The relationship between teachers' emotional intelligence and teaching for creativity: The mediating role of working engagement

被引：6
|
作者：
Su, Huili [1 ]
Zhang, Jingwei [1 ]
Xie, Mingyue [1 ]
Zhao, Ming [2 ]
机构：
[1] Northeast Normal Univ, Fac Educ, Changchun, Peoples R China
[2] Northeast Normal Univ, Ideol & Polit Educ Res Ctr, Changchun, Peoples R China
来源：
FRONTIERS IN PSYCHOLOGY | 2022年 / 13卷
关键词：
emotional intelligence; teaching for creativity; working engagement; teachers; positive emotions; HEDONIC TONE; BURNOUT; BELIEFS; IMPACT; PERFORMANCE; REFLECTION; ACTIVATION; STUDENTS;
D O I：
10.3389/fpsyg.2022.1014905
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
Teaching for creativity (TfC) has received increasing attention as an important way to cultivate students' creative thinking and behaviors. The purpose of this study is to examine the mediating role of teachers' work engagement (WE) on the relationship between their emotional intelligence (EI) and teaching for creativity. The study is a cross-sectional design. The sample of the study is 3,307 secondary school English teachers working in Jilin Province, China. The findings show that the teachers' perceptions of emotional intelligence, work engagement and teaching for creativity are relatively high. The findings confirm the hypotheses. The results of structural equation modeling and bootstrapping show that teachers' emotional intelligence is positively correlated with work engagement and teaching for creativity, and teachers' work engagement mediates the relationship between emotional intelligence and teaching for creativity.
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页数：10
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