Aguirre, O. P. (2011). Observando a través de la niebla: Una búsqueda de alternativas en la gerencia de la Institución Educativa Bello Horizonte. [Tesis de Grado, Universidad Católica de Manizales]. https://repositorio.ucm.edu.co/handle/10839/62
Alessandri, G., Consiglio, C., Luthans, F., & Borgogni, L. (2018). Testing a dynamic model of the impact of psychological capital on work engagement and job performance. Career Development International, 23(1), 33-47. https://doi.org/10.1108/CDI-11-2016-0210
Ang, S. Y., Dhaliwal, S. S., Ayre, T. C., Uthaman, T., Fong, K. Y., Tien, C. E., ... & Della, P. (2016). Demographics and personality factors associated with burnout among nurses in a Singapore tertiary hospital. BioMed research international, 2016.
Ato, M., López, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1036-1059. http://dx.doi.org/10.6018/analesps.29.3.178511
Barreiro, S. C., & Bozutti, D. F. (2017). Challenges and difficulties to teaching engineering to generation Z: a case research. Propósitos y Representaciones, 5(2), 127-183. https://doi.org/10.20511/pyr2017.v5n2.163
Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: a meta‐analysis. Personnel psychology, 44(1), 1-26.
Bakker, A. B., Albrecht, S. L., & Leiter, M. P. (2011). Work engagement: further reflections on the state of play. European Journal of Work and Organizational Psychology, 20(1), 74-88. https://doi.org/10.1080/1359432X.2010.546711
Borst, R. T., Kruyen, P. M., Lako, C. J., & de Vries, M. S. (2019). The attitudinal, behavioral, and performance outcomes of work engagement: a comparative meta-analysis across the public, semipublic, and private sector. Review of Public Personnel Administration, 1-28. https://doi.org/10.1177/0734371x19840399
Braun, S. E., Auerbach, S. M., Rybarczyk, B., Lee, B., & Call, S. (2017). Mindfulness, burnout, and effects on performance evaluations in internal medicine residents. Advances in Medical Education and Practice, 8, 591-597. https://doi.org/10.2147%2FAMEP.S140554
Brown, T. (2006). Confirmatory factor analysis for applied research. The Guilford Press
Buil, I., Martínez, E., & Matute, J. (2018). Transformational leadership and employee performance: The role of identification, engagement, and proactive personality. International Journal of Hospitality Management, 77, 64-75. https://doi.org/10.1016/j.ijhm.2018.06.014
Burga, A. A. (2006). La unidimensionalidad de un instrumento de medición, perspectiva factorial. Revista de Psicología. Pontificia Universidad Católica, 25(1), 53-80. http://www.redalyc.org/articulo.oa?id=337829536003
Caniëls, M., Semeijn, J., & Renders, I. (2018). Mind the mindset! The interaction of proactive personality, transformational leadership, and growth mindset for engagement at work. Career Development International, 23(1), 48-66. Https://doi.org/10.1108/CDI-11-2016-0194
Carlin, M. (2014). El síndrome de Burnout: comprensión del pasado, análisis del presente y perspectivas de futuro. ebooks Wanceulen.
Carlin, M., & Garcés, E. (2010). El síndrome de burnout: Evolución histórica desde el contexto laboral al ámbito deportivo. Anales de Psicología, 26 (1), 169-180. https://revistas.um.es/analesps/article/view/92171
Castillo-Gualda, R., Herrero, M., Rodríguez-Carvajal, R., Brackett, M. A., & Fernández-Berrocal, P. (2019). The role of emotional regulation ability, personality, and burnout among Spanish teachers. International Journal of Stress Management, 26(2), 146-158. http://dx.doi.org.ezproxy.ulima.edu.pe/10.1037/str0000098
Conte, J. M., Heffner, T. S., Roesch, S. C., & Aasen, B. (2017). A person-centric investigation of personality types, job performance, and attrition. Personality and Individual Differences, 104, 554-559. https://doi.org/10.1016/j.paid.2016.09.004
De Chávez, D., Pando, M., Aranda, C., & Almeida, C. (2014). Burnout y Work Engagement en Docentes Universitarios de Zacatecas. Ciencia & trabajo, 16(50), 116-120. Recuperado de https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-24492014000200010
Demir, S. (2018). The relationship between psychological capital and stress, anxiety, burnout, job satisfaction, and job involvement. Eurasian Journal of Education Research, 75, 137-154. https://doi.org/10.14689/ejer.2018.75.8
Dhir, S., & Shukla, A. (2019). Role of organizational image in employee engagement and performance. Benchmarking, An International Journal, 26(3), 971-989. https://doi.org/10.1108/bij-04-2018-0094
Espinoza-Díaz, I., Tous-Pallarés, J. & Vigil, A. (2015). Efecto del Clima Psicosocial del Grupo y de la Personalidad en el Síndrome de Quemado en el Trabajo de los docentes. Anales de psicología, 31(2), 651-657. https://dx.doi.org/10.6018/analesps.31.2.174371
Ferrando, P. J., & Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en psicología. Papeles del Psicólogo, 31(1), 18-33. http://www.redalyc.org/articulo.oa?id=77812441003
Gagné, M., Chemolli, E., Forest, J., & Koestner, R. (2008). A temporal analysis of the relation between organisational commitment and work motivation. Psychologica Belgica, 48(2-3).
