Influence of Teaching on Emotional Clarity: an Econometric Analysis

Abstract

The objective of this study was to analyze the relationship between teaching vocation and emotional clarity in teachers, applying an econometric model of simple linear regression. The research was carried out with a sample of 64 teachers, who were selected under specific criteria related to their professional experience and voluntary availability to participate in the study. Previously validated scales were used to measure both variables, obtaining a mean of 8.797 in teaching vocation and 30.91 in emotional clarity, on scales of 10 and 40 points respectively. The econometric analysis, represented by the equation Y=B0+B1X1+uY = B_0 + B_1X_1 + u, revealed that the teaching vocation significantly influences emotional clarity (B₁ = 1.6512, p < 0.05). In addition, the intercept (B₀ = 16.381, p < 0.01) was statistically significant, suggesting that there is a baseline level of emotional clarity independent of the teaching vocation. However, the adjusted coefficient of determination (adjusted R² = 0.07497) indicated that the model explains approximately 7.5% of the variability in emotional clarity, suggesting the presence of other variables that could affect this emotional capacity. Statistical tests performed to evaluate the validity of the model confirmed that the assumptions of simple linear regression are true. The GVLMA global test (p = 0.4044) indicated that the model is adequate; the Rainbow test confirmed the linearity of the model (p = 0.8368); the Durbin-Watson test (DW = 1.8292, p = 0.2456) ruled out significant autocorrelation in the residuals; the Breusch-Pagan test (p = 0.1232) validated homoscedasticity; and finally, the Shapiro-Wilk normality test (p = 0.5546) confirmed that the residues follow a normal distribution.
These results suggest that a higher level of teaching vocation is associated with an increase in emotional clarity, which underscores the importance of strengthening teachers' vocational identity as a strategy to improve their emotional capacities and professional well-being.