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Vol. 25. Issue 1.
Pages 52-58 (January - June 2020)
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Vol. 25. Issue 1.
Pages 52-58 (January - June 2020)
When pre-service teachers’ lack of occupational commitment is not enough to explain intention to quit: Emotional intelligence matters!
Cuando la falta de compromiso ocupacional del profesorado novel no es suficiente para explicar la intención de abandono: ¡La inteligencia emocional importa!
Sergio Mérida-López
Corresponding author

Corresponding author.
, Natalio Extremera
Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, Faculty of Psychology, University of Malaga, Spain
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Tables (2)
Table 1. Descriptive analyses and correlations
Table 2. Tested moderation model with intention to quit as outcome
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This study provided evidence on the moderator role of emotional intelligence in the relationship between occupational commitment and intention to quit teaching in a sample of 780 pre-service teachers. Results showed that occupational commitment and emotional intelligence jointly predicted variance of intention to quit teaching after controlling for sociodemographic factors and teacher self-efficacy beliefs. In particular, pre-service teachers with low occupational commitment and low emotional intelligence reported higher intentions to quit teaching than their counterparts with high levels of emotional intelligence. Findings also suggested appraisal of others’ emotions and use of emotions as the main emotional intelligence dimensions related with occupational commitment to explain intention to quit teaching. These findings may serve as a starting point for implementing training programs on emotional abilities aimed at promoting more positive attitudes toward teaching as a way of reducing the current teacher attrition crisis.

Occupational commitment
Emotional intelligence
Teacher self-efficacy
Intention to quit
Pre-service teachers

Este estudio aporta evidencia sobre el papel moderador de la inteligencia emocional en la relación entre compromiso ocupacional e intención de abandono de la enseñanza en una muestra de 780 profesores noveles. Los resultados muestran que compromiso ocupacional e inteligencia emocional explican conjuntamente varianza de intención de abandono de la enseñanza después de controlar factores sociodemográficos y creencias de autoeficacia docente. En concreto, profesores noveles con bajo compromiso ocupacional y bajos niveles de inteligencia emocional informan de mayor intención de abandono de la enseñanza que sus compañeros con mayores niveles de inteligencia emocional. Los resultados también sugieren que percepción interpersonal y asimilación emocional son las dimensiones de inteligencia emocional más relacionadas con el compromiso ocupacional para explicar la intención de abandono de la enseñanza. Estos hallazgos pueden servir como punto de partida para implementar programas de entrenamiento en habilidades emocionales con el objetivo de promover actitudes más positivas hacia la carrera docente como medio para reducir la crisis actual de abandono de la enseñanza.

Palabras clave:
Compromiso ocupacional
Inteligencia emocional
Autoeficacia docente
Intención de abandono
Profesorado novel


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