Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

The long-term effects of perceived instructional leadership on teachers' psychological well-being during COVID-19

The COVID-19 outbreak led to widespread school closures and the shift to remote teaching, potentially resulting in lasting negative impacts on teachers' psychological well-being due to increased workloads and a perceived lack of administrative support. Despite the significance of these challenges, few studies have delved into the long-term effects of perceived instructional leadership on teachers' psychological health. To bridge this research gap, we utilized longitudinal data from 927 primary and secondary school teachers surveyed in two phases: Time 1 in mid-November 2021 and Time 2 in early January 2022. Using hierarchical linear modeling (HLM), our findings revealed that perceptions of instructional leadership, especially the "perceived school neglect of teaching autonomy" at Time 1 were positively correlated with burnout levels at Time 2. Additionally, burnout at Time 2 was positively associated with psychological distress and acted as a mediator between the "perceived school neglect of teaching autonomy" and psychological distress. In light of these findings, we recommend that schools prioritize teachers' teaching autonomy and take proactive measures to mitigate burnout and psychological distress, aiming for the sustainable well-being of both teachers and students in the post-pandemic era.

EFL teachers' burnout in technology enhanced instructions setting: The role of personality traits and psychological capital

The COVID-19 pandemic has caused a great alteration in teaching methodologies by adding technology to the syllabi. Indeed, the integration of technology has presented significant opportunities for language teachers to adjust to the current situation. However, it gives rise to challenges and stressors that cause burnout. Beyond work-associated issues, burnout is believed to be influenced by various factors, and with the advent of the Positive Psychology (PP) approach, there has been a shift in understanding that negative emotional states experienced by individuals can be redirected toward a positive trajectory. This shift has spurred an increasing interest in investigating the value of teachers' Psychological Capital (PsyCap) in dealing with burnout. Furthermore, the study recognizes the significance of other personal factors, including individual differences and the personality of teachers. Therefore, the present study makes efforts to unravel the intricate relationships among personality traits, PsyCap, and burnout experienced by Chinese EFL teachers in the context of Technology-enhanced instructions (TEIs). To achieve this, a total of 550 Chinese EFL teachers currently engaged in TEI settings were selected, and they responded to three relevant questionnaires. Using Structural Equation Modeling (SEM), the study found that teachers' burnout was negatively associated with PsyCap and certain personality traits, specifically openness, extroversion, agreeableness, and conscientiousness. Conversely, an increase in neuroticism was found to be positively associated with higher levels of teachers' burnout. These results highlight the importance of enhancing PsyCap and fostering positive personality traits to mitigate burnout among EFL teachers in technology-enhanced instructional settings.

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.

Burnout among elementary and high school teachers in three Canadian provinces: prevalence and predictors

Background

Burnout is a longstanding issue among educators and has been associated with psychological and physical health problems such as depression, and insomnia.

Objective

To assess the prevalence and predictors of the three dimensions of burnout (emotional exhaustion, depersonalization and lack of professional accomplishment) among elementary and high school teachers.

Methods

This is a quantitative cross-sectional study with data collected via an online survey. The Maslach Burnout Inventory-Educator Survey (MBI-ES), the Brief Resilience Scale (BRS) and the Perceived Stress Scale were used, respectively, to assess burnout, resilience and stress among teachers. Data was collected between September 1st, 2022 and August 30th, 2023. SPSS (version 28, IBM Corp) was used for the data analysis.

