Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects
Abstract
:1. Introduction
1.1. Role Stress
1.2. Emotional Intelligence
1.3. The Present Study
2. Methods
2.1. Participants and Procedure
2.2. Instruments
2.2.1. Emotional Intelligence
2.2.2. Role Stress
2.2.3. Engagement
3. Results
3.1. Descriptive Analyses
3.2. Hierarchical Regression Analysis
4. Discussion
4.1. Interactive Contribution of Work Environment Characteristics and EI
4.2. Limitations
4.3. Implications for Further Research
5. Conclusions
Acknowledgments
Author Contributions
Conflicts of Interest
References
- Chang, M.L. An Appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educ. Psychol. Rev. 2009, 21, 193–218. [Google Scholar] [CrossRef]
- Kovess-Masféty, V.; Rios-Seidel, C.; Sevilla-Dedieu, C. Teachers’ mental health and teaching levels. Teach. Teach. Educ. 2007, 23, 1177–1192. [Google Scholar] [CrossRef]
- Bakker, A.B.; Schaufeli, W.B.; Leiter, M.P.; Taris, T.W. Work engagement: An emerging concept in occupational health psychology. Work Stress 2008, 22, 187–200. [Google Scholar] [CrossRef]
- Bermejo-Toro, L.; Prieto-Ursúa, M.; Hernández, V. Towards a model of teacher well-being: Personal and job resources involved in teacher burnout and engagement. Educ. Psychol. 2016, 36, 481–501. [Google Scholar] [CrossRef]
- Hakanen, J.J.; Bakker, A.B.; Schaufeli, W.B. Burnout and work engagement among teachers. J. Sch. Psychol. 2006, 43, 495–513. [Google Scholar] [CrossRef]
- Bakker, A.B.; Demerouti, E.; Sanz-Vergel, A.I. Burnout and work engagement: The JD–R approach. Annu. Rev. Organ. Psychol. Organ. Behav. 2014, 1, 389–411. [Google Scholar] [CrossRef]
- Mills, M.J.; Fleck, C.R.; Kozikowski, A. Positive psychology at work: A conceptual review, state-of-practice assessment, and a look ahead. J. Posit. Psychol. 2013, 8, 153–164. [Google Scholar] [CrossRef]
- Sonnentag, S. Research on work engagement is well and alive. Eur. J. Work Organ. Psychol. 2011, 20, 29–38. [Google Scholar] [CrossRef]
- Schaufeli, W.B.; Salanova, M.; González-Romá, V.; Bakker, A.B. The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. J. Happiness Stud. 2002, 3, 71–92. [Google Scholar] [CrossRef]
- Schaufeli, W.B.; Bakker, A.B. Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. J. Organ. Behav. 2004, 25, 293–315. [Google Scholar] [CrossRef]
- Extremera, N.; Sánchez-García, M.; Durán, M.A.; Rey, L. Examining the psychometric properties of the Utrecht work engagement scale in two Spanish multi-occupational samples. Int. J. Sel. Assess. 2012, 20, 105–110. [Google Scholar] [CrossRef]
- Bakker, A.B.; Albrecht, S.L.; Leiter, M.P. Key questions regarding work engagement. Eur. J. Work Organ. Psychol. 2011, 20, 4–28. [Google Scholar] [CrossRef]
- Bakker, A.B. An evidence-based model of work engagement. Curr. Dir. Psychol. 2011, 20, 265–269. [Google Scholar] [CrossRef]
- Schaufeli, W.B.; Bakker, A.B.; Van Rhenen, W. How changes in job demands and resources predict burnout, work engagement, and sickness absenteeism. J. Organ. Behav. 2009, 30, 893–917. [Google Scholar] [CrossRef] [Green Version]
- Christian, M.S.; Garza, A.S.; Slaughter, J. Work engagement: A quantitative review and test of its relations with task and contextual performance. Pers. Psychol. 2011, 64, 89–136. [Google Scholar] [CrossRef]
- Orgambídez-Ramos, A.; Pérez-Moreno, P.J.; Borrego-Alés, Y. Estrés de rol y satisfacción laboral: Examinando el papel mediador del engagement en el trabajo. J. Work Organ. Psychol. 2015, 31, 69–77. [Google Scholar] [CrossRef]
- Rey, L.; Extremera, N.; Pena, M. Burnout and work engagement in teachers: Are sex and level taught important? Anxiety Stress 2012, 18, 119–129. [Google Scholar]
