Inteligencia emocional y apoyo social del profesorado: explorando cómo los recursos personales y sociales se asocian con la satisfacción laboral y con las intenciones de abandono docente

IF 3.8 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sergio Mérida-López , Cirenia Quintana-Orts , Taina Hintsa , Natalio Extremera
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引用次数: 6

Abstract

Although previous research has indicated that emotional abilities substantially affect teacher work-related 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.

教师的情绪智力和社会支持:探索个人和社会资源如何与工作满意度和教师放弃意愿联系在一起
尽管先前的研究表明,情绪能力对教师工作幸福感和工作动机有很大影响,但研究情商与工作满意度和辞职意愿之间的潜在联系的研究有限。本研究检验了一个包含个人资源(即情商)作为工作资源(即来自同事和主管的感知支持)、工作满意度和辞职意向的预测因子的系列中介模型。共有1079名教学专业人员参与了本研究,其中女性651人,年龄44.07岁。教学层次包括:学前、小学和中学。采用SPSS宏PROCESS(80模型)对序列中介模型进行检验。研究结果支持了一个模型,该模型表明,高情商与较低的教师离职倾向通过两个间接途径相关:(a)更高的工作满意度;(b)更高的上司的感知支持,随后是更高的工作满意度。这项研究增加了我们对个人和环境资源如何使教师在工作中感到满意而不太可能考虑退出工作的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.60
自引率
5.60%
发文量
18
审稿时长
35 days
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