Search

It is believed that a positive perception that one has when performing a specific task, allows having a better positioning to be able to face the challenges demanded by the professional environment with greater ease and optimism, consequently, reducing the levels of Burnout. The main objective of this research is to verify by means of an analysis of mediation and moderation if this hypothesis, that connects self-efficacy, resilience and burnout, occurs amongst social and legal sciences faculty members. To this effect, 384 faculty members participated on this study. The results reveal that resilience works as a mediator between self-efficacy and burnout with the same strength regardless of the contextual variables, but not as moderator. The correlations between the three constructs resulted significant in all cases. Finally, meaningful differences were found between gender and between the type of university. In view of these results, theoretical and practical applicability is discussed.

This study pretends to recognize the relationships between attitudes towards inclusive education, self-efficacy and teacher’s resilience and other socio-professional variables, taking into account a sample of 300 teachers (82.3% men and 17.7% women). This teachers are active and aged between 23 and 63, they work in the Dominican Republic with students with Special Educational Needs -SEN-, associated or not with disabilities, who are in a low sociocultural environment and socially vulnerable. Teachers filled the Scale of Teacher Attitudes Towards Inclusive Classrooms- STATIC-, the Teacher Self-efficacy Scale and the Teacher Resilience Scale. The results coincide with other studies that show the existence of a positive relationship between the training that teachers already have, the knowledge related to attention to diversity and their willingness to continue training themselves, with their attitude towards inclusive education, as well as towards self-perception of specific competences, self-efficacy and teachers’ resilience. This work stresses the importance of teacher resilience in the area of inclusive education. Engagement of the educational system together with the adquisition of technical skills, such as possitive attitude and commitment to inclusive education, is required so that the future teachers can be hightly self-effictive and resilient.

El objetivo de este estudio es analizar la relación entre factores de riesgo sociofamiliares y características de comportamiento de niños y niñas del segundo ciclo de Educación Infantil referente a una muestra de 471 alumnos y alumnas y a partir de la información proporcionada por sus maestros/as mediante la versión para profesores del Cuestionario de Capacidades y Dificultades SDQ de Goodman. Los resultados obtenidos indican que los niños y niñas de familias de nivel socioeconómico y/o cultural bajo o muy bajo presentan más problemas de comportamiento y menor conducta prosocial que los alumnos/as de familias de nivel medio o alto. La conclusión principal es que hay una relación entre el entorno sociofamiliar y las alteraciones psicológicas y conductuales en el alumnado de preescolar, que pueden ser los antecedentes de otros problemas en edades posteriores.