Abstract:

Gratitude, generosity, and emotional balance are human traits and/or virtues that promote positive behaviors and attitudes such as empathy, optimism, respect, and better relationships. They can also act as protective factors against emotional burnout. In the educational field, promoting and measuring these traits in teachers can result in a higher level of emotional maturity and better group management, ultimately motivating students to emulate these behaviors and attitudes. This, in turn, facilitates the teaching and learning process and reduces the risk of burnout caused by workload. The objective of this study is to identify the relationship between gratitude, generosity, emotional balance, and emotional burnout among university professors.

A quantitative research design with a non-experimental correlational cross-sectional approach was employed. The sample consisted of 194 university professors who voluntarily and anonymously participated, selected through convenience sampling. The instruments used were the Gratitude Questionnaire, the Scale of Positive and Negative Experience (SPANE), and a Generosity Scale.

The professors reported a high level of gratitude (M = 3.48, SD = 0.48), a moderately high level of generosity (M = 2.9, SD = 0.58), a high level of emotional balance (M = 9.6, SD = 6.58), and a medium-low level of emotional burnout (M = 1.52, SD = 0.98). The analysis revealed statistically significant correlations of low magnitude between gratitude and generosity (r = -0.30, p < 0.001, 95% CI [-0.41, -0.15], Fisher's z = -0.30) and between emotional balance and generosity (r = -0.33, p < 0.001, 95% CI [-0.45, -0.20], Fisher's z = -0.34). Furthermore, a moderate effect inversely proportional correlation was found between emotional burnout and generosity (r = -0.29, p < 0.001, 95% CI [-0.16, -0.41], Fisher's z = -0.30), and between gratitude and emotional balance (r = -0.41, p < 0.001, 95% CI [0.51, 0.28], Fisher's z = -0.43). Additionally, a moderate to high effect inversely proportional correlation was identified between emotional balance and emotional burnout (r = -0.57, p < 0.001, 95% CI [-0.45, -0.64], Fisher's z = -0.63).

The results suggest that, despite the emotional burnout related to their work, teachers have the willingness to help and support others. Moreover, a high level of emotional balance indicates that teachers possess skills to manage their emotions and maintain a healthy emotional equilibrium in their work environment, which can counteract emotional burnout and promote generosity towards others. It is important to address teachers' emotional burnout and implement strategies to improve their emotional well-being. Further similar studies are recommended to identify factors impacting continuous teacher development through innovative educational strategies.

Keywords:

Gratitude, Affective Balance, Generosity, Emotional Exhaustion, Teachers, Higher Education, Educational Innovation.