Emotional intelligence, psychological well-being and burnout of active and in-training teachers

  Ci a ion: Lucas-Mangas, S.; Valdi ieso-León, L.; Espinoza-Díaz, I.M.; Tous-Palla és, J. Emo ional In elligence, Psychological Well-Being and Bu nou o Ac i e and In-T aining Teache s. In . J. En i on. Res. Public Heal h 2022,19, 3514. h ps://doi.o g/10.3390/ ije ph19063514 Academic Edi o : Raphael M. He Recei ed: 30 Decembe 2021 Accep ed: 14 Ma ch 2022 Published: 16 Ma ch 2022 Publishe ’s No e: MDPI s ays neu al wi h ega d o ju isdic ional claims in published maps and ins i u ional a il- ia ions. Copy igh : © 2022 by he au ho s. Licensee MDPI, Basel, Swi ze land. This a icle is an open access a icle dis ibu ed unde he e ms and condi ions o he C ea i e Commons A ibu ion (CC BY) license (h ps:// c ea i ecommons.o g/licenses/by/ 4.0/). In e na ional Jou nal o En i onmen al Resea ch and Public Heal h A icle Emo ional In elligence, Psychological Well-Being and Bu nou o Ac i e and In-T aining Teache s Susana Lucas-Mangas 1, Lo ena Valdi ieso-León1,* , I e e Ma ga i a Espinoza-Díaz 2 and Jo di Tous-Palla és2 1Depa men o Psychology, Uni e si y o Valladolid, 47002 Valladolid, Spain; [email p o ec ed] 2Depa men o Psychology, Uni e si y o Ro i a i Vi gilli, 43007 Ta agona, Spain; i e ema ga i a.espinoza@u .ca (I.M.E.-D.); jo di. ous@u .ca (J.T.-P.) *Co espondence: lo [email p o ec ed] Abs ac : The main ac i a ing a iables o psychological well-being and Emo ional In elligence ha in luence eache s include he p ocess o e alua ing well-being, hei mo i a ion, and hei abili y o pe cei e and egula e sou ces o s ess and bu nou . The ela ionship and in luence o psychological well-being and emo ional in elligence was analyzed wi h he adequa e egula ion o bu nou . Those who pa icipa ed included 386 ac i e eache s (55%), and eache s in aining (45%), s udying o deg ees in P e-School and P ima y Educa ion, and Mas e ’s deg ees in Seconda y Educa ion Teache T aining o which 71.5% we e women. The ollowing we e used: Psychological Well-Being Scales, T ai Me a-Mood Scale and he Spanish Bu nou In en o y. Pea son’s co ela ion analysis and mul iple eg ession analysis we e pe o med. The esul s showed ha en husiasm o he eaching job is ela ed o psychological well-being, especially domain o he en i onmen and pe sonal g ow h. Mul iple eg ession analysis made i possible o es ablish a p edic i e model o well-being, showing ha psychological well-being is he main adjus men p edic o and/o he misma ch in he wo k o he eaching s a in bo h samples, h ough an adequa e egula ion o posi i e ela ionships, mas e y o hei en i onmen and ha ing a pu pose in li e. Keywo ds: bu nou ; emo ional in elligence; emo ional egula ion; psychological well-being 1. In oduc ion In ecen yea s, many s udies ha e appea ed ha a emp o iden i y he in luence o eache s’ wo k on hei men al heal h and well-being [ 1 , 2 ]. Psychological well-being de- pends on in e pe sonal ela ionships, sa is ac ion, and p o essional success as a eache [3,4] , and is associa ed wi h happiness, sa is ac ion, subjec i e well-being, o quali y o li e, as pe cei ed by eache s a he indi idual le el [5–7], as well as emo ional in elligence [8,9]. Among he main ac i a ing a iables o psychological well-being ha in luence each- e s a e he e alua ion o expe ienced well-being e alua ion, hei mo i a ion, and hei abili y o pe cei e and egula e sou ces o s ess and bu nou a wo k [ 10 – 12 ]. The e o e, emo ional in elligence could be an ac i a ing coping s a egy ha p o ides in o ma ion on he well-being o eaching s a , ha