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

Sergio Mérida-López, Natalio Extremera and Lourdes Rey
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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

IJERPH, 2017, vol. 14, issue 10, 1-15

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.

Keywords: engagement; work-related stress; role ambiguity; role conflict; emotional intelligence; teachers; interaction (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2017
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (8)

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