Abstract
Purpose
This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.
Design/methodology/approach
The quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.
Findings
The final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being.
Originality/value
To the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.
This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.
Design/methodology/approach
The quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.
Findings
The final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being.
Originality/value
To the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.
| Original language | English |
|---|---|
| Pages (from-to) | 469-485 |
| Number of pages | 17 |
| Journal | International Journal of Educational Management |
| Volume | 38 |
| Issue number | 2 |
| Early online date | 15 Feb 2024 |
| DOIs | |
| Publication status | Published - 6 Mar 2024 |
Bibliographical note
Publisher: Emerald Publishing LimitedCopyright © 2024, Emerald Publishing Limited
'This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact [email protected].'
Since submission of this article, the following authors have updated their affiliations: Mustafa Toprak is at the Department of Teacher Education, Sharjah Education Academy, University City, Sharjah, United Arab Emirates and Omer Caliskan is at the University of Kassel, Kassel, Germany.
Keywords
- Emotional intelligence
- Emotional labour
- Wellbeing
- affective wellbeing
- deep acting
- surface acting
- stress
- anxiety
- burnout
- psychosomatic complaints
ASJC Scopus subject areas
- General Social Sciences
- Psychology (miscellaneous)
- General Psychology
- Education
- Health(social science)
- Organizational Behavior and Human Resource Management