Results

Overall, 1912 educators received a link to the online survey via a text message, and 780 completed the burnout survey questions, resulting in a response rate of 41%. The prevalence of emotional exhaustion, depersonalization, and lack of professional accomplishment were 76.9, 23.2, and 30.8%, respectively. Participants with high-stress symptoms were 6.88 times more likely to experience emotional exhaustion (OR = 6.88; 95% CI: 3.31-14.29), 2.55 times (OR = 2.55; 95% CI: 1.65-3.93) more likely to experience depersonalization and 2.34 times (OR = 2.34; 95% CI: 1.64-3.35) more likely to experience lack of professional fulfilment. Additionally, respondents with low resilience were 3.26 times more likely to experience emotional exhaustion symptoms (OR = 3.26; 95% CI: 2.00-5.31), than those with high resilience. Males were about 2.4 times more likely to present with depersonalization compared to female teachers, whilst those who indicated their marital status as partnered or cohabiting and those who selected "other" were 3.5 and 7.3 times, respectively, more likely to present with depersonalization compared with those who were single. Finally, Physical Education were 3.8 times more likely to present with depersonalization compared with English teachers.

Conclusion

The current study highlights the predictive effects of low resilience and high stress on the three dimensions of burnout among teachers in Canada. Interventions aimed at addressing systemic stress and fostering resilience are needed to reduce burnout among teachers.

The Relationship between Career Calling and Resilience among Rural-Oriented Pre-Service Teachers: The Chain Mediating Role of Career Adaptability and Decent Work

From a Psychology of Working Theory (PWT) perspective, this study aims to explore how career adaptability and decent work mediate the effects of career calling on the resilience of rural-oriented pre-service teachers. The Career Calling Scale, Career Adaptability Scale, Decent Work Scale, and Resilience Scale were used to survey 393 rural-oriented pre-service teachers. The results found that career calling positively predicted the resilience of rural-oriented pre-service teachers; career adaptability mediated the relationship between career calling and resilience of rural-oriented pre-service teachers; decent work mediated the relationship between career calling and resilience of rural oriented pre-service teachers; and career adaptability and decent work play a chain mediating role between career calling and career adaptability of rural-oriented pre-service teachers. Therefore, this study concludes that career calling not only directly influences the resilience of rural-oriented pre-service teachers, but also indirectly influences the resilience of rural-oriented pre-service teachers through career adaptability and decent work.

Review on the conceptual framework of teacher resilience

Resilience is the ability to bounce back from setbacks and adapt to new circumstances. Resilient teachers can handle these issues. In this case, it's proposed to interpret the recent decade's resilience research on teachers. Provide a conceptual framework for teacher resilience factors. The Scopus database was used to collect articles. The titles and abstracts of articles were read one by one. As a result, 22 articles were included in the data analysis. The country where the data were collected, the aims of the study, the education level which the participants working, the sample size, the scale used, and the variables included in the study are marked in the full text. Most studies were effect determination, correlation, or exploratory. Initially, age and gender inequalities among instructors were examined. Postgraduate instructors are more resilient than undergraduates. Psychological factors, workplace variables, and teacher competency and attributes are used to study teacher resilience. Teachers' resilience negatively impacts depression, stress, anxiety, well-being, and mood. Quality of life and well-being are positively connected. Job crafting, work engagement, and working environment are favorably connected, whereas job burnout and turnover intention are adversely correlated. Resilience was positively connected with emotion regulation, empathy, others' emotion evaluation, teacher competence, teacher self-efficacy, and self-esteem in teachers. Anger, anxiety, mindfulness, pleasure, social support, fear, and training affect teachers' resilience. Teachers' resilience affects stress, depersonalization, personal accomplishment, emotional exhaustion, children's resilience, job engagement, happiness, well-being, self-care, and success.

Improving Mental Health Literacy and Reducing Psychological Problems Among Teachers in Zambia: Protocol for Implementation and Evaluation of a Wellness4Teachers Email Messaging Program

BACKGROUND

Primary, basic, secondary, and high school teachers are constantly faced with increased work stressors that can result in psychological health challenges such as burnout, anxiety, and depression, and in some cases, physical health problems. It is presently unknown what the mental health literacy levels are or the prevalence and correlates of psychological issues among teachers in Zambia. It is also unknown if an email mental messaging program (Wellness4Teachers) would effectively reduce burnout and associated psychological problems and improve mental health literacy among teachers.