Gálvez, E., & Milla, R. (2018). Teaching performance evaluation model: preparation for student learning within the framework for teacher good performance. Propósitos y Representaciones, 6(2), 431-452. https://doi.org/10.20511/pyr2018.v6n2.236
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. (2014). Multivariate Data Analysis. Pearson New International Edition
Hernández, R, & Mendoza, C. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw-Hill
Hornstein, H. A. (2017). Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1304016
Hosseinnia, M., Ashraf, H., Khodabakhshzadeh, H., & Khajavy, G. H. (2019). A sociopsychological study of professional competencies of a 21st century EFL teacher. Iranian Evolutionary and Educational Psychology Journal, 1(4), 231-248. https://doi.org/10.29252/ieepj.1.4.1
Huyghebaert, T., Gillet, N., Beltou, N., Tellier, F., & Fouquereau, E. (2017). Effects of workload on teachers’ functioning: A moderated mediation model including sleeping problems and overcommitment. Stress and Health, 34(5), 601-611. https://doi.org/10.1002/smi.2820
Iancu, A. E., Rusu, A., Maroiu, C., Pacurar, R., & Maricutoiu, L. (2018). The effectiveness of interventions aimed at reducing teacher burnout: a meta-analysis. Educational Psychology Review, 30(2), 373-396. https://doi.org/10.1007/s10648-017-9420-8
Jeung, D. Y., Kim, C., & Chang, S. J. (2018). Emotional labor and burnout: a review of the literature. Yonsei Medical Journal, 59(2), 187-193. https://doi.org/10.3349/ymj.2018.59.2.187
Judge, T. A., & Ilies, R. (2002). Relationship of personality to performance motivation: a meta-analytic review. Journal of applied psychology, 87(4), 797.
Keith, T. (2014). Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling (2a ed.). Routledge.
Khoeini, F., & Attar, B.N. (2015). Personality characteristics and organizational commitment in Iranian employees. International Journal of Scientific Reports, 1(1), 61-64. http://www.sci-rep.com/index.php/scirep/article/view/2/2
Kim, W. H., Ra, Y. A., Park, J. G., & Kwon, B. (2017). Role of burnout on job level, job satisfaction, and task performance. Leadership & Organization Development Journal, 38(5), 630-645. https://doi.org/10.1108/lodj-11-2015-0249
Korkmaz, S., Goksuluk, D., & Zararsiz, G. (2014). MVN: An R package for assessing multivariate normality. The R Journal, 6(2), 151-162. https://journal.r-project.org/archive/2014-2/korkmaz-goksuluk-zararsiz.pdf
Lee, Y. H. (2017). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education Review, 25(1), 236-253. https://doi.org/10.1177/1356336x17719559
Lee, M., Pekrun, R., Taxer, J. L., Schutz, P. A., Vogl, E., & Xie, X. (2016). Teachers’ emotions and emotion management: integrating emotion regulation theory with emotional labor research. Social Psychology Education, 19, 843-863. https://link.springer.com/article/10.1007/s11218-016-9359-5
Leupold, C. R., Lopina, E. C., & Erickson, J. (2020). Examining the effects of core self-evaluations and perceived organizational support on academic burnout among undergraduate students. Education and School Psychology, 123(4), 1260-1281. https://doi.org/10.1177/0033294119852767
Li, M., Wang, Z., Gao, J. & You, X. (2015). Proactive personality and job satisfaction: the mediating effects of self-efficacy and work engagement in teachers. Current Psychology, 36, 48-55. https://doi.org/10.1007/s12144-015-9383-1
Lorenzo K. (2016) Las nueve personalidades en el trabajo. Como mejorar las relaciones en el ambiente laboral. CreateSpace Independent Publishing Platform. 25-76
Malinen, O., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144-152. https://doi.org/10.1016/j.tate.2016.08.012
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
McNeish, D. (2017) Thanks coefficient alpha, we’ll take it from here. Psychological Methods, 23(3), 412-433. https://doi.org/10.1037/met0000144
McCrae, R. R., & Costa, P. T. (1985). Updating Norman's" adequacy taxonomy": Intelligence and personality dimensions in natural language and in questionnaires. Journal of personality and social psychology, 49(3), 710.
