Introduction

Savina, Elena; Fulton, Caroline; Beaton, Christina

doi:10.4324/9781003219774-1

Cited by 2 publications

(1 citation statement)

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“…This research shows that emotionally competent teachers who are adept at using appropriate emotion regulation and display strategies are less vulnerable to the negative consequences of stressful events at school and, thus, have higher levels of affective and physical well-being. Previous research indicates that enhancement of emotion management can increase teachers’ work performance (Chen, 2019) and that teachers can be trained to become more emotionally intelligent and regulate their emotions using more adaptive EL strategies (Burić and Mornar, 2022; Savina et al ., 2021). Therefore, to mitigate teachers’ emotional discomfort and address well-being issues at school, it would be helpful for educational leaders to nurture teachers’ emotional resources and train teachers to utilise the appropriate emotion regulation and display strategies.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Teachers’ affective and physical well-being: emotional intelligence, emotional labour and implications for leadership

Karakus,

Toprak,

Caliskan

et al. 2024

IJEM

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PurposeThis study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.Design/methodology/approachThe quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.FindingsThe final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being.Originality/valueTo the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.

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Section: Implications and Conclusionmentioning

confidence: 99%

Teachers’ affective and physical well-being: emotional intelligence, emotional labour and implications for leadership

Karakus,

Toprak,

Caliskan

et al. 2024

IJEM

View full text Add to dashboard Cite

show abstract

Teachers in the 21st Century: Emotional Intelligence Skills Make the Difference

Valente¹,

Lourenço²,

Domínguez-Lara³

2022

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications

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Teaching is intrinsically an emotional practice, given the centrality of emotions in the teaching and learning process. That way, teachers in the 21st century increasingly have to have skills for responding to classroom emotional situations. Therefore, the way teachers shape and handle their emotional state and those of their learners is central to educational success. Focused on studies carried out that suggest teachers’ emotional intelligence like a success indicator for a healthy pedagogical relationship, this chapter makes a reflective approach to the meaning of teachers’ emotional intelligence skills in their professional activity (e.g., professional well-being, teacher-student relationship, and student academic achievement). Consequently, it will be necessary to integrate emotional skills in the pre-service teachers’ curriculum as skills needed for teaching practice and also to build capacity and support students during challenging times that constantly changing.

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Introduction

Cited by 2 publications

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Teachers’ affective and physical well-being: emotional intelligence, emotional labour and implications for leadership

Teachers’ affective and physical well-being: emotional intelligence, emotional labour and implications for leadership

Teachers in the 21st Century: Emotional Intelligence Skills Make the Difference

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