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.
|Keywords||Emotional demands, Self-appraised stress, Work engagement, Emotional intelligence, Moderated mediation|
|Persistent URL||dx.doi.org/10.1016/j.paid.2019.04.048, hdl.handle.net/1765/126840|
|Journal||Personality and Individual Differences|
Mérida-López, S., Bakker, A.B, & Extremera, N. (2019). How does emotional intelligence help teachers to stay engaged? Cross-validation of a moderated mediation model. Personality and Individual Differences, 151. doi:10.1016/j.paid.2019.04.048