A Multilevel Model of Teachers' Job Performance: Understanding the Effects of Trait Emotional Intelligence, Job Satisfaction, and Organizational Trust

Teachers' Emotional Intelligence and Organizational Commitment: A Moderated Mediation Model of Teachers' Psychological Well-Being and Principal Transformational Leadership

Given the global challenge of increasing teacher attrition and turnover rates, the exploration of factors and mechanisms that improve teachers' organizational commitment has become a pivotal topic in educational research. In this context, the present study examines the influence of teachers' emotional intelligence on their organizational commitment, with a specific inquiry into the mediating role of teachers' psychological well-being and the moderating role of principal transformational leadership, as informed by the broaden-and-build theory of positive emotions and the trait activation theory. We verified this study's hypotheses based on 768 valid questionnaires collected from Chinese primary and secondary school teachers. The results reveal that teachers' emotional intelligence can predict their organizational commitment both directly and indirectly through the mediating role of psychological well-being. Additionally, principal transformational leadership amplifies the positive effect of teachers' emotional intelligence on psychological well-being and, subsequently, organizational commitment. These findings theoretically deepen our understanding of the psychological pathways and the boundary conditions linking teachers' emotional intelligence to their organizational commitment, while also offering valuable practical implications for building a stable and effective teaching workforce.

The interplay between internal communication, employee engagement, job satisfaction, and employee loyalty in higher education institutions in Vietnam

The present study examines the roles of internal communication (IC), job engagement (JE), organisation engagement (OE) and job satisfaction (JS) in producing employee loyalty (EL) based on the social exchange theory. This study employed an online questionnaire-based survey design to collect data from 255 respondents from higher education institutions (HEIs) in Binh Duong province using convenience and snowball sampling techniques. Data analyses and hypothesis testing were carried out using the partial least squares structural equation modelling (PLS-SEM). The findings show that all relationships are significantly validated, except for the JE-JS relationship. Our work is the first to investigate employee loyalty in the HEI context of an emerging economy such as Vietnam by incorporating internal communication, employee engagement (including job and organisation engagement) and job satisfaction to develop and validate a research model for the study. This study is expected to contribute to the theory and advance our understanding of different mechanisms that job engagement, organisation engagement and job satisfaction can play in the relationship between internal communication and employee loyalty.

The effect of emotional intelligence on unsafe behavior of miners: the role of emotional labor strategies and perceived organizational support

The primary purpose of this study is to explore the mechanism of the four dimensions of miners' emotional intelligence (self-emotion perception, emotion application, emotion regulation, other-emotion perception) on unsafe behavior through a questionnaire survey of three state-owned coal mines in Shanxi, Shaanxi and Sichuan. Nearly 300 miners participated in the survey, and the response rate reached 83.3%. The study also examined the possible effects of miners' emotional labor strategies and perceived organizational support on unsafe behavior. The reliability and effectiveness of all measuring instruments are considered acceptable. The results show that emotional labor strategy plays an intermediary role in the relationship between emotional intelligence and unsafe behavior. Perceived organizational support plays a regulatory role in the relationship between emotional labor strategy and unsafe behavior.

Factors influencing teachers’ satisfaction and performance with online teaching in universities during the COVID-19

The COVID-19 pandemic has significantly changed the teaching model, promoting educational institutions to initiate more explorations in online teaching. This study examines the factors influencing teachers’ online teaching performance and satisfaction in universities during the COVID-19. We applied a model of technology acceptance (TAM), expectation confirmation (ECM), and computer self-efficacy (CSE) to develop a questionnaire. The survey was used to collect data from 347 teachers from 6 universities in eastern China to identify factors affecting teachers’ performance and satisfaction during the COVID-19. The results indicated that teachers’ performance of online teaching is significantly affected by satisfaction, perceived usefulness, and perceived ease of use of online teaching. Meanwhile, confirmation of online teaching expectations and computer self-efficacy significantly impacted teachers’ satisfaction with online teaching. This work is an original empirical study guided by multiple theories. It contributes to the online education literature and provides advice regarding how teachers’ online teaching satisfaction and performance can be developed in a situation like the one that occurred with COVID-19. This work also broadens the application of TAM and provides an alternative theoretical framework for future research on teachers’ online teaching performance.