- Bakker, A.B.; Bal, M.P. Weekly work engagement and performance: A study among starting teachers. J. Occup. Organ. Psychol. 2010, 83, 189–206. [Google Scholar] [CrossRef]
- Roth, G.; Assor, A.; Kanat-Maymon, Y.; Kaplan, H. Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. J. Educ. Psychol. 2007, 99, 761–774. [Google Scholar] [CrossRef]
- Dicke, T.; Stebner, F.; Linninger, C.; Kunter, M.; Leutner, D. A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. J. Occup. Health Psychol. 2017. [Google Scholar] [CrossRef] [PubMed]
- Høigaard, R.; Giske, R.; Sundsli, K. Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. Eur. J. Teach. Educ. 2012, 35, 347–357. [Google Scholar] [CrossRef]
- Skaalvik, E.M.; Skaalvik, S. Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychol. Rep. 2014, 114, 68–77. [Google Scholar] [CrossRef] [PubMed]
- Runhaar, P.; Konermann, J.; Sanders, K. Teachers’ organizational citizenship behaviour: Considering the roles of their work engagement, autonomy and leader-member exchange. Teach. Teach. Educ. 2013, 30, 99–108. [Google Scholar] [CrossRef]
- Parker, P.D.; Martin, A.J. Coping and buoyancy in the workplace: Understanding their effects on teachers’ work-related well-being and engagement. Teach. Teach. Educ. 2009, 25, 68–75. [Google Scholar] [CrossRef]
- Demerouti, E.; Bakker, A.B.; Nachreiner, F.; Schaufeli, W.B. The job demands-resources model of burnout. J. Appl. Psychol. 2001, 86, 499–512. [Google Scholar] [CrossRef] [PubMed]
- Van den Broeck, A.; Vander Elst, T.; Baillien, E.; Sercu, M.; Schouteden, M.; De Witte, H.; Godderis, L. Job demands, job resources, burnout, work engagement, and their relationships. J. Occup. Environ. Med. 2017, 59, 369–376. [Google Scholar] [CrossRef] [PubMed]
- Bones, K.; Pérez, K.; Rodríguez-Sanz, M.; Borrel, C.; Obiols, J.E. Prevalence of mental health problems and their association with socioeconomic, work and health variables: Findings from the Spain National Health Survey. Psichotema 2010, 22, 389–395. [Google Scholar]
- Yin, H.; Huang, S.; Wang, W. Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. Int. J. Environ. Res. Public Health 2016, 13, 907. [Google Scholar] [CrossRef] [PubMed]
- Montgomery, C.; Rupp, A.A. A meta-analysis for exploring the diverse causes and effects of stress in teachers. Can. J. Educ. 2005, 28, 458–486. [Google Scholar] [CrossRef]
- Vandenberghe, C.; Panaccio, A.; Bentein, K.; Mignonac, K.; Roussel, P. Assessing longitudinal change of and dynamic relationships among role stressors, job attitudes, turnover intention, and well-being in neophyte newcomers. J. Organ. Behav. 2011, 32, 652–671. [Google Scholar] [CrossRef]
- Rizzo, J.R.; House, R.J.; Lirtzman, S.I. Role conflict and ambiguity in complex organizations. Admin. Sci. Quart. 1970, 15, 150–163. [Google Scholar] [CrossRef]
- Örtqvist, D.; Wincent, J. Prominent consequences of role stress: A meta-analytic review. Int. J. Stress Manag. 2006, 13, 399–422. [Google Scholar] [CrossRef]
- Schmidt, S.; Roesler, U.; Kusserow, T.; Rau, R. Uncertainty in the workplace: Examining role ambiguity and role conflict, and their link to depression—A meta-analysis. Eur. J. Work Organ. Psychol. 2014, 23, 91–106. [Google Scholar] [CrossRef]
- Tubre, T.C.; Collins, J.M. Jackson and Schuler (1985) revisited: A meta-analysis of the relationships between role ambiguity, role conflict, and job performance. J. Manag. 2000, 26, 155–169. [Google Scholar] [CrossRef]
- Ghorpade, J.; Lackritz, J.; Singh, G. Personality as a moderator of the relationship between role conflict, role ambiguity, and burnout. J. Appl. Soc. Psychol. 2011, 41, 1275–1298. [Google Scholar] [CrossRef]
