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Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects

Author

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  • Sergio Mérida-López

    (Department of Social Psychology, Faculty of Psychology, University of Málaga, 29071 Málaga, Spain)

  • Natalio Extremera

    (Department of Social Psychology, Faculty of Psychology, University of Málaga, 29071 Málaga, Spain)

  • Lourdes Rey

    (Department of Personality Assessment and Psychological Treatment, Faculty of Psychology, University of Málaga, 29071 Málaga, Spain)

Abstract

This study examined the additive and interactive effects of role stress and emotional intelligence for predicting engagement among 288 teachers. Emotional intelligence and engagement were positively associated. Role ambiguity and role conflict showed negative associations with vigor and dedication scores. The interaction of role ambiguity and emotional intelligence was significant in explaining engagement dimensions. Similar results were found considering overall teacher engagement. Emotional intelligence boosted engagement when the levels of role ambiguity were higher. Our findings suggest the need for future research examining the impact of job hindrances on the links between emotional intelligence and teachers’ occupational well-being indicators. Finally, the implications for emotional intelligence training in education are discussed.

Suggested Citation

  • Sergio Mérida-López & Natalio Extremera & Lourdes Rey, 2017. "Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects," IJERPH, MDPI, vol. 14(10), pages 1-15, September.
    • Handle: RePEc:gam:jijerp:v:14:y:2017:i:10:p:1156-:d:113708
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    References listed on IDEAS

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    1. Hongbiao Yin & Shenghua Huang & Wenlan Wang, 2016. "Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies," IJERPH, MDPI, vol. 13(9), pages 1-16, September.
    2. Christian Vandenberghe & A. Panaccio & K. Bentein & Karim Mignonac & Patrice Roussel, 2011. "Assessing longitudinal change of and dynamic relationships among role stressors, job attitudes, turnover intention, and well-being in neophyte newcomers," Post-Print halshs-00738383, HAL.
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    Cited by:

    1. Ya Wen & Huaruo Chen & Liman Pang & Xueying Gu, 2020. "The Relationship between Emotional Intelligence and Entrepreneurial Self-Efficacy of Chinese Vocational College Students," IJERPH, MDPI, vol. 17(12), pages 1-18, June.
    2. Ángel Abós & Javier Sevil-Serrano & Lisa E. Kim & Robert M. Klassen & Luis García-González, 2019. "How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale," IJERPH, MDPI, vol. 16(18), pages 1-16, September.
    3. Sergio Mérida-López & Natalio Extremera & Nicolás Sánchez-Álvarez, 2020. "The Interactive Effects of Personal Resources on Teachers’ Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach," IJERPH, MDPI, vol. 17(7), pages 1-15, March.
    4. María Del Carmen Pérez-Fuentes & María Del Mar Molero Jurado & José Jesús Gázquez Linares & Nieves Fátima Oropesa Ruiz, 2018. "The Role of Emotional Intelligence in Engagement in Nurses," IJERPH, MDPI, vol. 15(9), pages 1-13, September.
    5. Mao Zhao & Yating Yu & Kuen Fung Sin, 2024. "The moderating effect of physical exercises on job stress, emotional intelligence, and teaching satisfaction among Chinese University teachers," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-13, December.
    6. Natalio Extremera & Sergio Mérida-López & Nicolás Sánchez-Álvarez & Cirenia Quintana-Orts, 2018. "How Does Emotional Intelligence Make One Feel Better at Work? The Mediational Role of Work Engagement," IJERPH, MDPI, vol. 15(9), pages 1-13, September.
    7. Hongchao Wu & Shaoping Qiu & Larry M. Dooley & Congying Ma, 2019. "The Relationship between Challenge and Hindrance Stressors and Emotional Exhaustion: The Moderating Role of Perceived Servant Leadership," IJERPH, MDPI, vol. 17(1), pages 1-15, December.
    8. Yongliang Wang & Ziwen Pan, 2023. "Modeling the Effect of Chinese EFL Teachers’ Self-efficacy and Resilience on Their Work Engagement: A Structural Equation Modeling Analysis," SAGE Open, , vol. 13(4), pages 21582440231, December.

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