Exploring the Relationship Among Teacher Emotional Intelligence, Work Engagement, Teacher Self-Efficacy, and Student Academic Achievement: A Moderated Mediation Model

Abstract

In recent years, many studies have been done to identify the factors that affect teacher emotions at schools. However, the empirical evidence on how teachers’ emotions influence students’ outcomes and performance is not extensive. Against this background, this study explored the correlation between teacher EI and student academic achievement and possible mechanisms may lie in this relationship. A sample of 365 Chinese teachers from 25 public middle schools participated in this study by completing measurements of teacher EI, teacher work engagement, and teacher self-efficacy. The student academic achievement was assessed by the grades of the previous term (February to June 2020) reported by the students. The results indicated that teacher work engagement partially mediated the path from teacher EI and student academic achievement. Moderated mediation further showed that teachers with high self-efficacy had a more significant positive impact on the relationship between teacher work engagement and student academic achievement than teachers with low self-efficacy. The limitations of this study were also discussed.

Transference of Teachers’ Emotional Intelligence to Students During Adolescence

“…There was no significant difference in EI based on gender nor based on age which was measured through ANOVA. This is in line with the studies till far (Birol et al, 2009;S Jerslina and Dr. N Devaki, 2016;Wang, 2022). Nor there was any significant difference between teachers' seniority and their EI.…”

Enhancing Chinese EFL Teachers’ Work Engagement: The Role of Self and Collective Efficacy

“…They argued that instructors’ self-efficacy is associated with teachers’ involvement in tasks, and teacher engagement is an indication for engaging in goal-iriented activities. In line with Granziera and Perera (2019) ; Wang (2021) also found that the attribute of self-efficacy can significantly influence the relationship between teacher engagement and learners’ academic success. He argued that self-efficacious instructors seem to regard instructional difficulties as a manageable issue and are inclined to employ innovative methodologies to contribute their learners to accomplishing their tasks.…”

The Mediating Role of Job Satisfaction in the Relationship between Emotional Intelligence and Life Satisfaction among Teachers during the COVID-19 Pandemic

“…A high teacher emotional competence contributes to the development of supportive teacher-student relationships, effective classroom management strategies, and successful emotional learning program implementation which in turn promote positive developmental outcomes in students’ achievements. Studies showed that high emotional intelligence is associated with high teachers’ classroom engagement [ 59 , 60 ] and contributes to an increase in student engagement [ 61 ] and student academic achievement [ 60 ]. Emotional intelligence plays a positive role in promoting students’ achievement by enhancing the effects of students’ self-perceptions of ability and self-esteem [ 62 ].…”

“…Emotional intelligence plays a positive role in promoting students’ achievement by enhancing the effects of students’ self-perceptions of ability and self-esteem [ 62 ]. Studies found that emotional intelligence is a predictor of self-efficacy [ 60 , 63 , 64 , 65 ] and teacher effectiveness [ 20 , 61 , 63 , 65 , 66 , 67 , 68 ]. Furthermore, teachers’ age and experience were factors that impacted the association between emotional intelligence and organizational effectiveness in school circumstances [ 67 ].…”