How does emotional intelligence help teachers to stay engaged? Cross-validation of a moderated mediation model

This study used job demands–resources and emotional intelligence theories to test a moderated mediation model explaining work engagement in two independent teacher samples. We hypothesised that emotional intelligence buffers the effect of emotional demands on work engagement through self-appraised stress. Childhood and primary educators (sample 1, N = 351) and secondary educators (sample 2, N = 344) participated in the study. Although emotional intelligence did not moderate the relationship between emotional demands and self-appraised stress, it did buffer the relationship between self-appraised stress and work engagement in both teacher samples. The findings suggest that emotional intelligence has a specific buffering effect affecting intrapersonal and interpersonal processes. We discuss the implications of these findings for efforts to help teachers deal with the detrimental effects of stress on work engagement.

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