Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers

The topic of emotion regulation and its relationship with teacher effectiveness is beginning to garner attention by researchers. This study examined the relationship between emotion‐regulation ability (ERA), as assessed by the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT), and both job s...

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Bibliographic Details
Published inPsychology in the schools Vol. 47; no. 4; pp. 406 - 417
Main Authors Brackett, Marc A., Palomera, Raquel, Mojsa-Kaja, Justyna, Reyes, Maria Regina, Salovey, Peter
Format Journal Article
LanguageEnglish
Published Hoboken Wiley Subscription Services, Inc., A Wiley Company 01.04.2010
John Wiley & Sons, Inc
Wiley
Subjects
Biological and medical sciences
Burnout
Correlation
Educational psychology
Emotional Intelligence
Emotional regulation
England
Foreign Countries
Fundamental and applied biological sciences. Psychology
Intelligence Tests
Job Satisfaction
Occupational psychology
Path Analysis
Positive affect
Principals
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
School Personnel
Secondary School Teachers
Self Control
Teacher
Teacher Administrator Relationship
Teacher Burnout
Teacher Effectiveness
Teachers
Work condition. Job performance. Stress
United Kingdom (England)
United Kingdom
Europe
Social environment
Human
Affect affectivity
Occupational environment
Secondary education
Teacher
Self regulation
Emotion emotionality
Job satisfaction
Stress
Occupational burnout
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Summary:The topic of emotion regulation and its relationship with teacher effectiveness is beginning to garner attention by researchers. This study examined the relationship between emotion‐regulation ability (ERA), as assessed by the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT), and both job satisfaction and burnout among secondary‐school teachers (N = 123). It also examined the mediating effects of affect and principal support on these outcomes. ERA was associated positively with positive affect, principal support, job satisfaction, and one component of burnout, personal accomplishment. Two path models demonstrated that both positive affect and principal support mediated independently the associations between ERA and both personal accomplishment and job satisfaction. © 2010 Wiley Periodicals, Inc.
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The Health, Emotion, and Behavior (HEB) Laboratory is supported by a grant from the William T. Grant Foundation to Marc Brackett and by a grant from the National Cancer Institute (RO1-CA68427) to Peter Salovey. We extend our gratitude to the many individuals who helped us with all aspects of the study, including Nicole Katulak, Susan Rivers, Jim Casey, David Caruso, and Michelle Cook, as well as other members of the HEB Laboratory. This research would not have been possible without the cooperation and support of Chris Gerry, Clare Ludlow, and the principals and teachers at New Line Learning Academy of Schools, Maideston, UK.
ArticleID:PITS20478
The Health, Emotion, and Behavior (HEB) Laboratory is supported by a grant from the William T. Grant Foundation to Marc Brackett and by a grant from the National Cancer Institute (RO1‐CA68427) to Peter Salovey.
We extend our gratitude to the many individuals who helped us with all aspects of the study, including Nicole Katulak, Susan Rivers, Jim Casey, David Caruso, and Michelle Cook, as well as other members of the HEB Laboratory. This research would not have been possible without the cooperation and support of Chris Gerry, Clare Ludlow, and the principals and teachers at New Line Learning Academy of Schools, Maideston, UK.
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.20478