Exploring the Mediating Role of EFL Teachers’ Emotion Regulation in the Relationship Between Emotional Intelligence and Resilience

Abstract

Research on English as a foreign language (EFL) teachers’ psychology has been increasingly focusing on emotional intelligence (EI), emotion regulation (ER) and resilience due to the significant challenges these teachers face. However, the complex relationships among these three variables in the EFL teaching field have received scant attention. To address this gap, this study was conducted to test hypotheses regarding the relationships between EI, ER and resilience and the mediating role of ER. A survey was administered to 1017 junior high school EFL teachers from mainland China using three distinct scales to assess their levels of EI, ER and resilience. The data were analysed using SPSS 26.0 and Amos 24.0. The findings revealed that the EFL teachers demonstrated high levels of EI, ER and resilience. Furthermore, structural equation modelling showed that EI significantly predicted resilience, and cognitive reappraisal in ER significantly mediated this relationship. These results emphasize the importance of cultivating EI in enhancing EFL teachers’ psychological well‐being. Evidently, EI is a key factor in improving teacher resilience, and ER plays a crucial mediating role in this process, thereby enabling them to address professional challenges.