Teachers' Affective Well-being and Teaching Experience: The Protective Role of Perceived Emotional Intelligence

The interplay among EFL teachers' emotional intelligence and self-efficacy and burnout

Considering the essential role of teachers and their characteristics in language education, their emotions are the main focus of recent studies. Emotions such as burnout which usually happens due to stress, can hinder their career progress so it needs to be addressed as it affects both learners and teachers respectively. Another construct is self-efficacy which contemplates the teachers' confidence in their aptitudes and it may reduce the probability of burnout and prevent job stress. Also, Emotional intelligence (EI) is an eminent variable in this field that is a significant predictor of job performance. Therefore, this study attempted to address English as a foreign language (EFL) teachers' burnout by associating the effects of these factors such as EI and self-efficacy. Accordingly, 400 EFL teachers agreed to participate and were given three relevant questionnaires. Structural equation modeling (SEM) was utilized and the findings indicated that both teacher self-efficacy (β = -0.123, p < .05) and emotional intelligence (β = -0.14, p < .05) are significant predictors of burnout. The two variables jointly could explain 4.3 % of variances in teacher burnout. Teacher self-efficacy has a significant direct effect on burnout with standard estimate of -0.123 (p = .03). It also has a positive effect on emotional intelligence with standardized estimate of 0.245 (p = .000). Emotional intelligence, in turn, has a negative effect on burnout with standardized estimate of 0.14 (p = .16). The mediation analysis showed that the indirect effect of teacher self-efficacy is 0.034 (p = .017). Finally, some implications and recommendations for EFL stakeholders are presented.

Group Segmentation as a Strategy for Implementing the Intervention Programme in Emotional Education for Infant and Primary Teachers

Emotional intelligence is a key social skill for teachers. The teaching profession requires programmes that are geared towards emotional education that will enable teachers to develop emotional intelligence in order to foster their general well-being. The aims of this paper were: firstly, to test the effectiveness of the programme in emotional education implemented through group segmentation based on teachers' sociodemographic and work profile factors, and secondly, to ascertain whether there were any significant differences in the factors that make up the model of emotional intelligence with regard to the sociodemographic and work variables of teachers in the experimental group in a pre-post analysis study. The design of the research was experimental. The sample was made up of 351 infant and primary education teachers, 190 in the experimental group and 161 in the control group. We used the Trait Meta-Mood Scale-24 together with a questionnaire to define teachers' sociodemographic and work profiles. Implementing the emotional education programme led to significant differences in the three factors of emotional intelligence (perception, understanding and emotional regulation) depending on the sociodemographic and work profile of the teachers in the experimental group. Applying segmentation allows us to conclude that intervention programmes should be adapted to the sociodemographic and work profile of the participant group. When designing programmes, the method considered should be active, participative, flexible and focused on the teachers' own experience.

Affective Profiles and Psychosocial Adjustment among Chinese Adolescents and Adults with Adverse Childhood Experiences: A Person-Centered Approach

PURPOSE

Two studies were conducted to explore the patterns of positive affect (PA) and negative affect (NA) while considering collectivist cultural specificity (dialecticism) and to examine the associations of affective profiles with psychosocial adjustment.

METHODS

We used two Chinese samples, one comprising adults with adverse childhood experiences (N = 488) and one comprising ordinary adolescents (N = 635). The participants completed scales on PA, NA, and psychosocial adjustment, including mental health problems (depressive symptoms, anxiety), personal strengths (self-esteem, gratitude, resilience), and life satisfaction.

RESULTS

Three profiles were identified through latent profile analysis: well-adjusted (high PA, low NA), low affective (low PA, low NA), and moderate affective (moderate PA, moderate NA). Participants in the well-adjusted profile had the fewest mental health problems (depressive symptoms, anxiety) and scored highest on personal strengths (self-esteem, gratitude, resilience) and life satisfaction. Participants in the low affective profile had fewer mental health problems than those in the moderate affective profile.

CONCLUSION

Individual differences and cultural variations should be considered when exploring affective profiles. Future interventions aimed at promoting affective well-being should accommodate dialecticism and individual differences in the target population.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s10902-022-00566-7.

The Perceived Impact of COVID-19 on Functional Activities Among Canadian Education Workers: A Cross-Sectional Study

Objective

This cross-sectional study examined the self-perceived impact of the COVID-19 pandemic on 2,378 education workers in Ontario, Canada, during the second wave.

