2026-05-27T11:55:01Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/76302023-04-01T00:05:23Zcom_10259_3725com_10259_5086com_10259_2604col_10259_3726

Giusto Valle, Cristina Di Martín Palacio, María Eugenia García-Rodríguez, Marta Soledad Sánchez Sánchez, Francisco Javier Fuente Anuncibay, Raquel de la Avilés-Dávila, Andrés Fernando García-Rodríguez, César Gabriel Effective personality Occupational health Satisfaction Teacher In recent decades, there has been a growing body of research showing the relationship between teaching work and several health problems, both physical and psychological. Some of these studies relate personal competencies and resources to teachers’ occupational health. Based on the construct of Effective Personality, proposed by Martin del Buey, Martín Palacio, and Di Giusto, the aim was to analyse the relationship between the dimensions of the construct and Teachers’ Occupational Health. A descriptive cross-sectional design was used. It was based on the application of the Teacher Health Questionnaire (CSD) and the Efficacy Personality Questionnaire-Adults (CPEA). The sample consisted of 700 non-university teachers aged between 26 and 66 years, M = 47.65 SD = 8.68. Descriptive, correlational, linear regression, and structural equation analyses were carried out. The results confirmed the relationship between the Efficacy Personality construct and Teachers’ Occupational Health (r = 0.45 **). In addition, the regression analysis indicated the relevance of each factor of Efficacy Personality in the factors of Teachers’ Occupational Health. The variance of Self-efficacy is the most explained by the dimensions of Efficacy Personality (40.2%), with positive relationships. The structural equation analysis confirmed the influence between Efficacy Personality and the factors of Self-Efficacy and Satisfaction, explaining 55.0% of the variance. It is concluded, therefore, that Efficacy Personality has a protective function on Teacher Occupational Health; the higher the Efficacy Personality scores are, the better the results in health gain—Self-efficacy and satisfaction—and the lower the result in health loss—burnout, cognitive affections, musculoskeletal affections, and voice alterations. These results facilitate the design of prevention and intervention programmes for teachers’ occupational health, which strengthen and improve personal and socioaffective competencies. 2023-03-31 2023-03-31 2022-02 info:eu-repo/semantics/article http://hdl.handle.net/10259/7630 10.3390/ijerph19052907 1660-4601 eng International Journal of Environmental Research and Public Health. 2022, V. 19, n. 5, 2907 https://doi.org/10.3390/ijerph19052907 http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Atribución 4.0 Internacional MDPI