- Conley, S.; You, S. Teacher role stress, satisfaction, commitment and intentions to leave: A structural model. Psychol. Rep. 2009, 105, 771–786. [Google Scholar] [CrossRef] [PubMed]
- Garrosa, E.; Moreno-Jiménez, B.; Rodríguez-Muñoz, A.; Rodríguez-Carvajal, R. Role stress and personal resources in nursing: A cross-sectional study of burnout and engagement. Int. J. Nurs. Stud. 2011, 48, 479–489. [Google Scholar] [CrossRef] [PubMed]
- Guglielmi, D.; Bruni, I.; Simbula, S.; Fraccaroli, F.; Depolo, M. What drives teacher engagement: A study of different age cohorts. Eur. J. Psychol. Educ. 2016, 31, 323–340. [Google Scholar] [CrossRef]
- Inoue, A.; Kawakami, N.; Tsutsumi, A.; Shimazu, A.; Miyaki, K.; Takahashi, M.; Totsuzaki, T. Association of job demands with work engagement of Japanese employees: Comparison of challenges with hindrances (J-HOPE). PLoS ONE 2014, 9, e91583. [Google Scholar] [CrossRef] [PubMed]
- Prieto, L.L.; Soria, M.S.; Martínez, I.M.; Schaufeli, W. Extension of the job demands-resources model in the prediction of burnout and engagement among teachers over time. Psicothema 2008, 20, 354–360. [Google Scholar]
- Bakker, A.B.; Demerouti, E. Towards a model of work engagement. Career Dev. Int. 2008, 13, 209–223. [Google Scholar] [CrossRef]
- Bakker, A.B.; Demerouti, E. Job demands-resources theory. In Wellbeing: A Complete Reference Guide, 1st ed.; Wiley-Blackwell: Chichester, UK, 2013. [Google Scholar]
- Bakker, A.B.; Sanz-Vergel, A.I. Weekly work engagement and flourishing: The role of hindrance and challenge job demands. J. Vocat. Behav. 2013, 83, 397–409. [Google Scholar] [CrossRef]
- Lopes, P. Emotional intelligence in organizations: Bridging research and practice. Emot. Rev. 2016, 8, 316–321. [Google Scholar] [CrossRef]
- Mayer, J.D.; Roberts, R.D.; Barsade, S.G. Human abilities: Emotional intelligence. Annu. Rev. Psychol. 2008, 59, 507–536. [Google Scholar] [CrossRef] [PubMed]
- Côté, S. Emotional intelligence in organizations. Annu. Rev. Organ. Psychol. Organ. Behav. 2014, 1, 459–488. [Google Scholar] [CrossRef]
- Mayer, J.D.; Salovey, P. What is emotional intelligence? In Emotional Development and Emotional Intelligence: Implications for Educators, 1st ed.; Basic Books: New York, NY, USA, 1997; pp. 3–31. [Google Scholar]
- Fernández-Berrocal, P.; Extremera, N. Ability emotional intelligence, depression, and well-being. Emot. Rev. 2016, 8, 311–315. [Google Scholar] [CrossRef]
- Martins, A.; Ramalho, N.; Morin, E. A comprehensive meta-analysis of the relationship between emotional intelligence and health. Pers. Indiv. Diff. 2010, 49, 554–564. [Google Scholar] [CrossRef]
- Zeidner, M.; Matthews, G.; Roberts, R.D. The emotional intelligence, health, and well-being nexus: What have we learned and what have we missed? Appl. Psychol. Heal. Well-Being 2012, 4, 1–30. [Google Scholar] [CrossRef] [PubMed]
- Sánchez-Álvarez, N.; Extremera, N.; Fernández-Berrocal, P. The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. J. Posit. Psychol. 2016, 11, 276–285. [Google Scholar] [CrossRef]
- O’Boyle, E.H.; Humphrey, R.H.; Pollack, J.M.; Hawver, T.H.; Story, P.A. The relation between emotional intelligence and job performance: A meta-analysis. J. Organ. Behav. 2011, 32, 788–818. [Google Scholar] [CrossRef]
- Miao, C.; Humphrey, R.H.; Qian, S. A meta-analysis of emotional intelligence and work attitudes. J. Occup. Organ. Psychol. 2017, 90, 177–202. [Google Scholar] [CrossRef]