OBJECTIVE

The primary objectives of this study are to determine if daily supportive email messages plus weekly mental health literacy information delivered via email can help improve mental health literacy and reduce the prevalence of moderate to high stress symptoms, burnout, moderate to high anxiety symptoms, moderate to high depression symptoms, and low resilience among school teachers in Zambia. The secondary objectives of this study are to evaluate the baseline prevalence and correlates of moderate to high stress, burnout, moderate to high anxiety, moderate to high depression, and low resilience among school teachers in Zambia.

METHODS

This is a quantitative longitudinal and cross-sessional study. Data will be collected at the baseline (the onset of the program), 6 weeks, 3 months, 6 months (the program midpoint), and 12 months (the end point) using web-based surveys. Individual teachers will subscribe by accepting an invitation to do so from the Lusaka Apex Medical University organizational account on the ResilienceNHope web-based application. Data will be analyzed using SPSS version 25 with descriptive and inferential statistics. Outcome measures will be evaluated using standardized rating scales.

RESULTS

The Wellness4Teachers email program is expected to improve the participating teachers' mental health literacy and well-being. It is anticipated that the prevalence of stress, burnout, anxiety, depression, and low resilience among teachers in Zambia will be similar to those reported in other jurisdictions. In addition, it is expected that demographic, socioeconomic, and organizational factors, class size, and grade teaching will be associated with burnout and other psychological disorders among teachers, as indicated in the literature. Results are expected 2 years after the program's launch.

CONCLUSIONS

The Wellness4Teachers email program will provide essential insight into the prevalence and correlates of psychological problems among teachers in Zambia and the program's impact on subscribers' mental health literacy and well-being. The outcome of this study will help inform policy and decision-making regarding psychological interventions for teachers in Zambia.

INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID)

PRR1-10.2196/44370.

An Examination of the Relationships between Psychological Resilience, Organizational Ostracism, and Burnout in K-12 Teachers through Structural Equation Modelling

Psychological resilience, burnout, and ostracism are significant variables that may affect teachers' performance and well-being. While psychological resilience is the ability of individuals to cope with the challenges of life/work and could support teachers in performing their profession, burnout (i.e., high levels of emotional exhaustion and desensitization) and ostracism (i.e., being ignored by others in the workplace) could lead to serious negative outcomes for both teachers and the educational system. Despite their significance, studies addressing the relationships between these variables are rare. Therefore, this study aimed to investigate the relationships between teachers' psychological resilience, burnout, and organizational ostracism. The study used structural equation modeling (SEM) to test the hypothetical relationships between these variables. The participants were selected using a simple random sampling method among K-12 teachers working in Elazig, Turkey. The data were collected using Psychological Resilience Scale-Short Form, Organizational Ostracism Scale, and Burnout Syndrome Inventory-Short Form. Data obtained from 309 K-12 teachers were analyzed using path analysis. The findings showed that teachers' psychological resilience was quite low, whilst they experienced high levels of burnout and organizational ostracism. The results also showed a negative relationship between their psychological resilience and organizational ostracism and burnout while determining a positive relationship between ostracism and burnout. Psychological resilience was determined to have a moderating role in the relationship between organizational ostracism and burnout. Implications were suggested for both research and practice.