is, on how emo ions a e pe cei ed, assimila ed, unde s ood, and egula ed in hei wo k en i onmen , as his is a key elemen o emo ional sel - egula ion ha he eache will use o manage s ess and bu nou si ua ions [13]. In he pas decades, psychological well-being and emo ional in elligence ha e been p o iding an inc easing mo i a ion o lay he ounda ions o a solid heo e ical base ha would se e as a e e ence in he cons uc ion o ins umen s such as he empi ical wo ks ca ied ou wi h he T ai Me a-Mood Scale (TMMS) [ 14 – 16 ], in a emp s o iden i y whe he his concep explains bu nou a iables, as shown in he s udies o Ped osa e al. [ 17 ], Espinoza, Tous and Vigil [ 18 ] y de Me ino e al. [ 19 ], in i s link wi h li e sa is ac ion and psychological well-being [ 20 , 21 ]. Va ious componen s o quali y o li e a e also s udied, In . J. En i on. Res. Public Heal h 2022,19, 3514. h ps://doi.o g/10.3390/ije ph19063514 h ps://www.mdpi.com/jou nal/ije ph In . J. En i on. Res. Public Heal h 2022,19, 3514 2 o 10 such as physical and men al heal h [ 22 – 27 ], o hei posi i e impac on in e pe sonal and coope a i e g oup skills. Howe e , he con inued p esence o s ess ul condi ions in eache s’ wo k, can igge si ua ions o emo ional discom o and dissa is ac ion, and lead he eache o expe ience bu nou [ 28 , 29 ]. The e o e i becomes e en mo e ele an o ou line he challenge o del ing in o an in eg a i e model de i ed om neu oscience ha , when applied o he educa ional ield, con ibu es o a g ea e unde s anding o how cogni i e and emo ional p ocesses a e in eg a ed, so ha emo ions become i al elemen s o he human being in hei ela ionship wi h he en i onmen [30]. In e es is mainly ocused on he adop ion o a p e en i e ole, and he p omo ion o quali y o li e in he p o essional pe o mance o eache s, ela ed o he aining o ins uc o s, o model hei wo k en i onmen s [31–35]. The e o e, he in en ion is o e alua e he ela ionship o he ac o s o emo ional in elligence and psychological well-being wi h he bu nou o wo g oups o eache s (one ac i e and he o he in aining, in P e-School, P ima y and Seconda y educa ion) in o de o analyze o wha ex en hese a iables allow o he es ablishmen o a p edic i e model o psychological well-being h ough mul iple eg ession analysis. I is conside ed ha i is possible ha he ac o s o psychological well-being and emo ional in elligence ha e a special in luence as a s a egy o minimize bu nou e ec s, as well as p o iding a pe cep ion o g ea e well-being in eache s [34,36–38]. 2. Ma e ials and Me hods 2.1. Pa icipan s A o al o n= 386 eache s pa icipa ed (71.5% women; 28.5% men); he age mean was 31.4 wi h an SD = 10.9, whe e he minimum was 18 and he maximum, 64. Ou o all pa icipan s, 45% we e s udying o a deg ee in P e-School and P ima y Educa ion and a Mas e ’s deg ee in Seconda y Educa ion Teache T aining, and 55% augh hese deg ees. The p o essional eache s wo ked in cen e s in he p o ince o Ta agona (Spain) and he s uden s s udied a Ro i a i Vi gili Uni e si y. Teache s wi h mo e han 10 yea s o p o essional expe ience ep esen ed 36% o he o al, while he es o hose su eyed had less expe ience. 