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022			_a1132-0559
035			_a(OCoLC)1385418475
040			_aFINmELB _bspa _erda _cFINmELB
050		4	_aHM251 _b.M338 2020
080			_a316.6
082	0	4	_a302 _223
100	1		_aMérida-López, Sergio, _eautor.
245	1	0	_aLeaving the teaching profession : _bexamining the role of social support, engagement and emotional intelligence in teachers' intentions to quit / _cSergio Mérida-López, Martín Sánchez-Gómez, and Natalio Extremera.
264		1	_a[Madrid] : _bColegio Oficial de Psicólogos de Madrid, _c2020.
310			_aCuatrimestral
336			_atexto _btxt _2rdacontent/spa
337			_acomputadora _bc _2rdamedia/spa
338			_arecurso en línea _bcr _2rdacarrier/spa
520			_aThe study aimed to test mediator and moderator factors in the relationship between workplace social support (i.e., perceived support from colleagues and supervisors) and intentions to quit in a sample of teaching professionals. Specifically, utilizing job-demands-resources theory to focus on social support, we examined whether work engagement mediated the relationship between workplace social support and intentions to quit. Moreover, the potential moderator role of emotional intelligence in the proposed model was tested. The study sample comprised 1,297 teaching professionals (64.8% females) working as preschool, primary, and secondary teachers in several centers in eastern and southern Spain. The main results demonstrated that work engagement totally mediated the relationship between social support from colleagues/supervisors and intentions to quit. The findings showed that teachers levels of emotional intelligence significantly moderated the indirect paths between perceived support from colleagues/supervisors and intentions to quit. Teachers with the lowest levels of work engagement reported low support from colleagues or supervisors, together with low emotional intelligence. Similarly, highest intentions to quit was reported by those teachers reporting low work engagement and low emotional intelligence. Finally, we discuss the relevance of these findings for basic and applied research seeking to retain a more engaged teaching force.
588			_aDescripción basada en Psychosocial Intervention, vol. 29, núm. 3 (september 2020), P. 141-151.
588			_aDescripción basada en metadatos suministrados por el editor y otras fuentes.
590			_aRecurso electrónico. Santa Fe, Arg.: elibro, 2023. Disponible vía World Wide Web. El acceso puede estar limitado para las bibliotecas afiliadas a elibro.
650		4	_aApoyo social.Redes sociales de apoyo.Sindrome de quemarse en el trabajo o burnout.
650		4	_aInteligencia emocional.
650		4	_aIntención de abandono.
650		4	_aProfesionales docentes.
655		4	_aArtículos.
700	1		_aSánchez-Gómez, Martín, _eautor.
700	1		_aExtremera, Natalio, _eautor.
773	1		_tPsychosocial Intervention. _xISSN1132-0559 _dMadrid : Colegio Oficial de Psicólogos de Madrid. _gvol. 29, núm. 3 (september 2020), p. 141-151
797	2		_aelibro, Corp.
856	4	0	_uhttps://elibro.net/ereader/pedagogica/143949
999			_c146080 _d146080