Cross-sectional study of the relationship between trait emotional intelligence and career adaptability of Chinese youths

BACKGROUND

Young people often experience dramatic changes, both psychologically and physically, as they are transiting from students to working adults. However, there is still a lack of empirical studies on the relationship between the trait emotional intelligence and the career adaptability of youths in the Asia-Pacific region. This research examines that relationship in Chinese youths in Hong Kong.

METHOD

Cross-sectional data (N = 500) was collected from two universities in 2019 and 2020. The 2019 sample was made up of 256 Chinese university students (117 males, 139 females; ages 21-25). The 2020 sample included 244 Chinese university students (132 males, 112 females; ages 21-25). The participants were asked to complete the Wong and Law Emotional Intelligence Scale (WLEIS) to evaluate their emotional intelligence in the domains of self-emotion appraisal, other people's emotion appraisal, regulation of emotion, and use of emotion. Participants completed the Career Adapt-Abilities Scale (CAAS) to assess their career adaptability in the areas of concern, control, curiosity, and confidence.

RESULTS

All domains of trait emotional intelligence were positively associated with career adaptability. Multiple Regression analysis showed that self-emotion appraisal and appraisal of other people's emotional were the most predictive factors in terms of career adaptability. Together, these two dimensions of emotional intelligence explain 12.5%, 26.2%, 13.4% and 69.4% respectively of the variance in students' concern, control, curiosity, and confidence in relation to career adaptability.

CONCLUSION

The results highlight the importance of emotional intelligence in career adaptability. It is thus of value to study further whether career adaptability of young people may improve if emotional intelligence is incorporated into the student curriculum. The findings offer valuable insights for educators and teachers who are responsible for well-rounded development of students, and will thereby foster healthy lifestyles, stable emotional well-being and greater career adaptability in adolescents.

Trait emotional intelligence profiles of professionals in Kuwait

Trait emotional intelligence concerns people's perceptions of their emotional world. Our aims for this study are to examine (a) the trait emotional intelligence (EI) profiles across different professions in Kuwait; (b) the incremental validity of trait EI in predicting job performance; and (c) the relationship between trait EI, job attitudes, and job performance. The sample comprised 314 professionals in Kuwait in seven different professions: Bankers, Engineers, Healthcare providers, Lawyers, Military, Policemen, and Teachers. Firstly, the results showed that the Military scored the lowest global trait emotional intelligence and three of four factors. Secondly, the results showed that global trait EI incrementally predicted job performance over job attitudes in Policemen and Engineers but not in other professions. Lastly, the results showed that job attitudes partially mediated the relationship between trait EI and job performance. These findings call for the importance of trait emotional intelligence trainings for professionals in Kuwait as it affects important job-related variables. The limitations of this study and the directions for future studies have been discussed.

Mediating role of wellbeing among organizational virtuousness, emotional intelligence and job performance in post-pandemic COVID-19

It is devastating to people's mental and emotional health to be exposed to the COVID-19 pandemic and the multifaceted response strategies are required to curb it. As a result of social distancing and self-isolation, people have faced many challenges in their lives. The suffering is even greater at the workplace where the employees are working with the fear of getting exposed to the virus and its new variants which is adversely affecting their wellbeing. This study explores and tests a model that extends the wellbeing research across organizational settings and targets the crucial factors that lead to job performance improvement even in the post pandemic COVID-19 situation. To improve both in-role performance and extra-role performance behaviors in the Pakistan banking sector, organizational virtue (also known as organizational virtuousness) and internal virtue (also known as emotional intelligence) are examined. Data were collected from the 416 bank employees using disproportionate stratified sampling technique. In the bank sector of Pakistan, wellbeing was identified as the key psychological factor that relates the in-role performance and extra-role performance to internal and organizational factors. Research findings also determined that conceptualizing subjective wellbeing in the context of work is more meaningful in understanding its relationship with the workplace variables than the general or global subjective wellbeing.