- Brunetto, Y.; Teo, S.T.T.; Shacklock, K.; Farr-Wharton, R. Emotional intelligence, job satisfaction, well-being and engagement: Explaining organisational commitment and turnover intentions in policing. Hum. Resour. Manag. J. 2012, 22, 428–441. [Google Scholar] [CrossRef]
- Durán, A.; Extremera, N.; Rey, L. Self-reported emotional intelligence, burnout and engagement among staff in services for people with intellectual disabilities. Psychol. Rep. 2004, 95, 386–390. [Google Scholar] [CrossRef] [PubMed]
- Extremera, N.; Durán, A.; Rey, L. La inteligencia emocional percibida y su influencia sobre la satisfacción vital, la felicidad subjetiva y el “engagement” en trabajadores de centros para personas con discapacidad intelectual. Anxiety Stress 2005, 11, 63–73. [Google Scholar]
- Yan, X.; Yang, K.; Su, J.; Luo, Z.; Wen, Z. Mediating role of emotional intelligence on the associations between core self-evaluations and job satisfaction, work engagement as indices of work-related well-being. Curr. Psychol. 2016. [Google Scholar] [CrossRef]
- Zhu, Y.; Liu, C.; Guo, B.; Zhao, L.; Lou, F. The impact of emotional intelligence on work engagement of registered nurses: The mediating role of organisational justice. J. Clin. Nurs. 2015, 24, 2115–2124. [Google Scholar] [CrossRef] [PubMed]
- Mérida-López, S.; Extremera, N. Emotional intelligence and teacher burnout: A systematic review. Int. J. Educ. Res. 2017, 85, 121–130. [Google Scholar] [CrossRef]
- Mérida-López, S.; Extremera, N.; Rey, L. Emotion-regulation ability, role stress and teachers’ mental health. Occup. Med. 2017. [Google Scholar] [CrossRef]
- Taris, T.W.; Leisink, P.L.M.; Schaufeli, W.B. Applying occupational health theories to educator stress: Contribution of the job demands-resources model. In Educator Stress: Aligning Perspectives on Health, Safety and Well-Being, 1st ed.; Springer International Publishing: Basel, Switzerland, 2017; pp. 237–259. [Google Scholar]
- Brackett, M.A.; Katulak, N. Emotional intelligence in the classroom: Skill-based training for teachers and students. In Improving Emotional Intelligence: A Practitioner’s Guide, 1st ed.; Psychology Press: New York, NY, USA, 2006; pp. 1–27. [Google Scholar]
- Mansfield, C.F.; Beltman, S.; Broadley, T.; Weatherby-Fell, N. Building resilience in teacher education: An evidenced informed framework. Teach. Teach. Educ. 2016, 54, 77–87. [Google Scholar] [CrossRef]
- Landa, J.M.A.; López-Zafra, E.; De Antoñana, R.M.; Pulido, M. Perceived emotional intelligence and life satisfaction among university teachers. Psicothema 2006, 18, 152–157. [Google Scholar]
- Yin, H.B.; Lee, J.C.K.; Zhang, Z.H.; Jin, Y.L. Exploring the relationship among teachers’ emotional intelligence, emotional labor strategies and teaching satisfaction. Teach. Teach. Educ. 2013, 35, 137–145. [Google Scholar] [CrossRef]
- Pena, M.; Extremera, N. Inteligencia emocional percibida en el profesorado de primaria y su relación con los niveles de burnout e ilusión por el trabajo (engagement). Rev. Educ. 2012, 359, 604–627. [Google Scholar]
- Pena, M.; Rey, L.; Extremera, N. Life satisfaction and engagement in elementary and primary educators: Differences in emotional intelligence and gender. Rev. Psicodidact. 2012, 17, 341–358. [Google Scholar] [CrossRef]
- Ogińska-Bulik, N. Emotional intelligence in the workplace: Exploring its effects on occupational stress and health outcomes in human service workers. Int. J. Occup. Med. Environ. Health 2005, 18, 167–175. [Google Scholar] [PubMed]
- Schaufeli, W.B.; Bakker, A.B. Defining and measuring work engagement: Bringing clarity to the concept. In Work Engagement: A Handbook of Essential Theory and Research, 1st ed.; Psychology Press: New York, NY, USA, 2010; pp. 10–24. [Google Scholar]
