Special education teachers' emotional intelligence and its relationships with social support, work engagement and job performance: a job demands-resources theory's perspective

被引：3
|
作者：
Wang, Jiaojiao [1 ,2 ]
Wang, Yan [2 ]
Zhu, Nan [1 ]
Qiu, Jia [3 ]
机构：
[1] Cent China Normal Univ, Fac Educ, Wuhan, Peoples R China
[2] Beijing Normal Univ, Fac Educ, Beijing, Peoples R China
[3] Calif State Univ East Bay, Dept Speech Language & Hearing Sci, Hayward, CA USA
来源：
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES | 2024年 / 70卷 / 05期
关键词：
emotional intelligence; job performance; social support; work engagement; special education teachers; COPING STRATEGIES; QUALITY; IMPACT; SATISFACTION; STRESS; MODEL;
D O I：
10.1080/20473869.2022.2149893
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
Based on the Job Demands-Resources theory, this research investigated the multiple mediating role of special education teachers' social support and work engagement in the relationship between their emotional intelligence and job performance. Data of 710 Chinese mainland teachers in special education schools were analyzed. The results showed that emotional intelligence directly predicted job performance. Both social support and work engagement partially mediated the relationship between emotional intelligence and job performance. Furthermore, social support and work engagement serially mediated the relationship between emotional intelligence and job performance. The limitations and implications for future studies and practices are discussed.
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页码：814 / 823
页数：10
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