Investigating the effects of emotion regulation and creativity on Chinese EFL teachers’ burnout in online classes

HAOTING LI

doi:10.30827/portalin.vi2023c.29635

Autores/as

HAOTING LI NINGBO UNIVERSITY, CHINA

DOI:

https://doi.org/10.30827/portalin.vi2023c.29635

Palabras clave:

Agotamiento por agotamiento, Regulación de las emociones, creatividad, Profesores de EFL, Aulas en línea, China

Resumen

La extensión del Coronavirus y la aparición de la nueva tecnología han conducido a un cambio abrupto en la educación y han cambiado el modo de la instrucción. El nuevo modo de instrucción ha enfrentado a los maestros con nuevos desafíos, lo que puede aumentar la tasa de agotamiento laboral. Para evitar este fenómeno, las causas del agotamiento del profesorado en las clases online deberían ser ampliamente identificadas. Con esto en mente, esta investigación investigó los efectos de la regulación emocional y la creatividad en el agotamiento de los profesores de EFL en clases en línea. Se planteó la hipótesis de que la creatividad y la capacidad de los maestros para regular sus emociones pueden minimizar la tasa de agotamiento. Para probar esta hipótesis, 329 profesores chinos de EFL fueron invitados a responder a tres cuestionarios validados. Los datos recogidos se analizaron mediante modelado de ecuaciones estructurales (SEM). Los resultados del estudio revelaron una correlación significativa entre la creatividad de los maestros chinos de EFL, la regulación de las emociones y el agotamiento. Los resultados también mostraron que la creatividad y la regulación emocional pueden hacer un cambio significativo en la tasa de agotamiento del profesor. Se espera que estos resultados sean iluminadores para todos los profesores de inglés online.

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