2.2. Ins umen s The Spanish adap a ion o Ry ’s Psychological Well-Being Scales (EBP) [ 39 ] is a educed e sion o 29 i ems ha a e adap ed om he de eloped ques ionnai e. I is a es o measu e psychological well-being h ough six dimensions: sel -accep ance ( α = 0.84), o he in en ion o eel good abou onesel ; he abili y o main ain posi i e ela ionships (α= 0.78 ) wi h o he people; au onomy ( α = 0.70) o esis si ua ions o social p essu e; domain o he en i onmen ( α = 0.82), o choose o c ea e a o able en i onmen s; se ing goals o pu pose in li e ( α = 0.70) o p o ide some meaning o li e, and inally; aluing hei li e as a si ua ion o pe sonal g ow h (α= 0.71). The TMMS-24 es , he Spanish alida ion o he T ai Me a-Mood Scale [ 40 ] in i s o iginal e sion [ 16 ] is used. This is a scale o 24 i ems, which con ains h ee key dimensions o emo ional in elligence, wi h 8 i ems in each. I e alua es Emo ional A en ion ( α = 0.90) o emo ional pe cep ion, unde s ood as he indi iduals’ abili y o pe cei e he le el o a en ion hey pay o hei emo ions; Emo ional Cla i y ( α = 0.90), o unde s anding eelings, e e ing o he abili y o an indi idual o clea ly iden i y he ype o emo ion hey expe ience; and Emo ional Repai ( α = 0.86), o emo ional egula ion, measu ing he abili y o a pe son o co ec ly egula e hei emo ional s a es. The Spanish Bu nou In en o y (SBI) [ 29 ] is a 25-i em ques ionnai e, answe ed by he pa icipan s using a 5-poin Like scale. This es assesses 4 ac o s and a gene al scale ha allows o a diagnosis o en husiasm o wo k ( α = 0.90), men al exhaus ion (α= 0.85 ), indolence ( α = 0.74), guil ( α = 0.82), and a gene al bu nou scale wi h a eliabili y o α= 0.85. In . J. En i on. Res. Public Heal h 2022,19, 3514 3 o 10 2.3. P ocedu es The es was adminis e ed h ough a web pla o m hos ed on ou labo a o y se e s. The pa icipan s we e con ac ed h ough companies and ins i u ions ha collabo a e wi h ou eam on o he esea ch and ans e p ojec s. They we e asked o sp ead he link h ough which hey could access he pla o m hos ing he es , and whe e hey could lea e hei answe s. The pla o m had a il e ha gua an eed ha he pa icipan s olun a ily ag eed o be pa o he s udy, wi hou any ype o coe cion o inancial emune a ion, and pa icpan s also s a ed ha hey had been in o med ha he adminis a ion o he scale was comple ely anonymous and go e ned by he Da a P o ec ion Ac . 2.4. Da a Analysis A Pea son co ela ion analysis was ca ied ou o iden i y he ela ionship be ween he emo ional in elligence and psychological well-being o he o al sample, which included ac i e eache s and eache s-in- aining in P e-School, P ima y and Seconda y Educa ion. Subsequen ly, he ans o ma ion o Fishe ’s Z was ca ied ou o de e mine he con i- dence in e als in he compa ison o he Pea son co ela ion coe icien s in he wo g oups o eache s (one ac i e and he o he in aining in P e-School, P ima y and Seconda y Educa ion) in o de o iden i y signi ican di e ences. Finally, in o de o de e mine he a iables ha in luenced he o al sample o ac i e eache s and hose in aining, a mul iple eg ession analysis was ca ied ou using succes- si e s eps, looking a he sample o only ac i e eache s and ha o only eache s-in- aining sepa a ely. The goal was o iden i y he ac o s ha explain he egula ion o bu nou le els in each case. 3. Resul s In he Pea son co ela ion analysis, we ound ha bo h emo ional in elligence and psychological well-being a o en husiasm o wo k and dec ease he le els o depe sonal- iza ion, indolence, and cynicism, in addi ion o signi ican ly educing he le els o bu nou . I should also be no ed ha he ela ionship be ween he psychological well-being scales was especially high and consis en ly signi ican in he egula ion o his well-being (see Table 1). Table 1. Rela ionship be ween emo ional in elligence and psychological well-being and bu nou in ac i e eache s and eache s-in- aining. IT DP IN C Bu nou To al Emo ional In elligence Emo ional A en ion 0.133 ** 0.063 0.078 0.080 0.015 Emo ional Cla i y 0.168 ** −0.165 ** −0.067 −0.164 ** −0.178 ** Emo ional