Meier, S. T. (1983). Toward a theory of burnout. Human Relations, 36(10), 899-910. http://dx.doi.org/10.1177/001872678303601003
Milan, J. S., Sefat, F. F. M., Yushanloie, K. F., Bahrami, B., Mohammadpour, Y., & Hoseinzadeh, F. (2020). Predicting job burnout according to organizational climate and work ethics with the mediation of job motivation in Urmia emergency medical staff in 2017. Journal of Advanced Pharmacy Education & Research, 10(S1).
Ostroff, C., Kinicki, A. J., & Muhammad, R. S. (2013). Organizational culture and climate. In Weiner, I. B. (Ed.), Handbook of psychology, second edition (pp. 643-676). John Wiley & Sons, Inc. http://dx.doi.org/10.1002/9781118133880.hop212024
Pan, G. (2017). The effects of burnout on task performance and turnover intention of new generation of skilled workers. Journal of Human Resource and Sustainability Studies, 5, 156-166. https://doi.org/10.4236/jhrss.2017.53015
Pecino, V., Mañas, M., Díaz-Fúnez, P., Aguilar-Parra, J., Padilla-Góngora, D., & López-Liria, R. (2019). Organizational climate, role stress, and public employees’ job satisfaction. International Journal of Environmental Research and Public Health, 16, 1-12, https://doi.org/10.3390/ijerph16101792
Pendersen, D. E., & Minnotte, K. L. (2016). Workplace climate and STEM faculty women’s job burnout. Journal of Feminist Family Therapy, 29(1-2), 45-64. https://doi.org/10.1080/08952833.2016.1230987
Parry, S. (2017). Fit Statistics commonly reported for CFA and SEM. Cornell Statistical Consulting Unit: Cornell University.
Perera, H. N., Granziera, H., & McIlveen P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120, 171-178. https://doi.org/10.1016/j.paid.2017.08.034
Peters, G. (2014). The alpha and the omega of scale reliability and validity: why and how to abandon Cronbach-s alpha and the route towards more comprehensive assessment of scale quality. The European Health Psychologyst, 16(2), 56-69. https://www.ehps.net/ehp/index.php/contents/article/view/ehp.v16.i2.p56/1
Poulou, M. S. (2017). Students’ emotional and behavioral difficulties: the role of teachers’ social and emotional learning and teacher-student relationships. International Journal of Emotional Education, 9(2), 72-89. https://www.ehps.net/ehp/index.php/contents/article/view/ehp.v16.i2.p56/1
Pop, B. (2013). Relación entre los rasgos de personalidad y el desempeño laboral de los colaboradores de la asociación “Comunidad Esperanza Cobán, Alta Verapaz”. San Juan Chamelco, Alta Verapaz [Tesis de Licenciatura, Universidad Rafael Landívar].