- Law, K.S.; Wong, C.S.; Song, L.J. The construct and criterion validity of emotional intelligence and its potential utility for management studies. J. Appl. Psychol. 2004, 89, 483–496. [Google Scholar] [CrossRef] [PubMed]
- Wong, C.S.; Wong, P.M.; Peng, K.Z. Effect of middle-level leader and teacher emotional intelligence on school teachers’ job satisfaction: The case of Hong Kong. Educ. Manag. Admin. Leadersh. 2010, 38, 59–70. [Google Scholar] [CrossRef]
- Gilbosa, S.; Shirom, A.; Fried, Y.; Cooper, C. A meta-analysis of work demand stressors and job performance: Examining main and moderating effects. Pers. Psychol. 2008, 61, 227–271. [Google Scholar] [CrossRef] [Green Version]
- Peiró, J.M.; Meliá, J.L.; Torres, M.A.; Zurriaga, R. La medida de la experiencia de la ambigüedad en el desempeño de roles: El cuestionario general de ambigüedad de rol en ambientes organizacionales. Psychol. Eval. 1986, 3, 27–53. [Google Scholar]
- Salanova, M.; Schaufeli, W.B.; Llorens, S.; Peiró, J.M.; Grau, R. Desde el “burnout al ”engagement”: ¿una nueva perspectiva? Rev. Psicol. Trab. Organ. 2000, 16, 117–134. [Google Scholar]
- Klassen, R.M.; Aldhafri, S.; Mansfield, C.F.; Purwanto, E.; Siu, A.F.Y.; Wong, M.W.; Woods-McConney, A. Teachers’ engagement at work: An international validation study. J. Exp. Educ. 2012, 80, 317–337. [Google Scholar] [CrossRef]
- Aiken, L.; West, S. Multiple Regression: Testing and Interpreting Interactions, 1st ed.; SAGE: Newbury Park, CA, USA, 1991. [Google Scholar]
- Rey, L.; Extremera, N.; Pena, M. Emotional competence relating to perceived stress and burnout in Spanish teachers: A mediator model. PeerJ 2016, 4, e2087. [Google Scholar] [CrossRef] [PubMed]
- Bakker, A.B.; Hakanen, J.J.; Demerouti, E.; Xanthopoulou, D. Job resources boost work engagement, particularly when job demands are high. J. Educ. Psychol. 2007, 99, 274–284. [Google Scholar] [CrossRef] [Green Version]
- Bakker, A.B.; van Veldhoven, M.; Xanthopoulou, D. Beyond the demand-control model: Thriving on high job demands and resources. J. Pers. Psychol. 2010, 9, 3–16. [Google Scholar] [CrossRef]
- Seers, A.; McGee, G.W.; Serey, T.T.; Graen, G.B. The interaction of job stress and social support: A strong inference investigation. Acad. Manag. J. 1983, 26, 273–284. [Google Scholar] [CrossRef]
- Bakker, A.B.; Sanz Vergel, A.I.; Kuntze, J. Student engagement and performance: A weekly diary study on the role of openness. Motiv. Emot. 2015, 39, 49–62. [Google Scholar] [CrossRef]
- Hobfoll, S.E. Social and psychological resources and adaptation. Rev. Gen. Psychol. 2002, 6, 307–324. [Google Scholar] [CrossRef]
- Frazier, P.A.; Tix, A.P.; Baron, K.E. Testing moderation and mediation effects in counseling psychology. J. Couns. Psychol. 2004, 51, 115–134. [Google Scholar] [CrossRef]
- McClelland, G.; Judd, C. Statistical difficulties in detecting interactions and moderator effects. Psychol. Bull. 1993, 114, 376–390. [Google Scholar] [CrossRef] [PubMed]
- Shieh, G. Sample size determination for confidence intervals of interaction effects in moderated multiple regression with continuous predictor and moderator variables. Behav. Res. Methods 2010, 42, 824–835. [Google Scholar] [CrossRef] [PubMed]
- Li, M.; Wang, Z.; Gao, J.; You, X. Proactive personality and job satisfaction: The mediating effects of self-efficacy and work engagement in teachers. Curr. Psychol. 2015, 36, 48–55. [Google Scholar] [CrossRef]
- Akhtar, R.; Boustani, L.; Tsivrikos, D.; Chamorro-Premuzic, T. The engageable personality: Personality and trait EI as predictors of work engagement. Pers. Indiv. Differ. 2015, 73, 44–49. [Google Scholar] [CrossRef]
