Emotional well-being as a predictor of strengthened work self-efficacy in teachers
DOI:
https://doi.org/10.56375/ve5.2-73Keywords:
Bienestar emocional, Autoeficacia laboral, Desempeño profesional docenteAbstract
This study aimed to analyze the role of emotional well-being as a predictor of the strengthening of occupational self-efficacy among secondary school teachers. The research followed a quantitative approach with a descriptive-correlational and explanatory design and included a sample of 200 teachers from public and private institutions in the metropolitan area of Monterrey. Descriptive findings revealed a predominance of positive dimensions of emotional well-being, particularly meaning, achievement, and interpersonal relationships. Correlational analyses showed positive and significant associations between emotional well-being and the different dimensions of occupational self-efficacy. The multiple regression model indicated that the ability to create a positive classroom climate and the reflective evaluation of teaching practice significantly predict emotional well-being. Overall, the results confirm that emotional well-being functions as a key psychological resource that contributes to the strengthening of occupational self-efficacy and supports sustainable professional performance in teaching.
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Copyright (c) 2026 Jacob Fernández González, José Alfredo Fernández González, María Dolores Montañez Almaguer
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