Repai 0.192 ** −0.210 ** −0.208 ** −0.189 ** −0.268 ** Psychological Well-Being Sel -Accep ance 0.302 ** −0.259 ** −0.265 ** −0.248 ** −0.359 ** Posi i e Rela ionships 0.390 ** −0.348 ** −0.301 ** −0.240 ** −0.454 ** Au onomy 0.110 * −0.230 ** −0.233 ** −0.252 ** −0.258 ** Domain o he En i onmen 0.333 ** −0.330 ** −0.377 ** −0.315 ** −0.454 ** Pu pose in Li e 0.347 ** −0.179 ** −0.256 ** −0.205 ** −0.330 ** Pe sonal G ow h 0.374 ** −0.275 ** −0.292 ** −0.256 ** −0.406 ** No e. ** p< 0.01; * p< 0.05; IT = En husiasm o Wo k; DP = Depe sonaliza ion; IN = Indolence; C = Guil . Rega ding he eaching s a in aining, Table 2shows ha he only emo ional in elli- gence a iable ha is ela ed o he egula ion o bu nou is emo ional epai . Howe e , he ela ionship shown be ween all scales o psychological well-being du ing hei co ec egula ion is also no ewo hy. In . J. En i on. Res. Public Heal h 2022,19, 3514 4 o 10 Table 2. Rela ionship be ween emo ional in elligence and psychological well-being and bu nou in eache s-in- aining. IT DP IN C Bu nou To al Emo ional In elligence Emo ional A en ion 0.066 0.142 0.090 0.138 0.090 Emo ional Cla i y 0.104 −0.122 0.003 −0.113 −0.099 Emo ional Repai 0.199 ** −0.264 ** −0.223 ** −0.198 ** −0.309 ** Psychological Well-being Sel -accep ance 0.262 ** −0.228 ** −0.203 ** −0.183 * −0.304 ** Posi i e ela ionships 0.355 ** −0.331 ** −0.298 ** −0.165 * −0.435 ** Au onomy 0.112 −0.214 ** −0.213 ** −0.208 ** −0.247 ** Domain o he en i onmen 0.258 ** −0.314 ** −0.341 ** −0.265 ** −0.410 ** Pu pose in li e 0.350 ** −0.155 * −0.214 ** −0.156 * −0.304 ** Pe sonal g ow h 0.305 ** −0.231 ** −0.269 ** −0.209 ** −0.352 ** No e: ** p< 0.01; * p< 0.05; IT = En husiasm o Wo k; DP = Depe sonaliza ion; IN = Indolence; C = Guil . Likewise, in Table 3, we see ha , in he case o ac i e eache s, he ela ionship be ween emo ional in elligence and psychological well-being and bu nou is cha ac e ized by he ollowing indings: ega ding emo ional in elligence, ac i e eache s ace bu nou h ough emo ional cla i y, he same way as eache s-in- aining. Rega ding emo ional epai , he ela ionship ha all psychological well-being scales ha e wi h bu nou is no ewo hy, wi h he domain o he en i onmen being especially ema kable ( = − 0.540; p< 0.01), pe sonal g ow h ( = − 0.492; p< 0.01), posi i e ela ionships ( = − 0.479; p< 0.01), sel -accep ance ( =−0.450 ;p< 0.01) and, o a lesse ex en , bu no less impo an , hose o pu pose in li e ( =−0.362; p< 0.01) and au onomy ( =−0.279; p< 0.01). Table 3. Rela ionship o emo ional in elligence and psychological well-being and bu nou in ac i e eache s. IT DP IN C Bu nou To al Emo ional In elligence Emo ional A en ion 0.153 * 0.043 0.072 0.003 −0.008 Emo ional Cla i y 0.237 ** −0.217 ** −0.135 * −0.207 ** −0.260 ** Emo ional Repai 0.227 ** −0.208 ** −0.199 ** −0.163 * −0.275 ** Psychological Well-being Sel -accep ance 0.381 ** −0.329 ** −0.332 ** −0.303 ** −0.450 ** Posi i e ela ionships 0.425 ** −0.370 ** −0.304 ** −0.311 ** −0.479 ** Au onomy 0.117 −0.256 ** −0.252 ** −0.298 ** −0.279 ** Domain o he en i onmen 0.437 ** −0.395 ** −0.417 ** −0.344 ** −0.540 ** Pu pose in li e 0.359 ** −0.205 ** −0.297 ** −0.261 ** −0.362 ** Pe sonal G ow h 0.473 ** −0.350 ** −0.319 ** −0.289 ** −0.492 ** No e: ** p< 0.01; * p< 0.05; IT = En husiasm o Wo k; DP = Depe sonaliza ion; IN = Indolence; C = Guil . Once he co ela ion analyses we e ca ied ou o bo h samples (ac i e eache s and eache s in aining), and as can be seen in Table 4, he esul o Fishe ’s Z analysis only showed wo signi ican di e ences in ela ion o en husiasm o