Exploring the Relationship Between Teachers' Emotional Intelligence and Teacher−Student Relationship: The Mediating Role of Emotional Labor

• Published in: Psychology in the schools Vol. 62; no. 9; pp. 3626 - 3637
• Main Authors: Chen, Yidan, Liu, Xiaomei, Sun, Siyu, Shi, Yuefeng
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc 01.09.2025
• Subjects: Educational Strategies; Emotional intelligence; Emotional labor; Interpersonal relations; Quality; Student Characteristics; Student Development; Student teacher relationship; teacher; Teacher Characteristics; Teachers; teacher−student relationship
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.23563

ABSTRACT The teacher−student relationship represents the foundational and pivotal interpersonal connection within educational settings, and this relation exerts a substantial influence on students' development and contributes significantly to teachers' well‐being. The existing research mainly focuses on how student‐related factors impact the teacher−student relationship, but we notice a distinct gap in research regarding how the internal psychological and emotional attributes of teachers influence the teacher−student relationship. This study engaged 690 primary and secondary teachers, employing Wong and Law's Emotional Intelligence Scale, Teacher Emotional Labor Strategies Scale, and Teacher−Student Relationship Scale for assessment. Findings revealed that teachers with higher emotional intelligence significantly predicted better quality teacher−student relationship (β = 0.34, p < 0.001). Emotional labor emerged as a partial mediator between emotional intelligence and the teacher−student relationship. Specifically, we proved the significance of the expression of naturally felt emotion as a significant mediating factor in the link between emotional intelligence and teacher−student relationship quality (β = 0.12, p < 0.001). By understanding the determinants of teacher−student relationship quality, this study offers fresh perspectives for its enhancement, suggesting novel pedagogical strategies to bolster these pivotal relations in educational contexts. Summary Teachers with higher emotional intelligence significantly predicted better quality teacher−student relationship. Emotional labor emerged as a partial mediator between emotional intelligence and the teacher−student relationship. The expression of naturally felt emotion serves as a significant mediating factor in the link between emotional intelligence and teacher−student relationship quality.