School headmasters’ emotional intelligence and teachers’ job satisfaction: Moderation effect of emotional labor

Toprak, Mustafa; Savas, Ahmet Cezmi

doi:10.1002/nha3.20282

Cited by 9 publications

(7 citation statements)

References 35 publications

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“…It has been observed that the variables of professional development, common goals, and emotional intelligence, which are school culture dimensions, are significant predictors of organizational citizenship behavior. Toprak and Savaş (2020) Determining the effect of teachers' emotional labor on the emotional intelligence of school administrators and teachers' job satisfaction.…”

Section: şAhinmentioning

confidence: 99%

Systematic Review of Studies on The Emotional Intelligence of School Principals

Ulutaş

2024

International Journal of Educational Research Review

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Emotional intelligence, which forms the basis for individuals to cope with emotions effectively, can also contribute to how effectively leaders address the needs of the individuals they serve, how they motivate others, and how they develop a sense of belonging in the workplace. This research aimed to examine the studies on the emotional intelligence of school principals who lead education through systematic analysis and to draw attention to the importance of emotional intelligence in educational management. The study examined studies published in peer-reviewed journals aiming to examine the emotional intelligence of school administrators. The study results show that research on the emotional intelligence of school principals has increased in recent years; descriptive, correlational, and predictive designs are followed in studies, and self-assessment tools are preferred for data collection. Moreover, there are significant relationships between emotional intelligence and self-efficacy, political skills, workplace happiness, crisis management, and conflict resolution of principals. Principals' emotional intelligence can predict organizational synergy, conflict management, leadership, managing differences, time management, organizational citizenship, and job satisfaction.

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Section: şAhinmentioning

confidence: 99%

Systematic Review of Studies on The Emotional Intelligence of School Principals

Ulutaş

2024

International Journal of Educational Research Review

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“…There is a mounting body of evidence lending support to the critical role of EI competency and the organizational commitment, job satisfaction, performance, self-efficacy, self-esteem, well-being, and health indicators of teachers in the educational field (Anari, 2012;Fabio & Palazzeschi, 2008;González-Valero et al, 2019;Mohamad & Jais, 2016;Penrose et al, 2007;Sahin, 2017;Stănculescu, 2014;Toprak & Savaş, 2020;Vesely et al, 2013). EI also decreases occupational stress and prevents burnout symptoms and negative feelings Kumara, 2021;Leonova et al, 2021;Martínez-Monteagudo et al, 2019;Răducu & Stănculescu, 2021;Schoeps et al, 2021).…”

Section: Individual Traits In Preventing Teacher Burnoutmentioning

confidence: 99%

Protective Factors and Burnout Risk of Teachers During the COVID-19 Pandemic – A Two-Step Cluster Analysis

Răducu¹,

Stănculescu²

2022

iejee

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Teacher burnout has been shown to be one of the most common negative consequences of the COVID-19 pandemic. This study aimed to identify distinct psychological resources and burnout risk profiles of teachers and examine their association with Kolb’s educator roles and their professional experience. Methods: The survey data were collected from 330 preschool and primary school (84 males, Mage = 38.3, SD = 9.14) teachers using a convenience sampling method. Results: The two-step cluster analysis revealed two distinct profiles. The first profile, “high psychological resources, no burnout risk,” was characterized by absent symptoms of burnout and increased levels of well-being, self-control, and positive emotionality. The second profile, “moderate psychological resources, mild burnout,” was associated with medium levels of well-being, self-control, and positive emotionality accompanied by mild burnout. Our findings highlighted that cluster one had a significantly higher score for the facilitator role and cluster two for the expert and coach roles. Additionally, teachers with less professional experience were more likely to belong to cluster one, considering their adequate skills in digital literacy. Conclusions: These findings provide new insights into the explanation of teacher burnout and the design of intervention programs.

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“…In the educational field, there is a mounting body of evidence lending support to the key role of EI competency and teachers' organisational commitment, job satisfaction, performance, self-efficacy, self-esteem, well-being and health indicators [36][37][38][39][40][41][42][43][44]. EI also decreases occupational stress and prevents burnout symptoms and negative feelings [45][46][47][48][49][50][51].…”

Section: Individual Traits In Preventing Teacher Burnoutmentioning

confidence: 99%

Protective Factors and Teachers’ Risk to Burnout during the Covid-19 Pandemic. Do Kolb’s Educator Roles Matter? - A Cluster Analysis

Răducu¹,

Stănculescu²

2021

Preprint

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Teacher burnout has been revealed to be one of the most common negative consequence of the COVID-19 pandemic The purpose of this study was to identify distinct psychological resources and burnout risk profiles of teachers and to examine their association with Kolb’s Educator Roles and the professional experience. Methods: The survey data were collected from 330 preschool and primary school (84 males, Mage = 38.3, SD = 9.14) teachers using a convenience sampling method. Results: The two-step cluster analysis revealed two distinct profiles. The first profile, ‘High psychological resources, no burnout risk’, was characterised by absent symptoms of burnout and increased levels of well-being, self-control, and positive emotionality. The second profile, ‘Moderate psychological resources, mild burnout’, was associated with medium levels of well-being, self-control and positive emotionality accompanied by mild burnout. Our findings highlighted that cluster 1 had a significantly higher score for the Facilitator role and cluster 2 for the Expert and Coach roles. In addition, teachers with less professional experience were more likely to belong to cluster 1, taking into account their good skills on digital literacy. Conclusions: These findings help to provide new insights into the explanation of teacher burnout and the design of intervention programmes.

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School headmasters’ emotional intelligence and teachers’ job satisfaction: Moderation effect of emotional labor

Cited by 9 publications

References 35 publications

Systematic Review of Studies on The Emotional Intelligence of School Principals

Systematic Review of Studies on The Emotional Intelligence of School Principals

Protective Factors and Burnout Risk of Teachers During the COVID-19 Pandemic – A Two-Step Cluster Analysis

Protective Factors and Teachers’ Risk to Burnout during the Covid-19 Pandemic. Do Kolb’s Educator Roles Matter? - A Cluster Analysis

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