepción de eficacia docente y las fortalezas y virtudes personales en docentes dominicanos. Para ello, participaron 564 docentes de educación infantil y primaria de República Dominicana, 29.6% hombres y 70.4% mujeres, con una edad media de 39.72 años (DT = 8.09) y una media de experiencia profesional de 15.67 años (DT = 3.83). Los docentes desarrollaban su actividad profesional en 18 provincias de las 32 que componen República Dominicana. Se emplearon tres instrumentos de evaluación: la Escala de Eficacia Docente (Teacher Efficacy Scale, Short Form), la Escala de Autoeficacia Docente (Teacher's Sense of Efficacy Scale-Short Form) y el Cuestionario VIA de Fortalezas Personales (Values in Action Inventory of Strengths: VIA-IS). Se evaluaron las características psicométricas de los instrumentos (fiabilidad y validez). Los resultados obtenidos a través del análisis de correlación pusieron de manifiesto una relación positiva entre las distintas subescalas de las dos pruebas empleadas para evaluar la autoeficacia docente así como entre la autoeficacia docente y las fortalezas y virtudes personales del profesorado. Las correlaciones más altas se encontraron con las fortalezas personales de Sabiduría y conocimiento, por una parte, y Humanidad, por otra. Se discute la necesidad de incorporar en la formación, tanto inicial como permanente, el trabajo de las fortalezas y virtudes personales como base del desarrollo y efectividad personal y profesional.Palabras clave: eficacia docente, autoeficacia docente, fortalezas y virtudes personales, República Dominicana The aim of this research it to analyze the relationship between perceived teacher efficacy and personal strengths and virtues. For it, 564 teachers from Dominican Republic took part in the study, 29.6% males and 70.4% females, mean age of 39.72 years (SD = 8.09), and an average teaching experience of 15.67 years (SD = 3.83). Teachers developed their professional activity in 18 provinces of the 32 that integrate Dominican Republic. Three instruments were used for data collection: the Teacher Efficacy Scale (Teacher Efficacy Scale-Short Form), the Teacher Self-Efficacy Scale (Teacher's Sense of Efficacy Scale-Short Form), and the Personal Strengths Questionnaire VIA (Values in Action Inventory of Strengths: VIA-IS). The psychometric characteristics of the instruments (reliability and validity) were evaluated. The results obtained through the analysis of correlation revealed a positive relationship between the different subscales of the two tests used to evaluate teacher self-efficacy as well as between teacher self-efficacy and the personal strengths and virtues of teachers. The highest correlations were found with the personal strengths of Wisdom and Knowledge, on the one hand, and Humanity, on the other. The need to incorporate in the training, initial and permanent, the work of strengths and personal virtues as the basis of development and personal and professional effectiveness is discusse...

This study examines the relationship between subjective happiness levels and teacher self-efficacy in a sample of 454 teachers at all educational levels (from kindergarten to University) of Dominican Republic and Spain. To do this, we used the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), which assesses the general happiness, and Teachers’ Sense of Teacher Efficacy Scale (Tschannen-Moran & Woolfolk, 2001), which measures three dimensions: Efficacy in Student Engagement, Efficacy in Instructional Practices, and Efficacy in Classroom Management. The results show significant and positive correlations between subjective happiness scores and the three dimensions of teacher efficacy. Also, the Dominican population obtains higher scores than the Spanish population in all constructs analyzed. Depending on the results found, which corroborate previous research in the field of positive psychology (Seligman & Csikszentmihalyi, 2000), we propose the incorporation of emotional education training plans for teachers, since subjective happiness as part of individual emotions, is a factor with high positive implications for successfully carrying out professional challenges posed by the task of education.