A New Gain Spiral at Work: Relationships between Virtuous Organizational Practices, Psychological Capital, and Well-Being of Workers

Identifying antecedents of well-being at work is an active field of research, focusing notably on organizational practices that promote employees' optimal health. To date, whereas studies have demonstrated that some organizational practices, considered in isolation, are positively associated with indicators of well-being, none tested the joint effect of a bundle of practices on these. Moreover, few studies have examined the psychological mechanisms underlying these relationships. The present study aimed to identify the relationships between virtuous organizational practices, a new psychological integrative construct, and three indicators of workers' hedonic, eudaimonic, and social well-being, namely job satisfaction, thriving at work, and work-life balance, and to test the mediational role of psychological capital in these relationships. The sample comprised 400 French employees working in non-profit, private, and public organizations. Structural equation modeling confirmed the direct effects of virtuous organizational practices on the three indicators of well-being, and a bootstrapping procedure demonstrated that psychological capital partially mediates these relationships. The results of this study have many practical applications because virtuous organizational practices can easily be implemented and optimized in work organizations to develop the individual resources of workers and, in detail, to promote their psychological well-being. Finally, the contributions of this study, avenues for future research, and limitations are discussed.

A bibliometrics analysis of research on teachers' satisfaction from 1956 to 2022

Purpose

This research study aims to capture the movement of research focus and to highlight notable authors, journals and documents on teachers' satisfaction from 1956 to 2022.

Design/methodology/approach

This paper analyzed the bibliographic metadata associated with 720 Clarivate Web of Science indexed articles on this topic, using descriptive, co-occurrence and thematic analyses.

Findings

The study first identified the growth trajectory of literature on this topic over time and found a steady increasement since 2016. The findings also revealed four sub-topics that scholars often investigate when studying teachers' satisfaction, which are: leadership, engagement, self-efficacy and retention, as well as the scholars' research focus on those sub-topics across different periods. In recent years, scholars have been paying more attention to exploring the influence of various leadership styles and teachers' professional identities on job satisfaction.

Originality/value

This paper is the first bibliometric review on this topic. The results of this study showed that there was little collaboration between authors across countries and territories. Therefore, there is a considerable demand for comparative studies on this topic, which can expose untapped insights from various cultures and societies. Finally, by featuring the most influential authors, documents and journals on teachers' satisfaction, this work might serve as an introduction for scholars who are new to this topic.

Special education teachers' emotional intelligence and its relationships with social support, work engagement and job performance: a job demands-resources theory's perspective

Based on the Job Demands-Resources theory, this research investigated the multiple mediating role of special education teachers' social support and work engagement in the relationship between their emotional intelligence and job performance. Data of 710 Chinese mainland teachers in special education schools were analyzed. The results showed that emotional intelligence directly predicted job performance. Both social support and work engagement partially mediated the relationship between emotional intelligence and job performance. Furthermore, social support and work engagement serially mediated the relationship between emotional intelligence and job performance. The limitations and implications for future studies and practices are discussed.

The relationship between emotional intelligence, transformational leadership, and performance: a test of the mediating role of job satisfaction

Purpose

This paper examines the effect of job satisfaction on job performance among physicians in Iraq's public hospitals. It also determines the mediating role of job satisfaction on the relationship between emotional intelligence and job performance. It further unveils the mediating role of job satisfaction on the nexus between transformational leadership and job performance. As physicians form the bulk of health-care professionals, their performance at work is crucial in determining patient satisfaction regarding care quality.

Design/methodology/approach

A quantitative approach with structural equation modelling via partial least squares (PLS-SEM) and bootstrapping estimation was used to test the hypotheses developed. A total of 157 responses were utilized in the data analysis.

