The Interrelationship Between Emotional Intelligence, Self-Efficacy, and Burnout Among Foreign Language Teachers: A Meta-Analytic Review

Abstract

The importance of teachers’ affective, cognitive, and motivational factors in students’ academic achievement and well-being has been widely acknowledged. These factors are of great relevance, especially in the foreign language learning context wherein interaction between teachers and students is frequent and varies in forms. Though abundant evidence points to the high prevalence and risky factors of burnout among such a group, the extant literature lacks a quantitative synthesis of the interrelationship between emotional intelligence (EI), self-efficacy (SE), and burnout among them. This study aims to fill this research gap. The current meta-analysis is based on 42 independent samples with the experiences of 5,665 teachers reviewed. Results demonstrated moderate to large meta-correlations between these three constructs in the expected directions. EI and SE are positively correlated with each other, but negatively correlated with burnout. Moderation analysis also provides exploratory insights into the effects. Implications and future directions are also discussed.

La influencia de la inteligencia emocional sobre el síndrome burnout: una revisión sistemática

“…En suma, las personas que participan en programas para el desarrollo de habilidades de IE sugieren mostrar una mayor capacidad para identificar y poder manejar sus propias emociones (Galán y Brackket, 2017; Goleman, 2012), al presentar menores niveles de BO (Caruso et al, 2014) y un mayor rendimiento organizacional (De Francisco et al, 2014;Wang y Wang, 2022). La relevancia de la IE en la experiencia profesional, en la prevención del agotamiento emocional y el BO, en la mejora de la cultura de seguridad de los profesionales, en la contribución al comportamiento de ciudadanía organizacional y en la resiliencia, lo que sugiere permitir afrontar favorablemente situaciones adversas (Lampreia-Raposo et al, 2023).…”

“…Realización Personal (Liébana-Presa et al, 2017). Por otro lado, la IE y la autoeficacia se relacionan positivamente entre sí, pero se relacionan negativamente con el agotamiento (Wang y Wang, 2022).…”

Relationship between Mental Health and Teaching Efficacy of Indian School Teachers: A Moderated Mediation Model of Autonomy and Emotional Intelligence

“…Teachers' EI and efficacy mingled and interacted with each other such that teachers who have higher control of emotions tend to develop stronger efficacy (Koçoglu, 2011;Sanchez-Alvarez et al, 2015) and better relationships with students (Moafian & Ghanizadeh, 2009). The positive relationship between teachers' EI (especially the intrapersonal dimension of EI) and self-efficacy has been found across a range of samples (Green et al, 2024;Yabing & Yangyu, 2022) including pre-service and in-service teachers (Chan, 2008), math, physics, and language teachers (Rastegar & Memarpour, 2009;Mouton et al, 2013;Alrajhi et al, 2017;Miao et al, 2017). A high level of EI is crucial for teachers as it may improve their mental health, subjective well-being, life satisfaction, and psychological well-being (Martins et al, 2010;Costa & Faria, 2015;Moeller et al, 2020).…”

Implicit theories of women preschool pre-service teachers and emotional intelligence

“…Thus, while performance-based ability models understand EI as a form of intelligence, the self-report model conceptualizations are closer to personality traits ( Van der Linden et al, 2017 ; Tommasi et al, 2023 ). EI is considered a protective factor that buffers these emotional negative consequences in teachers ( Yin et al, 2013 ; Mérida-López and Extremera, 2017 ; Castillo-Gualda et al, 2019 ; Pan et al, 2022 ; Wang and Wang, 2022 ; Deng et al, 2023 ) and pre-service teachers ( Palomera et al, 2008 ; Vesely et al, 2014 ).…”