El engagement laboral del profesorado de música: influencia de variables personales y laborales
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2025-12-16
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Universidad Complutense de Madrid, Departamento de Expresión Musical y Corporal
Resumen
El engagement laboral del profesorado de educación musical es fundamental para la calidad educativa. A pesar de la creciente investigación sobre el engagement laboral de los docentes, pocos estudios han explorado el impacto de los recursos laborales y personales en la educación musical. Este estudio examinó la relación de esos tres factores clave: recursos laborales, recursos personales y engagement laboral. Participaron 457 docentes de música de enseñanzas generales, superiores y de régimen especial en la Comunidad Autónoma del País Vasco, España (71.1% mujeres; M edad=44.9, DT=10.4), seleccionados por conveniencia. Los resultados del modelo estructural muestran relaciones positivas y significativas entre los recursos laborales, los recursos personales y el engagement. Ambos tipos de recursos explican entre el 14.75% y el 2.86% de la varianza del engagement, destacando los recursos laborales, como la organización del trabajo, el apoyo y reconocimiento de otros y las oportunidades de desarrollo profesional, entre otros, como los predictores más relevantes frente a los recursos personales, tales como la inteligencia emocional, la autoeficacia profesional y la resiliencia. Nuestros resultados subrayan la importancia de involucrar a los equipos directivos en la mejora de las condiciones laborales que incluyen el crecimiento y actualización profesional, la provisión de recursos para una enseñanza efectiva, la mejora de la autonomía, la gestión de la intensidad laboral, así como la implementación de programas que fortalezcan los citados recursos personales, preferiblemente con la participación activa del profesorado. Este enfoque puede favorecer un profesorado más motivado y comprometido, impulsando entornos educativos de mayor calidad.
Teacher engagement in music education is crucial for the quality of education received by students. Despite the growing research on teacher engagement, few studies have explored the impact of job and personal resources in music education. This study examined the relationship between these three key factors: job resources, personal resources, and engagement. A total of 457 music teachers from general, higher, and special education in the Basque Country, Spain (71.1% women; M age = 44.9, SD = 10.4), were selected by convenience sampling. The results of the structural model show positive and significant relationships between job resources, personal resources, and engagement. Both types of resources explain between 14.75% and 2.86% of the variance in engagement, with job resources, such as work organization, support and recognition from others, and professional development opportunities, among others, being the most relevant predictors compared to personal resources, such as emotional intelligence, professional self-efficacy, and resilience. Our results highlight the importance of involving management teams in improving working conditions and implementing programs that strengthen teachers' emotional intelligence, self-efficacy, and resilience, preferably with active teacher participation. This approach can foster more motivated and committed teachers, enhancing the quality of educational environments.
Teacher engagement in music education is crucial for the quality of education received by students. Despite the growing research on teacher engagement, few studies have explored the impact of job and personal resources in music education. This study examined the relationship between these three key factors: job resources, personal resources, and engagement. A total of 457 music teachers from general, higher, and special education in the Basque Country, Spain (71.1% women; M age = 44.9, SD = 10.4), were selected by convenience sampling. The results of the structural model show positive and significant relationships between job resources, personal resources, and engagement. Both types of resources explain between 14.75% and 2.86% of the variance in engagement, with job resources, such as work organization, support and recognition from others, and professional development opportunities, among others, being the most relevant predictors compared to personal resources, such as emotional intelligence, professional self-efficacy, and resilience. Our results highlight the importance of involving management teams in improving working conditions and implementing programs that strengthen teachers' emotional intelligence, self-efficacy, and resilience, preferably with active teacher participation. This approach can foster more motivated and committed teachers, enhancing the quality of educational environments.
Palabras clave
Docente de música
Engagement
Inteligencia emocional
Autoeficacia docente
Resiliencia
Teoría de demandas y recursos laborales
Music teacher
Emotional intelligence
Teacher self-efficacy
Resilience
Job demands-resources theory
Engagement
Inteligencia emocional
Autoeficacia docente
Resiliencia
Teoría de demandas y recursos laborales
Music teacher
Emotional intelligence
Teacher self-efficacy
Resilience
Job demands-resources theory
Descripción
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Cita
Amezua Urrutia, A., Sánchez Iglesias, I., Panadero, E., & Auzmendi, E. (2025). El engagement laboral del profesorado de música: influencia de variables personales y laborales. Revista Electrónica Complutense de Investigación en Educación Musical, 22, 269-292. https://doi.org/10.5209/RECIEM.99844