Emotional intelligence and social support of teachersexploring how personal and social resources are associated with job satisfaction and intentions to quit job

  1. Sergio Mérida López
  2. Cirenia Quintana Orts
  3. Taina Hintsa
  4. Natalio Extremera Pacheco
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2022

Volumen: 27

Número: 2

Páginas: 168-175

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

Although previous research has indicated that emotional abilities substantially affect teacher workrelated well-being and motivation, studies examining the potential paths in which emotional intelligence relates to job satisfaction and intention to quit are limited. The current study examined a serial mediation model including a personal resource, i.e., emotional intelligence, as a predictor of job resources (i.e., perceived support from colleagues and supervisors), job satisfaction, and intention to quit. A total of 1,079 teaching professionals (651 female; Mage = 44.07 years) took part in this study. The teaching levels include: preschool, primary and secondary schools. A serial mediation model was tested with the SPSS macro PROCESS (model 80). Results supported a model showing that higher emotional intelligence was associated with lower teachers’ intention to quit via two indirect pathways: (a) higher job satisfaction and (b) higher perceived support from supervisors followed by higher job satisfaction. This study adds to our understanding of how personal and contextual resources may allow teachers to feel satisfied at work and less likely to consider withdrawal from work.

Referencias bibliográficas

  • Anari, N. N. (2012). Teachers: Emotional intelligence, job satisfaction, and organizational commitment. Journal of Workplace Learning, 24(4), 256–269. https://doi.org/10.1108/13665621211223379
  • Ashkanasy, N. M., & Dorris, A. D. (2017). Emotions in the workplace. Annual Review of Organizational Psychology and Organizational Behavior, 4, 67–90. https://doi.org/10.1146/annurev-orgpsych-032516-113231
  • Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
  • Bardach, L., Klassen, R. M., & Perry, N. E. (2021). Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review. Educational Psychology Review, https://doi.org/10.1007/s10648-021-09614-9
  • Beaton, D. E., Bombardier, C., Guillemin, F., & Bosi Ferraz, M. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25, 3186–3191. https://doi.org/10.1097/00007632-200012150-00014
  • Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367–409. https://doi.org/10.3102/0034654308321455
  • Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218. https://doi.org/10.1007/s10648-009-9106-
  • European Commission/EACEA/Eurydice. (2021). Teachers in Europe: Careers, Development and Well-being. Eurydice Report. Publications Office of the European Union. https://data.europa.eu/doi/10.2797/915152
  • Extremera, N., Mérida-López, S., Sánchez-Álvarez, N., Quintana-Orts, C., & Rey, L. (marzo, 2018). ¿Eres feliz en tu trabajo? Propiedades psicométricas de la adaptación al castellano del Brief Job Satisfaction Measure [Comunicación en formato póster]. II Congreso Internacional de Psicología del Trabajo y RRHH, Valencia, España. https://riuma.uma.es/xmlui/handle/10630/15528.
  • Extremera, N., Rey, L., & Sánchez-Álvarez, N. (2019). Validation of the Spanish version of Wong Law Emotional Intelligence Scale (WLEIS-S). Psicothema, 31(1), 94–100. https://doi.org/10.7334/psicothema2018.147
  • Galindo-Domínguez, H., Pegalajar, M., & Uriarte, J. de D. (2020). Mediator and moderator effect of resilience between self-efficacy and burnout amongst social and legal sciences faculty members. Revista de Psicodidactica, 25(2), 127–135. https://doi.org/10.1016/j.psicod.2020.04.002
  • Granziera, H., Collie, R., & Martin, A. (2021). Understanding teacher wellbeing through job demands-resources theory. In C. F. Mansfield (Ed.), Cultivating teacher resilience. International approaches, applications and impact (pp. 229–244). Springer.
  • Hackett, R. D., Lapierre, L. M., & Hausdorf, P. A. (2001). Understanding the links between work commitment constructs. Journal of Vocational Behavior, 58(3), 392–413. https://doi.org/10.1006/jvbe.2000.1776
  • Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). Guilford Press.
  • Hayes, A. F., Montoya, A. K., & Rockwood, N. J. (2017). The analysis of mechanisms and their contingencies: PROCESS versus structural equation modeling. Australasian Marketing Journal, 25(1), 76–81. https://doi.org/10.1016/j.ausmj.2017.02.001
  • Iriarte-Redín, C., & Erro-Garcés, A. (2020). Stress in teaching professionals across Europe. International Journal of Educational Research, 103, Article 101623 https://doi.org/10.1016/j.ijer.2020.101623
  • Ju, C., Lan, J., Li, Y., Feng, W., & You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching and Teacher Education, 51, 58–67. https://doi.org/10.1016/j.tate.2015.06.001
