Teacher emotional mistreatment, which includes both verbal and nonverbal abusive behaviors, is a widespread and harmful experience for school students. However, its long-term emotional impacts remain relatively unexplored. This study explored the mediating role of emotional intelligence (EI) on the association between teacher's emotional mistreatment towards school children and the long-term emotional impact on the students. A total of 377 Israeli Arab students in different stages of their university training completed the Psychological Maltreatment Subscale Questionnaire on teacher's mistreatment while they were in school, and the Wong and Law EI Scale. The longterm emotional impact was measured using a tool developed especially for the study. Results revealed that 31% of the participants reported being mistreated by teachers at least once. The most reported long-term emotional impacts were feeling defensive, feeling a constant need to prove their worth, and fearing not to be perceived as lazy. Teacher mistreatment had significant long-term emotional impacts and was negatively correlated with EI. EI further acted as a significant mediator in the links between teacher mistreatment and its long-term emotional impact, with an indirect effect of .03. Raising awareness among teachers as to possible long-term emotional effects of abusive behaviors may help decrease mistreatment in the future. Determining the long-term impact of emotional mistreatment on social-emotional skills can help explain and prevent various types of negative outcomes in those students at a later stage in life.
As a personal resource, resilience enables individuals to cope with stressful life events and to adapt to diverse situations. In the framework of Conservation of Resource (COR) theory, the current study investigates whether personal and social resources, namely emotional intelligence (EI) and gender, can contribute to resilience for individuals who experienced teacher mistreatment as adolescents. Our findings show that men and women differ in their baselines concerning mistreatment and emotional intelligence. Individual resources in the form of EI and social resources, and particularly gender, affect resilience. Moreover, gender and the Use of Emotion (UOE) facet of EI interact in their contribution to resilience. These findings provide better insights into the interrelationships between the diverse resources affected by past teacher mistreatment. An enhanced understanding can help us mitigate teacher mistreatment and promote more socially sustainable communities that are just and equitable, and support the emotional and social growth and resilience of its members
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