Influence of the Teaching Vocation on the Capacity for Emotional Repair: An Econometric Study

Abstract

The main objective of this study was to statistically analyze the relationship between teaching vocation and emotional repair capacity, applying an econometric model of simple linear regression. The research was developed through the participation of 64 teachers selected under specific criteria related to their work experience and voluntary availability, belonging to the field of secondary and higher education. To measure the variables, previously validated scales were used, which yielded high average values for both teaching vocation (M = 8.797) and emotional reparation (M = 32.59), the latter evaluated on a scale with a maximum value of 40 points. The estimation of the proposed econometric model, mathematically represented as Y=B0+B1X1+uY = B_0 + B_1X_1 + u, revealed a significant positive relationship between both variables, indicating that the teaching vocation significantly influences the teacher's ability to repair their emotions (B₁ = 1.812; p < 0.01). In addition, both the intercept coefficient (B₀ = 16.656) and the regression coefficient were statistically significant (p < 0.01). The validity of the model was confirmed by various statistical tests, including the GVLMA global test (p = 0.35353), Rainbow (p = 0.7272), Durbin-Watson for autocorrelation (DW = 1.8677; p = 0.1574), Breusch-Pagan for heteroskedasticity (p = 0.9396) and residual normality by the Shapiro-Wilk test (p = 0.07284). These tests satisfactorily confirmed compliance with the assumptions of linearity, homoscedasticity, non-autocorrelation and normality in the residuals, thus guaranteeing a reliable interpretation of the results obtained. In conclusion, the findings suggest that a higher level of teaching vocation is significantly related to a greater capacity of teachers to repair negative emotions, highlighting the relevance of strengthening vocation as a strategy to improve teachers' emotional well-being.