Quero, Y., Mendoza, F., & Torres, Y. (2014). Comunicación efectiva y desempeño laboral en Educación Básica. Negotium, 9(27), 22-33. http://www.redalyc.org/articulo.oa?id=78230409001
Rahim, A., & Cosby, D. M. (2016). A model of workplace incivility, job burnout, turnover intentions, and job performance. Journal of Management Development, 35(10), 1255-1265. https://doi.org/10.1108/jmd-09-2015-0138
Raja, U., Javed, Y., & Abbas, M. (2018). A time lagged study of burnout as a mediator in the relationship between workplace bullying and work-family conflict. International Journal of Stress Management, 25(4), 377-390. http://dx.doi.org/10.1037/str0000080
Rattrie, L. T. B., Kittler, M. G., & Paul, K. (2020). Culture, Burnout and Engagement: a meta-analysis on national cultural values as moderators in JD-R theory. Applied Psychology, 69(1), 176-220. https://doi.org/10.1111/apps.12209
Revelle, W., & Revelle, M. W. (2015). Package ‘psych’. The comprehensive R archive network. https://cran.r-project.org/web/packages/psych/psych.pdf
Reyes, M. E. (2016). Relationship between teacher’s social skills and teaching performance from the point of view of adult students at a private university in Lima, Peru. Revista Digital de Investigación en Docencia Universitaria, 10(2), 17-30. http://dx.doi.org/10.19083/ridu.10.465
Rivera, Á., Segarra, P., & Giler, G. (2018). Síndrome de Burnout en docentes de instituciones de educación superior. Archivos venezolanos de Farmacología y Terapeútica, 37(2). 17-23. https://www.redalyc.org/journal/559/55960422004/html/
Rivera, D. A., Carrillo, S. M., Forgiony, J. O., Nuván, I. L., & Rozo, A. C. (2018). Cultura organizacional, retos y desafíos para las organizaciones saludables. Espacios, 39(22), 27. https://www.revistaespacios.com/a18v39n22/a18v39n22p27.pdf
Rosseel, Y. (2012). lavaan: an R package for structural equation modeling. Journal of Statistical Software, 48(2). https://doi.org/10.18637/jss.v048.i02
Sadeghi, A., Ofoghi, N., Niyafar, G. H., & Dadashi, K. (2015). Survey of the relationship between personality types and burnout among teachers at first period (guidance school) and second period of high school (secondary school) in the city of rasht, Iran. Creative Education, 6(08), 835.
Salanova, M., Martínez, I. & Lorente, L. (2008). ¿Cómo se relacionan los obstáculos y facilitadores organizacionales con el burnout docente?: Un estudio longitudinal. Revista de Psicología del Trabajo y de las Organizaciones, 21(1-2), 37-54. http://www.redalyc.org/articulo.oa?id=231317039003
Salmela-Aro, K., Hietajärvi, L., & Lonka, K. (2019). Work burnout and engagement profiles among teachers. Frontiers in Psychology, 10(2254). https://doi.org/10.3389/fpsyg.2019.02254
Sanín, P., & Salanova, S. (2014). Satisfacción laboral: el camino entre el crecimiento psicológico y el desempeño laboral en empresas colombianas industriales y de servicios. Universitas Psychologica, (13)1. 1-24. https://doi.org/10.11144/Javeriana.UPSY13-1.slcpnew
Seyyedmoharrami, I., Dehaghi, B. F., Abbaspour, S., Zandi, A., Tatari, M., Teimori, G., & Torbati, A. G. (2019). The relationship between organizational climate, organizational commitment, and job burnout: Case study among employees of the University of Medical Sciences. The Open Public Health Journal, 12, 94-100. https://doi.org/10.2174/1874944501912010094
Singh, S., Sharma, R., & Kaur, R. (2020). Teacher competencies for the integration of ICT in post graduate science stream teachers. Studies in Indian Place Names, 40(60), 2775-2788.
Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251-1275. https://doi.org/10.1007/s11218-018-9464-8
Smith, R. W., & DeNunzio, M. M. (2020). Examining personality – Job characteristic interactions in explaining work outcomes. Journal of Research in Personality, 84. https://doi.org/10.1016/j.jrp.2019.103884
Sofologi, M., Efstratopoulou, M., & Dunn, T. J. (2018). Predicting burnout syndrome in Greek mental health professionals. Journal of Social Service Research, 45(1), 142-149. https://doi.org/10.1080/01488376.2018.1480556
Spontón, C., Castellano, E., Salanova, M., Llorens, S., Maffei, L., & Medrano, L.A. (2018). Evaluación de un modelo sociocognitivo de autoeficacia, Burnout y Engagement en el trabajo: análisis de invarianza entre Argentina y España. Psychologia. Avances de la disciplina, 12(1). 89-101. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1900-23862018000100089