- Judge, T.; Heller, D.; Mount, M. Five-factor model of personality and job satisfaction. J. Appl. Psychol. 2002, 87, 530–541. [Google Scholar] [CrossRef] [PubMed]
- Xanthopoulou, D.; Bakker, A.B.; Demerouti, E.; Schaufeli, W.B. Reciprocal relationships between job resources, personal resources, and work engagement. J. Vocat. Behav. 2009, 74, 235–244. [Google Scholar] [CrossRef] [Green Version]
- Hodzic, S.; Scharfen, J.; Ripoll, P.; Holling, H.; Zenasni, F. How efficient are emotional intelligence trainings: A meta-analysis. Emot. Rev. 2017, 73, 44–49. [Google Scholar] [CrossRef]
- Knight, C.; Patterson, M.; Dawson, J. Building work engagement: A systematic review and meta-analysis investigating the effectiveness of work engagement interventions. J. Organ. Behav. 2017, 38, 792–812. [Google Scholar] [CrossRef] [PubMed]
- Sass, D.A.; Seal, A.K.; Martin, N.K. Predicting teacher retention using stress and support variables. J. Educ. Adm. 2011, 49, 200–215. [Google Scholar] [CrossRef]
Variables | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
---|---|---|---|---|---|---|---|
1. Emotional Intelligence | - | ||||||
2. Role Ambiguity | −0.405 ** | - | |||||
3. Role Conflict | −0.187 ** | 0.205 ** | - | ||||
4. Vigor | 0.390 ** | −0.365 ** | −0.183 ** | - | |||
5. Dedication | 0.397 ** | −0.336 ** | −0.117 * | 0.750 ** | - | ||
6. Absorption | 0.279 ** | −0.217 ** | −0.137 * | 0.610 ** | 0.677 ** | - | |
7. Total Engagement | 0.401 ** | −0.345 ** | −0.164 ** | 0.887 ** | 0.913 ** | 0.860 ** | - |
Mean | 5.39 | 2.49 | 3.46 | 4.95 | 4.99 | 4.79 | 4.91 |
SD | 0.73 | 0.94 | 1.44 | 0.88 | 0.94 | 0.98 | 0.83 |
Cronbach’s α | 0.91 | 0.80 | 0.87 | 0.84 | 0.85 | 0.82 | 0.92 |
Predictors | Vigor | Dedication | Absorption | Total Engagement | ||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
R2 | F | β | ΔR2 | R2 | F | β | ΔR2 | R2 | F | β | ΔR2 | R2 | F | β | ΔR2 | |
Step 1 | 0.023 | 1.673 | 0.023 | 0.032 | 2.368 | 0.032 | 0.05 | 3.724 | 0.05 ** | 0.039 | 2.844 | 0.039 * | ||||
Age | 0.06 | 0.009 | −0.139 | −0.026 | ||||||||||||
Gender | 0.053 | 0.068 | 0.049 | 0.064 | ||||||||||||
Grade level taught | −0.03 | −0.042 | −0.095 | −0.063 | ||||||||||||
Teaching experience | −0.044 | −0.091 | 0.154 | 0.007 | ||||||||||||
Step 2 | 0.153 | 8.462 | 0.13 *** | 0.136 | 7.401 | 0.104 *** | 0.092 | 4.723 | 0.042 ** | 0.148 | 8.155 | 0.11 *** | ||||
Role ambiguity | −0.227 *** | −0.20 *** | −0.088 | −0.194 *** | ||||||||||||
Role conflict | −0.095 | −0.03 | −0.079 | −0.076 | ||||||||||||
Step 3 | 0.216 | 11.036 | 0.063 *** | 0.214 | 10.859 | 0.077 *** | 0.124 | 5.649 | 0.032 ** | 0.219 | 11.23 | 0.07 *** | ||||
EI | 0.282 *** | 0.311 *** | 0.202 *** | 0.299 *** | ||||||||||||
Step 4 | 0.236 | 9.521 | 0.019 * | 0.239 | 9.711 | 0.026 ** | 0.143 | 5.163 | 0.019 * | 0.245 | 10.03 | 0.026 ** | ||||
Role ambiguity x EI | 0.116 * | 0.142 ** | 0.143 * | 0.151 ** | ||||||||||||
Role conflict x EI | 0.062 | 0.057 | −0.013 | 0.039 |
© 2017 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
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. https://doi.org/10.3390/ijerph14101156
Mérida-López S, Extremera N, Rey L. Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects. International Journal of Environmental Research and Public Health. 2017; 14(10):1156. https://doi.org/10.3390/ijerph14101156
Chicago/Turabian StyleMérida-López, Sergio, Natalio Extremera, and Lourdes Rey. 2017. "Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects" International Journal of Environmental Research and Public Health 14, no. 10: 1156. https://doi.org/10.3390/ijerph14101156