Methods

We examined six domains of functioning as per the short version of the World Health Organization Disability Assessment Schedule-2.0. Participants selected if their functioning had improved, remained unchanged or worsened during the pandemic for each item.

Results

Educational workers described a general worsening of functional activities since the beginning of the pandemic. Moderate-to-extreme challenges were reported for all six functional domains. These challenges appeared to aggravate functional challenges for workers with disability, as indicated by pre-existing work accommodations. Older participants reported worse mobility than younger participants; however, they appeared to have better coping skills in learning new tasks and maintaining friendships. Women were more likely to report difficulties in maintaining household responsibilities.

Conclusions

We consider the role of mental health challenges and pre-existing inequality as predictors of pandemic-related difficulties. Recommendations include more longitudinal research in this population and policymakers to incorporate a health promotion lens to support their education workers more proactively.

Meta-Analysis of the Associations Among Constructs of Intrapersonal Emotion Knowledge

To better define the boundaries of conceptually overlapping constructs of intrapersonal emotion knowledge (EK), we examined meta-analytic correlations among five intrapersonal EK-related constructs (affect labelling, alexithymia, emotional awareness, emotional clarity, emotion differentiation) and attention to emotion. Affect labelling, alexithymia, and emotional clarity were strongly associated, and they were moderately associated with attention to emotion. Alexithymia and emotional awareness were weakly associated, and emotion differentiation was unrelated with emotional clarity. Sample characteristics and measures moderated some of the associations. Publication bias was not found, except for the alexithymia-emotional awareness association. This study helped to clarify the extent to which similarly defined constructs overlap or are distinct, which can inform our decision to adequately label important constructs and employ corresponding measures.

Emotional Intelligence and Well-Being of Special Education Teachers in China: The Mediating Role of Work-Engagement

The well-being of special education teachers is key to their mental health and also influences the development of their students. This study aimed to investigate the psychological mechanism of the well-being of special education teachers in China, where they are maximum in number. We explored the role of emotional intelligence (EI) and work engagement on the well-being of teachers. A total of 496 Chinese special education teachers participated in the current study. Results suggested that (1) the EI and work engagement were positively associated with the well-being of special education teachers; and that (2) work engagement played a mediating role on EI and well-being of special education teachers. To promote the well-being of special education teachers, suggestions for policymakers and schools are discussed.

Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools

While there is evidence that impaired psychosocial wellbeing can compromise the effective performance of work-related roles, little is known about the wellbeing of teachers working with children with developmental disabilities. We interviewed 68 special education schoolteachers (response rate = 70.8%) in a Nigerian state with 12-item General Health Questionnaire and an adapted Zarit Burden Interview. About four in every ten teachers had psychological distress, representing many-fold the rates reported in the general population, and significant burden was prevalent in 51.5%. Perceived burden correlated significantly with psychological distress, anxiety/depression and social dysfunction (rs = .3). While increased burden predicted psychological distress, longer teaching experience was protective against distress. These findings underscore the need for psychosocial support for special education schoolteachers to enhance their wellbeing and roles.

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

Profiles of Burnout, Coping Strategies and Depressive Symptomatology

Burnout syndrome is has been associated with mental health problems such as depression, anxiety, and stress. Given this fact, some teachers implement various coping strategies for emotional control that are not always functional to mitigate such difficulties. Accordingly, this study aimed to identify different burnout profiles that vary in the levels of the three underlying dimensions: depersonalization (DE), emotional exhaustion (EE), and personal accomplishment (PA). Further, this study aimed to examine whether there are significant differences in depressive symptomatology, coping strategies, and the quality of interpersonal relationships at school between teachers with varying burnout profiles. The Maslach Burnout Inventory (MBI), Zung Self-Rating Depression Scale (SDS), Coping with Stress Questionnaire, and a questionnaire that measured sociodemographic characteristics were administered to 215 teachers (men: 42.8%) who were recruited from various secondary schools. Cluster analysis identified three different burnout profiles: groups of teachers with a predominance of (a) low levels of EE and high levels of PA, (b) high levels of EE and DE, and (c) low levels of DE and PA. The results revealed that there were significant differences in coping strategies, depressive symptomatology, and the quality of interpersonal relationships at school between teachers with different burnout profiles. These results have important implications for educational professionals. Specifically, the findings underscore the need for prevention and intervention programs that enhance teachers' emotional skills, especially their ability to cope with exhaustion. These skills will alleviate their depression and consequently offer both teachers and students a conducive learning environment.