wo k wi h he scales o psychological well-being–domain o he en i onmen (E = 0.258, p< 0.01; P = 0.437, p< 0.01), and wi h pe sonal g ow h (E = 0.305, p< 0.01; P = 0.473, p< 0.01). These da a clea ly e lec ha en husiasm o wo k, al hough posi i e, is also sligh ly lowe in eache s-in- aining han in ac i e eache s, which could be linked o he ac ha when academic p epa a ion is pa o p o essional p ac ice, hen he domain o he en i onmen capaci y inc eases, and so does pe sonal g ow h, hus a o ing he inc ease in en husiasm o wo k. In . J. En i on. Res. Public Heal h 2022,19, 3514 5 o 10 Table 4. Signi ican di e ences in he ela ionship be ween emo ional in elligence and psychological well-being and bu nou in ac i e and in- aining eache s. IT DP IN C Bu nou To al E P E P E P E P E P Emo ional In elligence Emo ional A en ion 0.066 0.153 * 0.142 0.043 0.090 0.072 0.138 0.003 0.090 −0.008 Emo ional Cla i y 0.104 0.237 ** −0.122 −0.217 ** 0.003 −0.135 * −0.113 −0.207 ** −0.099 −0.260 ** Emo ional Repai 0.199 ** 0.227 ** −0.264 ** −0.208 ** −0.223 ** −0.199 ** −0.198 ** −0.163 * −0.309 ** −0.275 ** Psychological Well-Being Sel -Accep ance 0.262 ** 0.381 ** −0.228 ** −0.329 ** −0.203 ** −0.332 ** −0.183 * −0.303 ** −0.304 ** −0.450 ** Posi i e Rela ionships 0.355 ** 0.425 ** −0.331 ** −0.370 ** −0.298 ** −0.304 ** −0.165 * −0.311 ** −0.435 ** −0.479 ** Au onomy 0.112 0.117 −0.214 ** −0.256 ** −0.213 ** −0.252 ** −0.208 ** −0.298 ** −0.247 ** −0.279 ** Domain o he En i onmen 0.258 ** 0.437 ** −0.314 ** −0.395 ** −0.341 ** −0.417 ** −0.265 ** −0.344 ** −0.410 ** −0.540 ** Pu pose in Li e 0.350 ** 0.359 ** −0.155 * −0.205 ** −0.214 ** −0.297 ** −0.156 * −0.261 ** −0.304 ** −0.362 ** Pe sonal G ow h 0.305 ** 0.473 ** −0.231 ** −0.350 ** −0.269 ** −0.319 ** −0.209 ** −0.289 ** −0.352 ** −0.492 ** No e: ** p< 0.01; * p< 0.05; IT = en husiasm o wo k; DP = depe sonaliza ion; IN = indolence; C = guil ; E = eache s in aining; p= ac i e eache s; unde lined alues: he di e ences be ween all ela ionships we e analyzed and s a is ically signi ican di e ences we e unde lined. Rega ding he mul iple eg ession analysis, we ound ha , in he o al sample o eache s-in- aining and ac i e eache s, he a iables ha explain well-being and/o discom o de i ed om bu nou , a e posi i e ela ionships as ollows: domain o he en i onmen and pu pose in li e. These ac o s explain 28.2% o he a iance in bu nou . In he case o he sample o eache s in aining, 23.7% o he a iance is explained by posi i e ela ionships and mas e y o he en i onmen . Finally, in he case o he sample o ac i e eache s, we ound ha , as in he o al sample, posi i e ela ionships, domain o he en i onmen , and pu pose in li e explained 35.7% o he o al a iance in bu nou . I is wo h men ioning ha none o he emo ional in elligence scales became a pa o he p edic i e model in any o he cases. The e o e, as can be seen in Table 5, we can a i m ha an adequa e adjus men o ac i e/in- aining eache s wi h hei en i onmen , would imply ha ing he abili y o in e ac in a posi i e way, o be in con ol o hei en i onmen , and ha e an adequa e de ini ion o hei pu pose in li e, which makes i clea ha psychological well-being is he main p edic o o adjus men and/o misma ch be ween ac i e and in- aining eache s acing bu nou . Table 5. Psychological well-being and emo ional in elligence a iables ha in luence he egula ion o bu nou in ac i e eache s and eache s in aining. Va iables Tha he Model In oduces TS TT AT R2βR2βR2β Sel -Accep ance - - - - - - Posi i e Rela ionships 0.063 *** −0.297 *** 0.189 *** −0.435 *** 0.046 *** −0.259 *** Au onomy - - - - - - Domain o he En i onmen 0.206 *** −0.454 *** 0.048 *** −0.255 *** 0.292 *** −0.540 *** Pu pose in Li e 0.013 ** −0.271 ** - - 0.019 ** −0.149 ** Pe sonal G ow h - - - - - - Explained To al Va iance 28.20% 23.70% 35.70% No e. *** p< 0.001; ** p< 0.01; TT = eache s in aining; AT = ac i e eache s; TS = o al sample; β= coe icien . 