Perfiles Emocionales Docentes Y Bienestar Institucional En Contextos Educativos Teachers’ Emotional Profiles and Institutional Well-Being in Ecuadorian Educational Contexts.

Abstract

contemporary educational systems, particularly in post-pandemic contexts characterized by increasing emotional and organizational demands. The present study aimed to identify teachers’ socioemotional profiles associated with institutional well-being in Ecuadorian educational contexts using a person-centered approach. The research adopted a quantitative, cross-sectional, and analytical-explanatory design. A total of 110 Ecuadorian teachers from public and private educational institutions across different provinces participated in the study. The analyzed variables included emotional well-being, resilience, emotional regulation, psychological capital, teacher self-efficacy, and emotional exhaustion. Data analysis was conducted through Latent Profile Analysis (LPA), complemented by multivariate analysis of variance and multinomial logistic regression. The findings revealed the existence of three differentiated socioemotional profiles: Adaptive-Resilient Profile, Functional-Moderate Profile, and Vulnerable-Maladaptive Profile. The first profile showed high levels of well being, resilience, and psychological capital, together with low levels of emotional exhaustion. The moderate profile presented intermediate indicators of emotional adaptation and occupational vulnerability, whereas the vulnerable profile exhibited high levels of burnout and lower emotional regulation. Significant differences were found among profiles across all analyzed dimensions (p < .001). Furthermore, emotional regulation, psychological capital, and institutional support emerged as protective factors against occupational vulnerability among teachers. The study concludes that teacher well-being is a multidimensional phenomenon simultaneously influenced by psychological resources and organizational conditions. The findings provide relevant empirical evidence for the development of educational policies aimed at strengthening professional resilience and promoting teachers’ emotional sustainability within contemporary educational systems.