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Open AccessArticle

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

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Department of Social Psychology, Faculty of Psychology, University of Málaga, 29071 Málaga, Spain
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Department of Personality Assessment and Psychological Treatment, Faculty of Psychology, University of Málaga, 29071 Málaga, Spain
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2017, 14(10), 1156; https://doi.org/10.3390/ijerph14101156
Received: 16 August 2017 / Revised: 25 September 2017 / Accepted: 27 September 2017 / Published: 29 September 2017
(This article belongs to the Section Occupational Safety and Health)
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. View Full-Text
Keywords: engagement; work-related stress; role ambiguity; role conflict; emotional intelligence; teachers; interaction engagement; work-related stress; role ambiguity; role conflict; emotional intelligence; teachers; interaction
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Mérida-López, S.; Extremera, N.; Rey, L. Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects. Int. J. Environ. Res. Public Health 2017, 14, 1156.

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