4. Discussion The objec i e o he p esen wo k was o analyze he ela ionship be ween emo ional in elligence and psychological well-being and bu nou in ac i e and in- aining eache s. Ano he objec i e was o iden i y he ac o s ha had he g ea es in luence in each o he sub-samples, in o de o iden i y signi ican di e ences be ween eache s-in- aining and ac i e eache s. As can be seen in he esul s o he s udy, he analysis o he o al sample highligh s he co ela ions be ween emo ional in elligence and psychological well-being wi h o al bu nou in each o i s a iables (Table 1), in which i is obse ed ha he ela ionship In . J. En i on. Res. Public Heal h 2022,19, 3514 6 o 10 be ween he a iables o bu nou and o al bu nou has highe co ela ions when associa ed wi h psychological well-being han when associa ed wi h emo ional in elligence, especially wi h he scales o posi i e ela ionships, domain o he en i onmen and pe sonal g ow h. Rega ding emo ional in elligence, he co ela ion be ween he o al bu nou scale wi h emo ional epai was he mos ep esen a i e. When analyzing he co ela ions be ween he same scales in he sample o eache s in aining (Table 2), high co ela ions we e obse ed in he emo ional epai a iables o he emo ional in elligence scale, while, in he o al bu nou scale, all we e signi ican , bu hose o mos impo ance we e posi i e ela ionships, domain o he en i onmen and pe sonal g ow h. In ela ion o he sample o ac i e eache s, he highes co ela ions be ween bu nou and psychological well-being we e obse ed in posi i e ela ionships, domain o he en i onmen , pe sonal g ow h, sel -accep ance, and pu pose in li e (Table 3). In ela ion o he compa a i e analysis be ween bo h sub-samples (Table 4), i can be seen ha in he case o emo ional in elligence, he emo ional cla i y scale is signi ican , and is he e o e impo an in he p o essional de elopmen o ac i e eache s; howe e , in he case o eache s-in- aining, i was no signi ican . Rega ding psychological well-being, i can be obse ed ha he co ela ions o all i s scales a e signi ican and con ibu e o a g ea e ex en o he dec ease in o al bu nou in bo h subsamples and ha , likewise, psychological well-being con ibu es o he dec ease in o al bu nou in ac i e eache s and eache s-in- aining, which is a i ied in he sample o ac i e eache s (Table 4). Once he co ela ions be ween bo h sub-samples we e analyzed, using he esul s in Table 4, he analysis o he di e ences be ween he co ela ions o bo h sub-samples was ca ied ou using Fishe ’s Z in o de o ind signi ican di e ences be ween he co ela ions in each one o he scales o bu nou and o al bu nou . In his sense, he analysis was able o con i m wo signi ican di e ences be ween bo h samples (ac i e eache s and eache s- in- aining): en husiasm o wo k, which is mo e ela ed o psychological well-being, especially wi h he domain o he en i onmen and pe sonal g ow h, whose di e ence in bo h cases was s a is ically signi ican , and consis en wi h en husiasm o wo k. In his sense, p o essional success and in e pe sonal ela ionships a e linked o he psychological well-being o he eaching s a [1,3,4]. Rega ding he mul iple eg ession analysis, i e ealed ha , when in oducing he psychological well-being and emo ional in elligence scales, i only