The well-being of teachers favored by emotions, integral human development and the organizational climate

Abstract

This research seeks to integrate and structure in order of relevance the main elements of emotional development, integral human development, and the organizational climate that favor the well-being of preschool, primary, and secondary education teachers in the state of Zacatecas. The population was made up of all the basic education teaching staff, a total of 17,695 -sector heads, supervisors, Pedagogical Technical Advisors, managers, deputy principals and group teachers -, the instrument was applied from a Google form and 5,593 were received. answers. Factorial analysis was carried out with the principal component extraction method, obtaining a total of 20 components that explain 60.68% of the phenomenon, taking into account the first 8 factors that yield a level of explanation of 50.31% of teacher well-being. The main results highlight and confirm that teacher well-being is related to: 1. Emotional development in the aspects of: self-efficacy 0.74, emotional knowledge 0.72, emotional awareness 0.69 and positive emotions 0.68; 2. Integral human development in the aspects of: building social wellbeing 0.77, social responsibility 0.76, suitable habitat 0.76, common decisions 0.75 and physical exercise 0.74; 3. The organizational climate in the aspects of: camaraderie 0.72, school organization 0.68, trust in the director 0.67 and cooperation 0.65.