The Interplay of Emotional Intelligence Abilities and Work Engagement on Job and Life Satisfaction: Which Emotional Abilities Matter Most for Secondary-School Teachers?

Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands

BACKGROUND

Identifying factors implicated in teachers' well-being and turnover intentions is important for driving research, policy, and practice to better support teachers in their work.

AIMS

This study examined the role of three job resources (autonomy-supportive leadership, relatedness with colleagues and students) and three job demands (autonomy-thwarting leadership, time pressure, disruptive student behaviour) in relation to teacher well-being (subjective vitality, behavioural engagement, professional growth) and turnover intentions.

SAMPLE

Participants were 426 Australian school teachers.

METHODS

Structural equation modelling was used to examine main associations and interactions among factors. Teachers' characteristics (gender, teaching experience and educational qualification) and personality factors served as controls in all analyses.

RESULTS

The job resources were generally positively associated with the well-being factors, whereas time pressure was negatively associated with vitality, but positively associated with behavioural engagement. In addition, relatedness with colleagues and subjective vitality were negatively associated with turnover intentions, whereas the reverse was true for autonomy-thwarting leadership and time pressure. There were no interaction terms retained in the final model.

CONCLUSION

Taken together, findings yield understanding about the salient resources and demands in relation to teachers' well-being and turnover intentions (beyond the role of background characteristics and personality factors).

Boosting teacher work engagement: the mediating role of psychological capital through emotion regulation

Introduction

This study examines the predictors of work engagement among English teachers, focusing on the mediating role of psychological capital between teacher emotion regulation and work engagement.

Methods

A sample of 486 Chinese teachers participated in this research and completed self-report measures assessing emotion regulation, psychological capital, and work engagement. Structural equation modeling was employed to analyze the proposed mediation model.

Results

The results revealed a positive correlation between instructor emotion regulation and both psychological capital and work engagement. Furthermore, psychological capital emerged as a significant mediator in the relationship between emotion regulation and work engagement.

Discussion

The findings underscore the significance of enhancing teacher emotion regulation and psychological capital to potentially foster work engagement among educators. These results contribute to our understanding of the mechanisms that promote work engagement and have implications for the development of targeted interventions in the educational context.

Relationship between job satisfaction and work engagement in Chinese kindergarten teachers: Vocational delay of gratification as a mediator

Job satisfaction as a positive job-related emotional state affects teachers' work engagement. This study explored the relationship between job satisfaction and work engagement in kindergarten teachers and the mediating role of vocational delay of gratification. Six hundred and eleven kindergarten teachers from China were surveyed with the Job Satisfaction Scale, Work Engagement Scale, and Vocational Delay of Gratification Scale. Results showed that kindergarten teachers' job satisfaction and vocational delay of gratification were positively correlated with work engagement, and vocational delay of gratification played a mediating role between job satisfaction and work engagement. Results of the relationship among job satisfaction, vocational delay of gratification, and work engagement were discussed considering the background of Chinese culture.

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.

The relationship between teachers' emotional intelligence and teaching for creativity: The mediating role of working engagement

Teaching for creativity (TfC) has received increasing attention as an important way to cultivate students' creative thinking and behaviors. The purpose of this study is to examine the mediating role of teachers' work engagement (WE) on the relationship between their emotional intelligence (EI) and teaching for creativity. The study is a cross-sectional design. The sample of the study is 3,307 secondary school English teachers working in Jilin Province, China. The findings show that the teachers' perceptions of emotional intelligence, work engagement and teaching for creativity are relatively high. The findings confirm the hypotheses. The results of structural equation modeling and bootstrapping show that teachers' emotional intelligence is positively correlated with work engagement and teaching for creativity, and teachers' work engagement mediates the relationship between emotional intelligence and teaching for creativity.

The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence

Introduction

Basic psychological needs satisfaction (BPNS) and Emotional intelligence (EI) have been underscored as helpful psychological constructs in explaining academic engagement. However, the joint interaction of BPNS with EI abilities to explain academic engagement has not been tested. Therefore, the present study aimed to investigate the interactive role of BPNS with EI abilities in the prediction of academic engagement in a sample of Chinese university students.

Methods

A questionnaire survey was administered to a sample of 466 university students. The data were analyzed using the SPSS (version 21.0) software. The first analysis consisted of descriptive statistics (including mean and standard deviation) and Pearson’s correlations among BPNS, EI, and academic engagement. Through structural equation modeling (SEM), direct and indirect effects were calculated.

Results

The results showed that BPNS was positively associated with academic engagement and that only the Use of emotion dimension of EI mediated these associations.

Discussion

These results suggest that important interventions incorporated with BPNS and EI abilities, especially the use of emotion ability, may be performed to promote university students’ academic engagement.

Emotion regulation and mental health among professionals of long-term care institutions for older adults: the mediating role of work engagement

BACKGROUND

This study examined whether work engagement mediated the association between emotion regulation and mental health of professionals working in long-term care institutions for older adults in Brazil.

PARTICIPANTS AND PROCEDURE

A cross-sectional study with a total of 104 professionals working in 13 long-term care facilities for the elderly in Brazil was conducted. Emotion regulation (expressive suppression and cognitive reappraisal), work engagement (vigor, dedication, and absorption), and mental health (depression, anxiety, and stress) were measured using self-report scales. Multiple mediation models were used to test the mediating role of engagement.

RESULTS

Expressive suppression was associated with more vigor, which in turn was associated with less anxiety and stress; cognitive reappraisal was associated with more vigor, which in turn was associated with less anxiety and stress. No indirect effects were found for depression.

CONCLUSIONS

Expressive suppression and cognitive reappraisal strategies to regulate emotions seem to be associated with more vigor in terms of resilience and persistence to deal with work demands in these professionals. These results seem to suggest that workers who are more capable of regulating their emotions (using both expressive suppression and cognitive reappraisal in a flexible way according to work demands) are more likely to be resilient, invest in their profession, and be persistent in the face of difficulties. This, in turn, contributes to protecting them from experiencing anxiety and stress.

Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement

This investigation aimed to explore the mediator role of study engagement (i.e., study vigor and dedication) in the association between self- and other-focused emotion regulation abilities and occupational commitment in a sample of pre-service teachers. The sample was comprised of 249 students (65.5% female; Mage = 27 years) of a master’s degree in teacher training for secondary education. Results showed the relationship between self-focused emotion regulation ability and occupational commitment to be fully mediated by levels of vigor. No significant results were found regarding a mediator model involving other-focused emotion regulation as predictor. Although these findings warrant prospective replication, they provide evidence that development of self-focused emotion regulation skills (rather than other-focused skills) may facilitate occupational commitment among beginning teachers through desirable states that facilitate energy and reduce the likelihood of fatigue at work. These results are discussed in terms of their practical implications for developing interventions to improve pre-service teachers’ well-being and commitment.