in oduced he psycho- logical well-being scales, hus uling ou he emo ional in elligence scales as an in luencing ac o . In his sense, he esul o he analysis allowed us o es ablish a p edic i e model o he psychological adjus men ha ac i e and in- aining eache s make agains bu nou , hus making i clea ha psychological well-being is he main p edic o o adjus men and/o maladjus men o he wo k o he ac i e eache and eache s-in- aining. In his sense, he analysis p esen ed in Table 5shows us he pe cen age o a iance explained in he o al sample, in he sub-sample o eache s-in- aining and ac i e eache s. Rega ding he o al sample, i is obse ed ha he model explains 28.2% o he o al a iance in bu nou egula ion wi h posi i e ela ionships (6.3%), domain o he en i on- men (20.6%), and pu pose in li e (1.3%). In he sub-sample o eache s in aining, he model e ealed ha posi i e ela ionships (18.9%) and domain o he en i onmen (4.8%) explain 23.7% o he a iance in he en i onmen . Finally, in he case o ac i e eaching s a , posi i e ela ionships (4.6%), domain o he en i onmen (29.2%), and pu pose in li e (14.9%) we e he a iables ha explained 35% o he a iance in psychological well-being in his sub-sample. As can be seen, posi i e ela ionships, domain o he en i onmen and pu pose in li e we e he h ee scales ha we e cons an ly pa o he p edic i e model o psychological well-being in he o al sample, in eache s who a e in aining and hose in ac i e se ice. Howe e , i is impo an o cla i y ha he scale o pu pose in li e did no become pa o he model in he sample o eache s in aining; he e o e, i is conside ed in e es ing ha , wi hin he aining lines o hese s uden s and u u e eache s, he impo ance o ha ing a clea pu pose in li e is ein o ced ( om a p e en i e app oach o quali y o li e). In . J. En i on. Res. Public Heal h 2022,19, 3514 7 o 10 Consequen ly, hese esul s e lec hei possible use ulness o he design o an ed- uca ional model ha p omo es adequa e eache aining, which has epe cussions o he quali y o educa ion, psychological well-being, and u u e de elopmen o a eache ’s p o essional ca ee , in acco dance wi h he Objec i e o Sus ainable De elopmen 4.7. In his sense, a ious au ho s p opose he s udy o he s eps ha should be ollowed in sel - egula ed lea ning, and he ele ance o goal-se ing, in he de elopmen p ocess o each educa ional p ojec [ 41 ], and in he de elopmen o socially esponsible en ep eneu ial p ojec s wi h he communi y [42]. Limi a ions Because all da a we e collec ed concu en ly, empo al p ecedence could no be es ablished. I is sugges ed ha u u e esea ch is ca ied ou in which he s udy is ex ended o o he p o essional p o iles o ac i e and in- aining eache s. Likewise, i is ecommended o s udy he media ing ole o o he sociodemog aphic a iables, such as age and he in luence o cul u al di e ences [ 31 ], as well as he in e - en ion o a iables such as s ess-managemen s a egies when eache s ha e o ace di icul ies [ 43 ], o sel -e icacy in he de elopmen o a socially esponsible ca ee p ojec while p omo ing quali y o li e [42]. 5. Conclusions The esul s ob ained om his esea ch con ibu e o a collabo a ion wi h he 2030 Agenda [ 44 ], as a wo k plan o he coming yea s in a o o people, he plane and p ospe i y, in o de o con ibu e o he p omo ion o a socie y whose de elopmen model is based on sus ainabili y and esilience, wi h 17 objec i es and 169 goals. The uni e sal cha ac e is ics o ans o ma ion and inclusion ha hese objec i es and goals ep esen a e he g ea es challenges ha humani y has e e se i sel . The SDGs ha a e being de eloped du ing his esea ch a e mainly