Findings

Evidence from the study indicates that job satisfaction has a positive relationship with job performance. The study also provides evidence that job satisfaction plays a positive mediating role in the relationship between emotional intelligence and job performance. Similarly, job satisfaction has a positive mediating effect on the nexus between transformational leadership and job performance among physicians in Iraq's public hospitals.

Originality/value

To the best of the authors' knowledge, this is the first study to investigate the relationship between physician job satisfaction and job performance in Iraqi public hospitals. Studies using Eastern samples are scarce, so the findings of this study will add to the body of knowledge from a cross-cultural standpoint.

Predicting the Factors of Employee Agility Using Enterprise Social Media: The Moderating Role of Innovation Culture

This study aims to create a research model that examines how employee agility is affected by enterprise social media usage (ESMU), and to discuss the moderating role of innovation culture in communication quality, trust, and employee agility using the relational capital theory. Data of 477 Chinese employees from different companies were collected in this study for analysis, and the hypotheses developed were examined. The purpose of this study was to explore the influence mechanism that propels employees' ESMU, communication quality and trust and the moderating effect of innovation culture. This study conducts PLS-SEM to analyze collected data. The results show that ESMU is positively associated with communication quality and trust; innovation culture plays a positive moderating role in ESMU and employee agility; and high communication quality and trust can lead to high agility. However, innovation culture does not have a remarkable moderating effect on ESMU and communication quality. This study offers empirical evidence on how the effect of ESMU on employee agility is transferred by innovation culture. In addition, the benefits of enterprise social media for organizational management are also measured in this study, which may motivate the managements to introduce enterprise social media in work spaces.

A Meta-Analysis of the Relationships Between Emotional Intelligence and Employee Outcomes

Emotional intelligence is an emerging field since the 1990s due to its important outcomes for employees. This study is a psychometric meta-analysis examining the links between emotional intelligence and organizational commitment, organizational citizenship behavior, job satisfaction, job performance, and job stress of employees. In this meta-analysis, carefully selected studies on emotional intelligence since the origin of the concept in 1990 were included along with studies examining its outcomes. For this analysis, three streams of emotional intelligence, consistent with previous meta-analyses, were considered: ability, self-report, and mixed emotional intelligence. This meta-analysis is an attempt to add to the literature by analyzing the relationships between emotional intelligence and selected employee outcomes over a period of time beginning in 1990. The three streams of emotional intelligence were separately analyzed to examine their relationship with employee outcomes. These outcomes were included in the study based on select research studies. Our study results showed that emotional intelligence and its three streams were positively related to organizational commitment, organizational citizenship behavior, job satisfaction, and job performance and negatively related to job stress.

Invariance of the Trait Emotional Intelligence Construct Across Clinical Populations and Sociodemographic Variables

Recent research has shown that cultural, linguistic, and sociodemographic peculiarities influence the measurement of trait emotional intelligence (trait EI). Assessing trait EI in different populations fosters cross-cultural research and expands the construct’s nomological network. In mental health, the trait EI of clinical populations has been scarcely researched. Accordingly, the present study examined the relationship between trait EI and key sociodemographic variables on Trait Emotional Intelligence Questionnaire (TEIQue-SF) datasets with mental healthcare patients from three different Spanish-speaking countries. Collectively, these datasets comprised 528 participants, 23% from Chile (120), 28% from Peru (150), and 49% from Spain (258). The sociodemographic variables we used for trait EI comparisons were gender, age, educational level, civil status, and occupational status. Analyses involved Multigroup Exploratory Structural Equation Modelling (to test measurement invariance) and analysis of covariance (ANCOVA). Our results revealed significant between-country differences in trait EI across the studied sociodemographic variables and interactions between these variables. Measurement invariance across the datasets was attained up to the scalar level regarding gender and education (i.e., strong invariance), although analyses on age, civil status, and occupation displayed non-invariance. The resultant psychometric evidence supports the suitability of the TEIQue-SF for the accurate cross-cultural assessment of trait EI in mental health settings. It also highlights the importance of incorporating trait EI into extant psychotherapeutic frameworks to enhance non-pharmacological treatment efficacy.