The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review

(1) Objective: The objective was to analyze the development of psychiatric pathologies/burnout syndrome and their possible risk factors in teachers in the context of the COVID-19 pandemic. (2) Methods: A qualitative systematic review was carried out, according to the PRISMA protocol, in the PubMed, Scopus, and Web of Science databases using a combination of the following descriptors [MeSH]: "mental health", "mental disorders'', "covid-19" and "school teachers''. Articles selected were written in English, Portuguese and Spanish, published between November 2019 and December 2022. (3) Results: The most common psychiatric pathologies were generalized anxiety disorders and depression. Burnout syndrome was also quite prevalent. Of the 776 articles identified, 42 were selected after applying the eligibility criteria. Although there is variability among the analyzed studies, the risk factors most correlated with increased morbidity in teachers were: (i) being female; (ii) age below the fifth decade of life; (iii) pre-existence of chronic or psychiatric illnesses before the pandemic; (iv) difficulty in adapting to the distance education model; (v) family/work conflicts; (vi) negative symptoms caused by the pandemic. (4) Conclusions: Therefore, the COVID-19 impact on mental health appears to be more common in female teachers in their fifth decade of life and with pre-existing psychiatric comorbidities. However, prospective studies are needed to better map this situation.

Burnout syndrome and related factors among health team employees

BACKGROUND

Burnout is not only related to mental health but also to efficiency. Thus, recognizing effective coping strategies has a significant role in improving mental health, the efficiency and productivity of human resources, and making better the level of quality of service.

OBJECTIVE

To determine burnout syndrome and examine related factors among the employees of Mashhad University of Medical Sciences.

METHOD

This cross-sectional study was conducted among 600 employees at Mashhad University of Medical Sciences. They were selected by a stratified sampling method. The data collection tool was the demographic information and the Burnout Self-Test Maslach Burnout Inventory (MBI) questionnaire. Data were analyzed through SPSS software version 20, using descriptive statistics and independent samples t-tests, one-way ANOVA, and Pearson and Spearman regression.

RESULTS

The findings showed that emotional exhaustion (EE) and depersonalization (DP) in the majority of employees were high and personal accomplishment (PA) was low at 88.33% of cases. All participants presented burnout. However, participants aged 35-40 years, those with professional and Ph.D. degrees, and research staff reported higher burnout levels.

CONCLUSION

Job burnout and its subscale levels among the employees were high. Job burnout is associated with socioeconomic status that can be affected by individual, organizational, management, and environmental factors. Therefore, this study suggests that employees need to get out of EE and DP conditions for higher job performance. Additionally, further research is required to examine the long-term effects of workplace burnout.

The relationship between teacher professional identity and burnout amid the pandemic: A moderated mediation model

Background

Teacher burnout is affected by personal and social factors. COVID-19 has greatly impacted teachers' physical and mental health, which could aggravate teacher burnout.

Purpose

Based on the JD-R model, this study aims to investigate the relationship between teacher professional identity (TPI) and job burnout during the COVID-19 pandemic, and examine the moderating roles of perceived organizational support (POS) and psychological resilience (PR) in these relationships among primary and secondary school teachers in China.

Methods

A total of 3,147 primary and secondary school teachers participated in this study.

Findings

Work engagement played a mediating role in the relationship between professional identity and burnout; when the POS and PR scores were high, the predictive coefficient of TPI on burnout was the largest.

Originality

This study tested the mechanism underlying the relationship between TPI and burnout, and explored the protective factors of burnout.

Implications

This study supports the applicability of the JD-R model during COVID-19 and provides ideas for teachers to reduce burnout.

Teacher burnout and turnover intention in higher education: The mediating role of job satisfaction and the moderating role of proactive personality

Introduction

Teacher burnout and frequent turnover negatively affect stability and productivity in the context of higher education. Despite the fact that the relationship between burnout and turnover intention has been thoroughly studied, the role of other factors in this relationship should be evaluated in order to better clarify underlying mechanisms, particularly in the context of higher education.

Methods

In this study, we first aim to bridge a research gap by utilizing job satisfaction as a mediating variable for the relationship between burnout and turnover intention. Moreover, we uniquely evaluate the role of proactive personality as a moderating variable, first in terms of the relationship between burnout and job satisfaction, and then for the relationship between job satisfaction and turnover intention. Based on 296 valid questionnaires collected from university faculty members in China, proposed hypotheses were evaluated empirically.

