Le abilità resilienti e gli effetti disfunzionali dello stress negli insegnanti: una rassegna sistematica

The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model

“…EI has been shown to have a statistically significant negative correlation with teacher burnout, with variables such as gender and age not appearing to have a moderating role in this correlation [65]. However, other studies [1] have identified sex differences in the experience of burnout, with female teachers in particular experiencing significantly greater emotional exhaustion and lower job fulfillment than men, who tend instead to experience depersonalization. Some research [29] shows that younger female teachers are more at risk of developing burnout than older teachers, while another study points out that younger teachers are more motivated and enthusiastic about their work than older teachers [28].…”

“…High levels of EI and MC thus help ensure teachers can interact effectively with both their colleagues and students [1]. Accordingly, a society that fails to adequately prepare teachers to adopt such self-care strategies not only risks sacrificing teachers' well-being and increasing burnout, but also inhibits the development of a positive class climate, good class management, and healthy interpersonal relationships [72].…”

“…The COVID-19 pandemic has generated psychological distress in a variety of working environments, including education. The literature [1,2] has shown that teachers accumulated various symptoms of negative stress and burnout [3] attributable to the introduction of governmental lockdown measures in Italy. Great concern emerged regarding the effects of the unprecedented online teaching situation [4], with remote work seen as a determining factor in the increase of psychological and clinical symptoms [5][6][7].…”

“…According to the theoretical model of Salovey and Mayer [22], emotional intelligence (EI) in teachers is: (1) the ability to be self-aware of one's emotions and to be able to identify them; (2) the ability to distinguish among various types of emotions; (3) the ability to comprehend and analyze one's emotions; and (4) the ability to regulate emotions in oneself and in others. Such abilities are thought to constitute a protective factor in the management of educational activities, occupational stress, and personal exhaustion [23][24][25][26][27].…”