Abstract:

Optimists anticipate positive outcomes, which makes them more persistent, adaptable, and attentive in problem-solving, thereby becoming more efficient in decision-making and increasing their chances of success. In an educational context, an optimistic teacher expects positive results from their students and instills this confidence in them to achieve the desired outcomes. Likewise, it is expected that an optimistic teacher experiences a greater sense of well-being and reduces the emotional exhaustion associated with the teaching profession. The objective of this study is to identify the relationship between optimism, affective balance, and emotional exhaustion among university professors.

A quantitative study with a non-experimental design and correlational scope was conducted. The sample consisted of 198 professors of higher education, who were selected using a non-probabilistic convenience sampling method. The professors participated voluntarily and anonymously. The Brief Interactive Optimism Scale, the Scale of Positive and Negative Experiences, and the subscale Emotional Exhaustion were applied to measure the constructs.

The findings indicate that there are existing relationships between optimism and affective balance (rho = 0.53, p < .001, CI 95% [0.39, 0.60], Fisher’s z = 0.55), optimism and emotional exhaustion (r = -0.45, p < .001, CI 95% [-0.55, -0.33], Fisher’s z = -0.48), and affective balance and emotional exhaustion (rho = -0.49, p < .001, CI 95% [-0.59, -0.38], Fisher’s z = -0.54). Additionally, the professors in the institution reported a high level of optimism, a slightly moderate level of emotional exhaustion, and a slightly positive affective balance.

The relationships among optimism, affective balance, and emotional exhaustion were confirmed. Educational institutions need to create and promote innovative education programs that support the well-being of their faculty. Variables such as optimism and affective balance could be protective factors against emotional exhaustion. However, to confirm this hypothesis, it is necessary to conduct further studies with larger samples and include professors from public universities in urban and rural areas.

Keywords:

Optimism, Affective Balance, Emotional Exhaustion, Higher Education, Educational Innovation.