  • Judge, T. A., Hulin, C. L., & Dalal, R. S. (2009). Job Satisfaction and job affect. In S. W. J. Kozlowski (Ed.), The oxford handbook of industrial and organizational psychology (pp. 1–89). Oxford University Press.
  • Judge, T. A., Locke, E. A., Durham, C. C., & Kluger, A. N. (1998). Dispositional effects on job and life satisfaction: The role of core evaluations. Journal of Applied Psychology, 83(1), 17–34. https://doi.org/10.1037/0021-9010.83.1.17
  • Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114–129. https://doi.org/10.1016/j.cedpsych.2011.01.002
  • Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, Article 101714 https://doi.org/10.1016/j.ijer.2020.101714
  • Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3–31). Basic Books.
  • Mérida-López, S., Extremera, N., & Sánchez-Álvarez, N. (2020). The interactive effects of personal resources on teachers’ work engagement and withdrawal intentions: A structural equation modeling approach. International Journal of Environmental Research and Public Health, 17, 2170. https://doi.org/10.3390/ijerph17072170
  • Mérida-López, S., Sánchez-Gómez, M., & Extremera, N. (2020). Leaving the teaching profession: Examining the role of social support, engagement and emotional intelligence in teachers’ intentions to quit. Psychosocial Intervention, 29(3), 141–151. https://doi.org/10.5093/pi2020a10
  • Miao, C., Humphrey, R. H., & Qian, S. (2017a). A meta-analysis of emotional intelligence and work attitudes. Journal of Occupational and Organizational Psychology, 90(2), 177–202. https://doi.org/10.1111/joop.12167
  • Miao, C., Humphrey, R. H., & Qian, S. (2017b). A meta-analysis of emotional intelligence effects on job satisfaction mediated by job resources, and a test of moderators. Personality and Individual Differences, 116, 281–288. https://doi.org/10.1016/j.paid.2017.04.031
  • Moncada, S., Utzet, M., Molinero, E., Llorens, C., Moreno, N., Galtés, A., & Navarro, A. (2014). The copenhagen psychosocial questionnaire II (COPSOQ II) in Spain-A tool for psychosocial risk assessment at the workplace. American Journal of Industrial Medicine, 57(1), 97–107. https://doi.org/10.1002/ajim.22238
  • Pejtersen, J. H., Kristensen, T. S., Borg, V., & Bjorner, J. B. (2010). The second version of the Copenhagen Psychosocial Questionnaire. Scandinavian Journal of Public Health, 38(3), 8–24. https://doi.org/10.1177/1403494809349858
  • Sass, D. A., Seal, A. K., & Martin, N. K. (2011). Predicting teacher retention using stress and support variables. Journal of Educational Administration, 49(2), 200–215. https://doi.org/10.1108/09578231111116734
  • Schaufeli, W. B., & Taris, T. W. (2014). A critical review of the job demands-resources model: Implications for improving work and health. In G. F. Bauer, & O. Hämmig (Eds.), Bridging occupational, organizational and public health: A transdisciplinary approach (pp. 43–68). Springer Netherlands.
  • Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001
  • Torenbeek, M., & Peters, V. (2017). Explaining attrition and decreased effectiveness of experienced teachers: A research synthesis. Work, 57(3), 397–407. https://doi.org/10.3233/WOR-172575
  • UNESCO Institute for Statistics. (2016). The world needs almost 69 million new teachers to reach the 2030 education goals UIS Fact Sheet, October (39). http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf
  • Vesely, A. K., Saklofske, D. H., & Leschied, A. D. W. (2013). Teachers—Thevital resource: The contribution of emotional intelligence to teacher efficacy and well-being. Canadian Journal of School Psychology, 28(1), 71–89. https://doi.org/10.1177/0829573512468855
  • Viguer, P., Cantero, M. J., & Ba ̃nuls, R. (2017). Enhancing emotional intelligence at school: Evaluation of the effectiveness of a two-year intervention program in Spanish pre-adolescents. Personality and Individual Differences, 113, 193–200. https://doi.org/10.1016/j.paid.2017.03.036
  • Wang, H., & Hall, N. C. (2021). Exploring relations between teacher emotions, coping strategies, and intentions to quit: A longitudinal analysis. Journal of School Psychology, 86, 64–77. https://doi.org/10.1016/j.jsp.2021.03.005
  • Wheeler, A. R., Shanine, K. K., Leon, M. R., & Whitman, M. V. (2014). Student-recruited samples in organizational research: A review, analysis, and guidelines for future research. Journal of Occupational and Organizational Psychology, 87(1), 1–26. https://doi.org/10.1111/joop.12042
  • Wong, C.-S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude. The Leadership Quarterly, 13(3), 243–274. https://doi.org/10.1016/S1048-9843(02)00099-1
  • Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, Article 100283 https://doi.org/10.1016/j.edurev.2019.100283
Fuente de los datos: Dialnet