Resiliencia y Bienestar Socioemocional en docentes

Abstract

Resilience and socio-emotional well-being in teachers are fundamental elements for adequate professional and personal performance within the educational context, especially in the face of the emotional and work-related demands present in the school environment. This research aimed to analyze the relationship between resilience and socio-emotional well-being in teachers at the “Ramón Barba Naranjo” Educational Unit, considering the importance of strengthening personal resources that allow them to cope with situations of pressure, stress, and constant change within the teaching profession. The study was conducted using a quantitative, correlational, and nonexperimental cross-sectional design. Data was collected using the Connor-Davidson Resilience Scale (CD-RISC) and the Carol Ryff Psychological Well-being Scale, adapted into Spanish by Díaz et al., (2006), administered to a population of 70 teachers from the educational institution. The results showed a high level of resilience among the teachers, with persistence, tenacity, and self-efficacy being particularly prominent, along with adaptability and support networks. However, weaknesses were observed in coping under pressure and spirituality, indicating difficulties in emotional management during stressful situations. Regarding socio-emotional wellbeing, the highest-scoring dimension was personal growth, demonstrating a willingness to learn and continuously develop. In contrast, autonomy showed lower scores, indicating some limitations in confidence in their own opinions and in their ability to make decisions. Furthermore, a positive and significant relationship was found between resilience and socio-emotional well-being, confirming the research hypothesis and determining that higher levels of resilience tend to be associated with higher levels of socio-emotional well-being in teachers.