Association of off-the-job training with work performance and work-family conflict among physicians: a cross-sectional study in China

OBJECTIVES

To determine whether experiences of off-the-job training in domestic (DT) and overseas study (OS) settings are associated with work performance and work-family conflict in physicians.

DESIGN, SETTING AND PARTICIPANTS

We conducted a national cross-sectional survey in 77 public hospitals across seven provinces in China between July 2014 and April 2015. Participants were 3182 physicians.

EXPOSURE

Participants were categorised into four groups: none, DT only, OS only and DT and OS.

PRIMARY OUTCOME MEASURES

Work performance was assessed by work engagement, career attrition and patient-centred care. Work-family conflict was assessed by affecting care for family, feeling guilty towards family and receiving complaints from family.

RESULTS

A total of 25.89% participants had experienced DT only, 8.71% OS only and 8.47% DT and OS. After adjustment for potential confounders, participants who had experiences of DT and OS compared with those with no training were more likely to report positive work performance (pride in work: OR=2.11, 95% CI: 1.43 to 3.10; enjoyment of work: OR=1.67, 95% CI: 1.11 to 2.51; turnover intention: OR=0.54, 95% CI: 0.38 to 0.77; early retirement: OR=0.63, 95% CI: 0.45 to 0.89; and exhaustion: OR=0.66, 95% CI: 0.45 to 0.98) and less work-family conflicts (feeling guilty towards family: OR=0.51, 95% CI: 0.35 to 0.74; and complaints from family: OR=0.66, 95% CI: 0.47 to 0.91). We found no obvious association between DT/OS experience with patient-centred care.

CONCLUSIONS

Physicians with DT and OS experiences are more likely to have better work performance and less work-family conflict than those without such experience. Physicians face increasing pressure to pursue continuing education and experience associated distress. Therefore, hospitals and government policy-makers should promote DT and OS.

The Trait Emotional Intelligence Questionnaire in Lebanon and the UK: A comparison of the psychometric properties in each country

The aim of this study was to validate the Trait Emotional Intelligence Questionnaire (TEIQue v. 1.5) in a Lebanese sample and compare its factorial structure to that of a UK sample. There were similar gender and age distributions in both samples as well as satisfactory structural reliabilities at the global, factor, and facet levels. Results from exploratory factor analysis showed a four-factor structure similar to that originally obtained by the author of the questionnaire. There were strong correlations between the factor scores derived from the two datasets (≥.90). Tucker congruence supported the similarity between the Lebanese and UK factors. Independent-samples t tests showed that Lebanese participants scored higher on the Sociability factor and the facets of self-esteem, social awareness and emotion perception, whereas UK participants scored higher on the facets of stress management, optimism and relationships. Gender differences are also reported, and recommendations for future research discussed.

The Interactive Effects of Personal Resources on Teachers' Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach

This research contributes to the current knowledge on teacher well-being by examining an integrated model with a personal resource (i.e., emotional intelligence) explaining teacher withdrawal intention through a mediator (i.e., work engagement) and considering the moderator effect of a second personal resource (i.e., teacher self-efficacy) in this relationship. Adopting a cross-sectional design, a total of 702 teachers (63.2% female) working at different educational levels took part in this study. The results showed that emotional intelligence and teacher self-efficacy were positively related to work engagement and negatively related to withdrawal intentions. Most importantly, the results demonstrated support for the hypothesized model-that is, teacher self-efficacy moderated the relationship between emotional intelligence and work engagement. Taken together, our findings highlight both emotional intelligence and teacher self-efficacy as positive individual resources for increased work engagement and reduced withdrawal intentions. This study has implications for the development of intervention programs aiming at increasing occupational well-being in educational settings.