Bienestar emocional en docentes de Primaria: incidencia de la eficacia docente y los estilo de vida saludables

Abstract

This study examines the effect of teacher efficacy and healthy lifestyles on the emotional well-being of elementary school teachers. From a quantitative approach, a non-experimental, cross-sectional analysis with correlational and predictive scope was developed. The sample consisted of 316 teachers (156 men and 160 women). Data were collected using three validated instruments: the Subjective Well-Being Scale (EBS-20), the Teachers’ Sense of Efficacy Scale (TSES), and the Health-Promoting Lifestyle Profile II (HPLP II). The analysis included descriptive statistics, Pearson correlations, and multiple linear regression. The results showed significant and positive associations between emotional well-being, teaching effectiveness, and healthy lifestyles. These variables explained a significant proportion of the variance in emotional well-being, particularly in a positive affect component. The findings identify emotional well-being as a central component, providing empirical evidence to support institutional strategies aimed at self-care, emotional health, and the professional development of teachers.