Cuando las competencias emocionales no predicen satisfacción laboral: análisis de docentes en el contexto educativo ecuatoriano
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https://doi.org/10.69639/arandu.v12i3.1589Palabras clave:
estados emocionales, satisfacción laboral, docentes, TMMS-24, EcuadorResumen
Este estudio examina la relación entre estados emocionales y satisfacción laboral en 35 docentes de una institución educativa de Pichincha, Ecuador. Se empleó un diseño no experimental, transversal y correlacional, utilizando el TMMS-24 para evaluar bienestar emocional (percepción, comprensión y regulación emocional) y un cuestionario basado en Herzberg para medir satisfacción laboral en factores intrínsecos y extrínsecos. Los resultados revelan niveles adecuados de bienestar emocional en todas las dimensiones (M = 3,66), con particular fortaleza en comprensión emocional (M = 3,94). Sin embargo, la satisfacción laboral presentó niveles críticos de insatisfacción en factores intrínsecos, especialmente en significación del trabajo (M = 1,74), relaciones interpersonales (M = 1,79) y ambiente laboral (M = 1,85). El hallazgo más significativo fue la ausencia de correlaciones positivas entre estados emocionales y satisfacción laboral; todas las asociaciones observadas fueron negativas débiles y no significativas (= -0,113 a -0,313, > ,05), contradiciendo la literatura internacional. Esta paradoja sugiere que en contextos de precariedad institucional severa, las competencias emocionales operan como mecanismos de afrontamiento individual sin traducirse en satisfacción laboral genuina, revelando los límites de intervenciones centradas exclusivamente en recursos personales cuando las condiciones estructurales permanecen deficientes.
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Derechos de autor 2025 Miriam del Rocío Caiza Pilco , Nancy Elvira Zavala Chapi , Adriana Gabriela Sequera Morales
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