[en] The educational guidelines, derived from the convergence of the European Higher Education Area (EHEA), require new competences of teachers and researchers at the university. These demands give rise to challenges or personal difficulties for teachers, since the work environment can overwhelm them and may cause the appearance of the well-known "burnout" syndrome. Much of that unease is linked to unfulfilled job expectations and an imbalance between the emotional competences and emotional demands required as teachers. Emotional intelligence acts as a preventative factor in this professional unease, explaining why there are teachers who are tougher than others when it comes to the stressful factors of the profession. This research evaluates the emotional condition and burnout among teachers and researchers at the University of Las Palmas de Gran Canaria (ULPGC), using as instruments the TMSS-24 and the MBI-GS, and at the same time establishing a connection between the levels of these constructs with the influence of the demographic profile of teachers and researchers. The results of the SEM indicate that the perceived emotionalintelligence does cause a significant negative effect on emotional exhaustion and a significant positive effect on professional efficacy. Moreover, there is a significant positive effect between emotional exhaustion and cynicism. Based on the information analyzed, it gives way to a reflection on the emotional and professional situation of the teachers, emphasizing mainly the differences according to gender, since women show not only higher levels of understanding and emotional regulation but also greater levels of exhaustion and cynicism, as well as differences in the area of knowledge, since the PDI of Art and Humanities presents not only high levels of emotional perception but also of exhaustion and cynicism. It is worth highlighting the results related to work experience since it is proven that the higher the number of years of experience, the higher the level of cynicism.

[es] Las directrices educativas, derivadas de la convergencia del Espacio Europeo de Educación Superior (EEES), exigen nuevas competencias al Personal Docente e Investigador (PDI). Estas demandas generan retos o dificultades personales a los docentes, ya que el entorno laboral puede sobrepasarlos pudiendo ocasionar la aparición del síndrome de estar quemado o burnout. Gran parte de ese malestar está asociado a expectativas laborales no cumplidas y a un desajuste entre las competencias y demandas emocionales requeridas como docentes. La inteligencia emocional (IE) actúa como factor preventivo del malestar laboral, explicando por qué hay docentes que son más resistentes a los factores estresantes propios de la profesión. En este estudio se evalúa el estado emocional y el burnout del PDI en el contexto de la Universidad de Las Palmas de Gran Canaria (ULPGC), basándose en los instrumentos TMSS-24 y MBI-GS a la vez que es analizada la influencia del perfil sociodemográfico del PDI sobre ambos constructos. Los resultados del modelo SEM (Structural Equation Modeling) indican que la IE percibida ejerce un efecto negativo y significativo sobre el agotamiento y positivo y significativo sobre la eficacia profesional. También, señalar que el efecto del agotamiento sobre el cinismo es positivo y significativo. Por otra parte, a partir de la información analizada, se da paso a una reflexión sobre la situación emocional y laboral que vive el profesorado universitario, donde destacan principalmente las diferencias según el género, presentando las mujeres mayores niveles de comprensión y regulación emocional pero también mayor agotamiento y cinismo, así como las diferencias en torno al área de conocimiento, donde el PDI de Arte y Humanidades presenta altos niveles de percepción emocional pero también de agotamiento y cinismo. Cabe destacar los resultados relacionados con la experiencia laboral, donde se puede observar que el mayor número de años de experiencia origina un mayor nivel de cinismo.