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

Mérida-López, Sergio; Extremera, Natalio; Rey, Lourdes

doi:10.3390/ijerph14101156

Open AccessArticle

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

by

Sergio Mérida-López

¹

,

Natalio Extremera

^1,*

and

Lourdes Rey

²

¹

Department of Social Psychology, Faculty of Psychology, University of Málaga, 29071 Málaga, Spain

²

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

Submission 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)

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Abstract

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.

Keywords: engagement; work-related stress; role ambiguity; role conflict; emotional intelligence; teachers; interaction

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MDPI and ACS Style

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

AMA Style

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 Style

Mérida-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

APA Style

Mérida-López, S., Extremera, N., & Rey, L. (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(10), 1156. https://doi.org/10.3390/ijerph14101156

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

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

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