Stelmokiene, A., Geneviciute-Janone, G., Gustainiene, L., & Kovalcikiene, K. (2019). Job demands-resources and personal resources as risk and safety factors for the professional burnout among university teachers. Pedagogika, 134(2), 25-44. https://doi.org/10.15823/p.2019.134.2
Sun, L., & Bunchapattanasakda, C. (2019). Employee Engagement: a literature review. International Journal of Human Resource Studies, 9(1), 63-80. http://dx.doi.org/10.5296/ijhrs.v9i1.14167
Tapia, V., & Tipula, F. (2017). Desempeño docente y creencias pedagógicas del profesor universitario en la Universidad Toribio Rodríguez de Mendoza de Amazonas - Perú. Comuniacción, 8(2). http://www.scielo.org.pe/scielo.php?pid=S2219-71682017000200001&script=sci_abstract
Trépanier, S., Forest, J., Fernet, C., & Austin, S. (2015). On the psychological and motivational processes linking job characteristics to employee functioning: Insights from self-determination theory. Work & Stress, 29(3), 286-305. http://dx.doi.org/10.1080/02678373.2015.1074957
Upadyaya, K., Vartiainen, M., & Salmela-Aro, K. (2016). From job demands and resources to work engagement, burnout, life satisfaction, depressive symptoms, and occupational health. Burnout Research, 3, 101-108. https://doi.org/10.1016/j.burn.2016.10.001
van Wingerden, J., & Van der Stoep, J. (2018). The motivational potential of meaningful work: Relationships with strengths use, work engagement, and performance. PLoS ONE, 13(6), e0197599. https://doi.org/10.1371/journal.pone.0197599
Veloso-Besio, C., Cuadra-Peralta, A., Gil-Rodríguez, F., Quiroz-Cornejo, A., & Meza-Castro, S. (2015). Capacitación en trabajadores: impacto de un programa, basado en psicología positiva y habilidades sociales, en satisfacción vital, satisfacción laboral y clima organizacional. Interciencia, 40(11), 736-743. http://www.redalyc.org/articulo.oa?id=33942541002
Villaroel, V. A., & Bruna, D. V. (2017). Pedagogical competencies of university teachers: a case study, which incorporates the perspective of chilean teachers and students. Formación Universitaria, 10(4), 75-96. https://doi.org/10.4067/S0718-50062017000400008
Viswesvaran, C., & Ones, D. S. (2017). Job performance: assessment issues in personnel selection. In Evers, A., Anderson, N., & Voskuijl, O. (Eds.), The Blackwell handbook of personnel selection (pp. 354-375). Blackwell Publishing. https://doi.org/10.1002/9781405164221.ch16
Wang, L., Law, K., Jun Zhang, M., Na Li, Y., & Liang, Y. (2019). It’s mine! Psychological ownership of one’s job explains positive and negative workplace outcomes of job engagement. Journal of Applied Psychology, 104(2), 229-246, https://doi.org/10.1037/apl0000337
Watson, J. C. (2017). Establishing evidence for internal structure using exploratory factor analysis. Measurement and Evaluation in Counseling and Development, 50(4), 232-238. https://doi.org/10.1080/07481756.2017.1336931
Wen, B., Zhou, X., Hu, Y., & Zhang, X. (2020). Role stress and turnover intention of front-line hotel employees: the roles of burnout and service climate. Frontiers in Psychology, 11(36), 1-13. https://doi.org/10.3389/fpsyg.2020.00036
Whiteley, S. (2016). Creating a coherent performance indicator framework for the higher education student lifecycle in Australia. In Pritchard, R. M. O., Pausits, A., & Williams, J. (Eds.), Positioning higher education institutions (pp. 143-160). Sense Publishers. https://doi.org/10.1007/978-94-6300-660-6_8
Wilson, V. (2002). Feeling the strain: An overview of the literature on teachers’ stress. Glasgow: SCRE Research Report. http://217.35.77.12/research/scotland/education/109.pdf
Woods, S. A., Lievens, F., De Fruyt, F., & Wille, B. (2013). Personality across working life: The longitudinal and reciprocal influences of personality on work. Journal of organizational behavior, 34(S1), S7-S25.
Yin, H., Huang, S., & Lv, L. (2018). A multilevel analysis of job characteristics, emotion regulation, and teacher well-being: a job demands-resources model. Frontiers in Psychology, 9(2395). https://doi.org/10.3389/fpsyg.2018.02395
Ziapour, A., & Kianipour, N. (2015). A study of the relationship between characteristic traits and Employee Engagement (A case study of nurses across Kermanshah, Iran in 2015). Journal of medicine and life, 8(Spec Iss 3), 134.
Zysberg, L., Orenshtein, C., Gimmon, E., & Robinson, R. (2016). Emotional intelligence, personality, stress, and burnout among educators. International Journal of Stress Management, 24(1), 122-136. http://dx.doi.org/10.1037/str0000028
Comments (0)