Results

The results demonstrate that, as expected, burnout has a significant and positive impact on turnover intention, and job satisfaction has significantly negative impact on turnover intention, with job satisfaction partially mediating the relationship between burnout and turnover intention. Moreover, proactive personality moderated the relationship between job satisfaction and turnover intention, with this relationship being stronger for individuals with high proactive personality as compared to low proactive personality.

Discussion

These findings provide a better understanding of the relationship between burnout and turnover intention of university instructors. Theoretical and practical implications, limitations, and recommendations for further research are provided.

The impact of organizational commitment on turnover intention of substitute teachers in public primary schools: Taking psychological capital as a mediator

This research aimed to explore the impact of organizational commitment on turnover intention of substitute teachers in public primary schools in Xuzhou, and applied psychological capital as a mediator variable to establish a research model. A questionnaire was conducted with 400 substitute teachers using convenience sampling. The results show that organizational commitment has a negative yet significant effect on turnover intention. It also shows positive impact on psychological capital. Furthermore, psychological capital is shown to negatively impact turnover intention, while having a mediating effect between organizational commitment and turnover intention.

K-12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review

We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.

Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review

BACKGROUND

Worldwide, stress and burnout continue to be a problem among teachers, leading to anxiety and depression. Burnout may adversely affect teachers' health and is a risk factor for poor physical and mental well-being. Determining the prevalence and correlates of stress, burnout, anxiety, and depression among teachers is essential for addressing this public health concern.

OBJECTIVE

To determine the extent of the current literature on the prevalence and correlates of stress, burnout, anxiety, and depression among teachers.

METHOD

This scoping review was performed using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). Relevant search terms were used to determine the prevalence and correlates of teachers' stress, burnout, anxiety, and depression. Articles were identified using MEDLINE (Medical Literature Analysis and Retrieval System Online), EMBASE (Excerpta Medica Data Base), APA PsycINFO, CINAHL Plus (Cumulative Index of Nursing and Allied Health Literature), Scopus Elsevier and ERIC (Education Resources Information Center). The articles were extracted, reviewed, collated, and thematically analyzed, and the results were summarized and reported.

RESULTS

When only clinically meaningful (moderate to severe) psychological conditions among teachers were considered, the prevalence of burnout ranged from 25.12% to 74%, stress ranged from 8.3% to 87.1%, anxiety ranged from 38% to 41.2% and depression ranged from 4% to 77%. The correlates of stress, burnout, anxiety, and depression identified in this review include socio-demographic factors such as sex, age, marital status, and school (organizational) and work-related factors including the years of teaching, class size, job satisfaction, and the subject taught.

CONCLUSION

Teaching is challenging and yet one of the most rewarding professions, but several factors correlate with stress, burnout, anxiety, and depression among teachers. Highlighting these factors is the first step in recognizing the magnitude of the issues encountered by those in the teaching profession. Implementation of a school-based awareness and intervention program is crucial to resolve the early signs of teacher stress and burnout to avoid future deterioration.

Analysis of the Turnover Tendency of College Teachers From the Perspective of Psychology

University teachers are the core of university teaching and scientific research construction and an important link of double first-class construction. With the increasingly fierce academic competition among colleges and universities, the resignation behavior of college teachers is increasing, which has brought great impact on the construction of talents and discipline development in colleges and universities. The survey found that the departure of college teachers is not an isolated phenomenon, but a time-consuming process. Although the turnover tendency of college teachers has not evolved into resignation behavior in most cases, the resignation tendency of college teachers is always accompanied by negative psychology, complaints, and perfunctory work. These bad phenomena have brought double negative effects to colleges and universities and teachers themselves. According to this, psychological analysis of the turnover tendency of college teachers is conducive to building a benign flow mechanism for college teachers, thus supporting the long-term development of colleges and universities.

