Emotional Intelligence Moderates the Relationships Between Teachers’ Emotions and Life Satisfaction: A Longitudinal Study During the Teachers’ Role Transition

Kuilin Ying, Mengmeng Sun, Changchun Hao, YangMei Luo and Xuhai Chen ()
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Kuilin Ying: Shaanxi Normal University
Mengmeng Sun: Shaanxi Normal University
Changchun Hao: Shaanxi Normal University
YangMei Luo: Shaanxi Normal University
Xuhai Chen: Shaanxi Normal University

Journal of Happiness Studies, 2025, vol. 26, issue 3, No 7, 23 pages

Abstract: Abstract Extensive research has explored the link between emotions and life satisfaction, yet a notable gap remains in understanding the prospective connections between teacher work-related emotions and life satisfaction during role transitions—a critical period in teacher development—and the moderating impact of emotional intelligence (EI). To address this, we used cross-lagged models to analyze the relationship between work-related emotions and life satisfaction in 357 novice teachers, from their internship through their first year of teaching, and explored the moderating role of EI in this relationship. The results indicated that positive emotions positively predicted future life satisfaction, while negative emotions had a negative effect over time. Positive emotions exhibited a stronger correlation with life satisfaction compared to negative ones. Furthermore, EI moderated these relationships: Among high-EI teachers, positive emotions predicted increased life satisfaction, which subsequently predicted fewer future negative emotions. In contrast, among low-EI teachers, negative emotions predicted lower life satisfaction. These findings underscore the importance of promoting positive emotions and enhancing emotional intelligence to bolster teachers' well-being.

Keywords: Work-related emotions; Life satisfaction; Emotional intelligence; Role transition; Novice teacher (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s10902-025-00873-9

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