Relationship between Vocation in Mathematics Education and Emotional Repair Capacity in Teachers

Abstract

The objective of this study is to analyze the relationship between vocation in mathematics education and emotional repair capacity in teachers, using a simple linear regression econometric model. The research was carried out with a sample of 64 teachers, who were evaluated from previously validated scales to measure both variables. In the descriptive analysis, it was observed that vocation in mathematics education presented a mean of 8.984 on a 10-point scale, while emotional repair capacity had a mean of 32.59 on a maximum scale of 40 points.

The estimated econometric model, represented by the equation Y=B0+B1X1+uY = B_0 + B_1X_1 + u, revealed that vocation in mathematics education significantly influences the capacity for emotional repair (B₁ = 1.7181, p < 0.05). Likewise, the intercept (B₀ = 17.1581, p < 0.05) was statistically significant, indicating that the capacity for emotional repair presents a baseline level independent of vocation in mathematics education. However, the adjusted coefficient of determination (adjusted R² = 0.06387) suggests that the model explains approximately 6.3% of the variability in emotional repair capacity, indicating that there are other factors that may influence this emotional capacity.

The statistical tests applied confirmed the validity of the model. The GVLMA test  indicated that the model meets the assumptions of simple linear regression (p = 0.27516); the Ramsey RESET test  verified that the model has a correct functional specification (p = 0.3514); the Rainbow test  confirmed the linearity of the model (p = 0.6911); the Durbin-Watson test  ruled out autocorrelation in the residuals (DW = 1.7702, p = 0.1753); the Breusch-Pagan test  verified homoscedasticity (p = 0.9491).

These results suggest that a greater vocation in mathematics education is associated with an increase in the capacity for emotional repair, which highlights the importance of strengthening the vocational identity of teachers in this discipline to improve their emotional stability and professional performance.