Relationship between Vocation in Mathematics Education and Emotional Clarity in Teachers

Abstract

The objective of this study is to analyze the relationship between vocation in mathematics education 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 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 clarity had a mean of 30.91 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 emotional clarity (B₁ = 2.1557, p < 0.01). However, the intercept did not reach statistical significance (B₀ = 11.5388, p = 0.11536), which indicates that emotional clarity does not present a stable base value without considering the influence of vocation in mathematics education. The adjusted coefficient of determination (adjusted R² = 0.09033) suggests that the model explains approximately 9% of the variability in emotional clarity.

The statistical tests applied confirmed the validity of the model. The Rainbow test  indicated that the model meets the linearity assumption (p = 0.5668); the Durbin-Watson test  ruled out autocorrelation in the residuals (DW = 1.6882, p = 0.1022); the Breusch-Pagan test  verified homoscedasticity (p = 0.2022), and the Shapiro-Wilk test  confirmed that the residuals follow a normal distribution (p = 0.3739).

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