Perceived Risk of COVID-19 and Employee Decision-Making: How Psychological Distress during the Pandemic Increases Negative Performance Outcomes among Healthcare Workers

In this research, we examined how COVID-19 impacts employee decision-making and performance, knowing that this virus has negatively affected public health, crippled economies, and transformed social and business environments across the globe. To quantitatively test our specific hypotheses regarding the effects of employees’ perceived risk of COVID-19 and psychological distress on negative performance outcomes, we surveyed 443 healthcare workers who were employed by a group of private hospitals in Zimbabwe. These essential workers were delivering day-to-day frontline services with high exposure to COVID-19 during the pandemic. We find that employees’ perceived risk of COVID-19 increases their disengagement, turnover intention, burnout, and low morale at a p < 0.05 significance level. These latter relationships are mediated by employees’ psychological distress at a p < 0.05 significance level. Our findings shed light on how the COVID-19 pandemic is affecting the cognitions and behaviors of the frontline workers who are vulnerable to this contagious disease. Turnover intentions are amplified among healthcare employees, due to their perceived risk of COVID-19 and the resulting psychological distress. Similarly, burnout becomes predominant as these workers worry about contracting the coronavirus due to the poor working conditions they face. As such, our research confirms that the pandemic has intensified the precariousness of work and challenge of managing employee performance, especially for frontline healthcare workers.

Modeling the turnover intentions of Thai health-care personnel in pandemic times: moderating role of Covid-19 burnout

PURPOSE

Covid-19 cases are rising at a high rate in Thailand. Thailand's administration has formulated many initiatives to combat the spread of coronavirus. However, during a pandemic, health-care workers have a diverse range of tasks that make it more challenging to continue working in hospitals. Consequently, the authors modeled the turnover intentions of health-care personnel to capture relevant psychological aspects of employees during the pandemic. Specifically, this study aims to focused on the moderating role of Covid-19 burnout (CBO) in the relationship between transformational leadership (TL) and job turnover intentions (JTI) with job satisfaction (JS) and knowledge hiding (KH) as mediators.

DESIGN/METHODOLOGY/APPROACH

This research collected data using self-administered questionnaire. A two-stage partial least square-structural equation modeling (PLS-SEM) is carried out as an analysis technique to measure the linear relationship among constructs. The study tests hypotheses (direct and indirect effects) using 310 sample size of health-care personnel.

FINDINGS

The findings indicated that CBO intensified the JTI of health-care personnel and strengthened the association of JS and KH with JTI during the Covid-19 pandemic. TL had a negative indirect effect on JTI. In addition, JS had a negative impact on JTI.

ORIGINALITY/VALUE

The study highlights the importance of TL and JS as ways to reduce or alleviate JTI in health-care personnel during the Covid-19 pandemic in Thailand. Furthermore, CBO and KH can enhance JTI in health-care personnel.

Transforming the Emotional Intelligence of the Feeders in Agribusinesses into the Development of Task Performance and Counterproductive Work Behaviors during the COVID-19 Pandemic

Simple Summary

This research proposes a psychological model to describe how leadership can deal with the work burnout of feeders in livestock production agribusinesses to solve the important problems of mental health and well-being, thereby increasing the sustainable work of feeders. The empirical evidence comes from 240 livestock feeders from 80 Taiwanese livestock production agribusinesses. The research results can push the literature of emotional intelligence and implementation methods to livestock production agribusinesses.

Abstract

The present research poses a novel multilevel model to describe how transformational leadership can significantly affect task performance and counterproductive work behavior through intermediary effects of emotional intelligence, work engagement, and work burnout. The empirical data is from 240 livestock feeders from 80 Taiwanese livestock production agribusinesses. The empirical results demonstrate that leadership could indeed transform the emotional intelligence of livestock feeders into positive task performance and negative counterproductive work behavior. The research results can provide an implementation method for livestock production agribusinesses to achieve the sustainable work of feeders in agribusinesses through handling task performance and counterproductive work behavior of feeders.