SDG3: Good Heal h and Well-Being, and SDG4: Educa ion o Quali y. Wi hin he educa ional communi y, he well-being o eache s is key o achie ing quali y educa ion [ 45 ], leading o a highe pe o mance [ 26 ], and he iden i ica ion o he ele ance o hese a iables means an e en g ea e impac on he de elopmen and e alua ion o p og ams when dealing speci ically wi h eache s in aining o become u u e childhood and you h educa o s [35]. Likewise, UNESCO [ 46 ] a i ms ha educa ion o sus ainable de elopmen (ESD), based on a ge 4.7 o he SDGs, and as a acili a ing elemen o he 17 SDGs, is he basis o he necessa y ans o ma ion: join ly emphasizing cogni i e skills, social and emo ional lea ning, and ac ion skills, o he indi idual and social dimensions o his ans o ma ion. Acco ding o hese e e ences, in o de o de elop skills ha acili a e pa icipa ion a a local and global le el, i is necessa y, i s o all, o become awa e o he anscendence o he socio-a ec i e dimension o educa ion. Tha is why he esul s ob ained in his s udy ega ding psychological well-being and he psychosocial clima e o eache s will con ibu e o p o iding eache s wi h ools ha empowe hem in hei wo k as educa o s: wo king on emo ional sel -awa eness and i s ela ionship wi h ci izen pa icipa ion; ac i e lis ening and empa hy, he key o communica ion in a globalized wo ld; he managemen o us a ion and ealis ic and posi i e sel -knowledge in he exe cise o ci izenship; coope a ion in con lic esolu ion; and he g oup as a space o a ec i e g ow h, aining and social pa icipa ion, in o de o gene a e a heal hy psychosocial clima e ( he g oup as a space o a ec i e g ow h, and model o eache suppo in T ans o ma i e Educa ion; indi idual oles and cons uc i e managemen o con lic s in he g oup o build global ci izenship) [ 47 ]. As a u u e line o wo k, we in ended o s udy how hese ac o s can in luence he anal- ysis o psychological well-being, emo ional in elligence, and bu nou om a mul icul u al pe spec i e and when ocusing on gende . In . J. En i on. Res. Public Heal h 2022,19, 3514 8 o 10 Au ho Con ibu ions: Concep ualiza ion, S.L.-M., J.T.-P. and I.M.E.-D.; me hodology, I.M.E.-D. and J.T.-P.; o mal analysis, J.T.-P. and I.M.E.-D.; in es iga ion, S.L.-M., L.V.-L., J.T.-P. and I.M.E.-D.; esou ces, S.L.-M., L.V.-L., J.T.-P. and I.M.E.-D., da a cu a ion, I.M.E.-D.; w i ing—o iginal d a p epa a ion, S.L.-M., L.V.-L., J.T.-P. and I.M.E.-D.; w i ing— e iew and edi ing, S.L.-M., L.V.-L., J.T.-P. and I.M.E.-D.; isualiza ion, L.V.-L.; supe ision, S.L.-M. All au ho s ha e ead and ag eed o he published e sion o he manusc ip . Funding: This esea ch ecei ed no ex e nal unding. Ins i u ional Re iew Boa d S a emen : Only olun ee s we e allowed o ake pa in he s udy, and hey we e in o med ha he adminis a ion o he scale was anonymous and go e ned by he Da a P o ec ion Ac . The s udy was app o ed by E hics Commi ee o Uni e si y o Ro i a i Vi gilli wi h p o ocol code CEIPSA-2021-PR-0056. In o med Consen S a emen : Pa icipan s p o ided e bal consen and a w i en consen was ob ained ia online me hods o pa icipa e in he s udy. Da a A ailabili y S a emen : The da a p esen ed in his s udy a e a ailable on easonable eques om he co esponding au ho . Con lic s o In e es : The au ho s decla e no con lic o in e es . Re e ences 1. Agui e, J.I.P.; Ma sollie , R.; Vecino, J. Bu nou Docen e: Una e isión ca og á ica concep ual [Teaching bu nou : A concep ual ca og aphic e iew]. AWARI 2020,1, 125–138. [C ossRe ] 2. O ozco, C.S.; Va gas, J.D.P.; Ca ajal, O.I.G.; To es, B.E.M. 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