The relationship between teachers’ emotional intelligence and teaching for creativity: The mediating role of working engagement

Abstract

Teaching for creativity (TfC) has received increasing attention as an important way to cultivate students’ creative thinking and behaviors. The purpose of this study is to examine the mediating role of teachers’ work engagement (WE) on the relationship between their emotional intelligence (EI) and teaching for creativity. The study is a cross-sectional design. The sample of the study is 3,307 secondary school English teachers working in Jilin Province, China. The findings show that the teachers’ perceptions of emotional intelligence, work engagement and teaching for creativity are relatively high. The findings confirm the hypotheses. The results of structural equation modeling and bootstrapping show that teachers’ emotional intelligence is positively correlated with work engagement and teaching for creativity, and teachers’ work engagement mediates the relationship between emotional intelligence and teaching for creativity.

Emotional intelligence and its relation to job creativity in preschool teachers of at-risk children: A cross-sectional study

“…We compared our results with those of other published papers that investigated the relationship between emotional intelligence and job creativity or performance in different settings and populations. We found that our results were consistent with some studies that have reported a positive and strong relationship between emotional intelligence and creativity or performance (Gupta and Bajaj, 2017;Nguyen et al, 2019;Pekaar et al, 2017;Su et al, 2022;Tong et al, 2022;Xu et al, 2019). However, our results were also in contrast with some studies that have found a weak, negative, or non-significant relationship between emotional intelligence and creativity or performance or that have found other variables to be more important predictors (Hansenne and Legrand, 2012;Khassawneh et al, 2022;McCabe, 1991;Penrose et al, 2007;Shipley et al, 2010;Silva and Coelho, 2019;Wijayati et al, 2020).…”

Impacto de las estrategias lúdicas para mejorar el pensamiento creativo en estudiantes de educación primaria

“…En la dimensión elaboración, comparando los promedios obtenidos entre ambos grupos (muestras independientes), a nivel de pretest no existieron diferencias significativas, debido a que tanto el grupo experimental como el grupo control estuvieron en las mismas condiciones al momento de ser evaluados. En cambio, en la prueba de post test, las diferencias significativas en ambos grupos indican que hubo un incremento en el promedio obtenido por el grupo experimental, como consecuencia de la utilización de las estrategias lúdicas (Su et al, 2022).…”

A Systematic Review of Factors Influencing K-12 Teachers' Creative Teaching Across Different Forms: An Ecological Perspective

“…Huang, 2021;X. Huang, 2022;Su et al, 2022), "creative skills", "knowledge of a discipline", and "knowledge about creativity" (Thi Bich Lieu et al, 2017). Implicit definitions similarly articulated the goal, with six studies using "creativity" as the goal statement and six studies specifying aspects of creativity.…”

“…Furthermore, one study defined teaching for creativity as "a form of teaching and learning" (Su et al, 2022), highlighting the inseparable relationship between teaching and learning in the for form. Another study pointed out that one of the prerequisites for promoting creativity in education is the enhancement of teachers' abilities in teaching, counseling, and other aspects (Chien & Hui, 2010).…”