Well-being at work from a multilevel perspective: what is the role of personality traits?

Purpose

It is of great importance for organizations to identify what can influence employees’ well-being. The theoretical model that the authors propose combines psychological and social determinants of stress at work. The purpose of this paper is to evaluate the contribution of work organization conditions, personality traits and their interaction to well-being in a sample of Canadian workers and companies.

Design/methodology/approach

Multilevel regression analyses were performed on a sample of 1,957 workers employed in 63 Quebec firms. Work organization conditions included (skill utilization, decision authority, psychological demands, physical demands, job insecurity, irregular schedule, number of working hours, social support from colleagues and supervisors, job promotion, and recognition) and personality traits included (self-esteem, locus of control and Big Five).

Findings

Work organization conditions (psychological demands, number of hours worked and job insecurity) and personality (self-esteem, locus of control, extraversion, neuroticism and conscientiousness) were significantly associated with well-being. The results of the analysis show that none of the personality traits included in this study interacts with work organization conditions to explain workers’ level of well-being.

Originality/value

This study provides support for the implementation of human resource management (HRM) practices in order to diminish the presence of stressful working conditions as well as for the eventual development of training programs designed to raise personality traits.

Emotional Intelligence, Job Satisfaction, Emotional Exhaustion, and Subjective Well-Being in High School Athletic Directors

Developing subjective well-being among educational leaders is beneficial for both leaders themselves and students. Evidence has suggested that emotional intelligence has implications for the mental and physical well-being of individuals in leadership positions. This relationship has not, however, been extensively investigated among school administrators, particularly athletic directors, who can influence the lives of student-athletes. Thus, this study sought to examine the relationships among emotional intelligence, job satisfaction, emotional exhaustion, and subjective well-being in high school athletic directors. Participants included 394 U.S. high school athletic directors who completed questionnaires relating to emotional intelligence, job satisfaction, emotional exhaustion, and subjective well-being. The results revealed positive associations between emotional intelligence and subjective well-being and also demonstrated that both job satisfaction and emotional exhaustion mediated the emotional intelligence-subjective well-being relationship. The results highlight the role of emotional intelligence in athletic directors' subjective well-being and suggest that athletic directors should take measures to increase their emotional intelligence through professional learning opportunities and school support structures.

A Comparison of the Ability Emotional Intelligence of Head Teachers With School Teachers in Other Positions

Head teachers are exposed to a highly emotional and stressful job, and they need a sufficient combination of professional competencies in order to deal with daily challenges in schools. Recent studies have shown the importance of developing emotional competencies such as emotional intelligence (EI) in teachers in order to improve their professional development and to ensure the adequate functioning of the school. However, rather less is known about the ability EI of head teachers. The aim of the present study was to evaluate the ability EI of public school head teachers and compare this ability with those working in other positions within the school. For these purposes, 393 participants (35 head teachers, 39 middle leaders, 236 tutors, and 86 teachers) aged between 24 and 62 years (M = 40.26; SD = 9.27) completed the mayer-salovey-caruso emotional intelligence test (MSCEIT). The results revealed a significantly higher total EI for head teachers than teachers, along with higher scores in the understanding branch of the MSCEIT for the head teachers compared with workers in other positions. In addition, on this EI branch, tutors also achieved higher scores than the teachers. We also evaluated the alternative hypothesis that years of teaching experience could explain the relationship between work position and the EI scores, and found no evidence in support of this possibility. Limitations and future lines of research are discussed.

Mediating Effects of Parents' Coping Strategies on the Relationship Between Parents' Emotional Intelligence and Sideline Verbal Behaviors in Youth Soccer

The overall purpose of this study was to examine the mediating effects of parents' coping strategies on the relationship between parents' emotional intelligence and sideline verbal behaviors during their children's soccer games. Participants were 232 parents (120 mothers and 110 fathers) of youth soccer players age 9-13 years. Observations in situ were carried out at 30 soccer games during a soccer tournament. At the end of the game, parents were approached and asked to complete the Emotional Intelligence Scale and the Brief COPE scale. Structural-equation-modeling analyses revealed that adaptive and maladaptive coping mediated the relationship between regulation of emotion and parents' praise/encouragement, and negative and derogatory comments during the game. In addition, game result moderated the relationships between emotional intelligence, coping strategies, and parent behaviors. Emotional regulation and adaptive coping may promote desirable parent sideline behaviors and reduce undesirable behaviors.