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 s...

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Bibliographic Details
Published inPersonality and individual differences Vol. 151; p. 109393
Main Authors Mérida-López, Sergio, Bakker, Arnold B., Extremera, Natalio
Format Journal Article
LanguageEnglish
Published Oxford Elsevier Ltd 01.12.2019
Elsevier Science Ltd
Subjects
Appraisal
Childhood
Emotional demands
Emotional intelligence
Job characteristics
Moderated mediation
Occupational stress
Self-appraised stress
Teachers
Validity
Work engagement
Emotional demands
Work engagement
Moderated mediation
Self-appraised stress
Emotional intelligence
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Summary: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.
ISSN:0191-8869
1873-3549
DOI:10.1016/j.paid.2019.04.048