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Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction

Authors
Journal
Teaching and Teacher Education
0742-051X
Publisher
Elsevier
Volume
35
Identifiers
DOI: 10.1016/j.tate.2013.06.006
Keywords
  • Teacher Emotion
  • Emotional Intelligence
  • Emotional Labor
  • Teaching Satisfaction
  • China
Disciplines
  • Education

Abstract

Abstract The results of a survey of 1281 Chinese school teachers support a second-order factor structure of emotional intelligence. It is found that teachers' emotional intelligence has a significant impact on teaching satisfaction and their use of two emotional labor strategies, i.e., deep acting and expression of naturally felt emotions, but it is not a significant predictor of surface acting. Among the three emotional labor strategies, only expression of naturally felt emotion significantly influences teaching satisfaction. These findings could be explained by differences in the nature of various emotional labor strategies. Implications for teaching and teacher education are put forward.

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