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

被引：132

作者：

Yin, Hong-biao ^{[1
]}

Lee, John Chi Kin ^{[2
]}

Zhang, Zhong-hua ^{[3
]}

Jin, Yu-le ^{[2
]}

机构：

[1] Chinese Univ Hong Kong, Fac Educ, Dept Curriculum & Instruct, Shatin, Hong Kong, Peoples R China

[2] Southwest Univ, Fac Educ, Chongqing 400715, Peoples R China

[3] Univ Melbourne, Assessment Res Ctr, Melbourne, Vic 3000, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2013年 / 35卷

关键词：

Teacher emotion; Emotional intelligence; Emotional labor; Teaching satisfaction; China; SECONDARY-SCHOOL TEACHERS; JOB-SATISFACTION; BURNOUT; SCALE; PERSONALITY; VALIDATION; LEADER;

D O I：

10.1016/j.tate.2013.06.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (c) 2013 Elsevier Ltd. All rights reserved.

引用

页码：137 / 145

页数：9

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