Role of Teacher Efficacy and Emotional Intelligence in Occupational Well-Being

2009 ◽  
Author(s):  
Meena Sehgal ◽  
Navkeerat Khurana
Author(s):  
Misha Chakraborty ◽  
Dominique T. Chlup

This chapter discussed issues of injustice as often affecting the emotional, and in some cases, the physical well-being of a person. In recent years, researchers have begun to explore the role of Emotional Intelligence (EI) in creating awareness when it comes to social justice issues related to areas such as racism, sexism, heterosexism, etc. The purpose of this chapter is twofold: First, to concentrate on the area of social justice issues to find out what the literature has explored in terms of the role Emotional Intelligence (EI) might play when it comes to dealing with social oppression, and second, to advocate emotional intelligence traits that can be successfully used to cope with social oppression. We reviewed the literature as a way to deepen our understanding of how to foster “socially conscious” practices within the workplace. The chapter has implications for Human Resource Development (HRD) practitioners to remind them of the responsibility they have to encourage and welcome studies and practices addressing critical aspects such as social justice issues as a way to help ensure a productive and safe workplace. Through this review of the literature, we found that emotional intelligence traits, if practiced responsibly, can make society a better place for everyone to live and work in.


2021 ◽  
Vol 12 ◽  
Author(s):  
Wangqian Fu ◽  
Chonggao Wang ◽  
Wenjun Tang ◽  
Sha Lu ◽  
Yan Wang

The well-being of special education teachers is key to their mental health and also influences the development of their students. This study aimed to investigate the psychological mechanism of the well-being of special education teachers in China, where they are maximum in number. We explored the role of emotional intelligence (EI) and work engagement on the well-being of teachers. A total of 496 Chinese special education teachers participated in the current study. Results suggested that (1) the EI and work engagement were positively associated with the well-being of special education teachers; and that (2) work engagement played a mediating role on EI and well-being of special education teachers. To promote the well-being of special education teachers, suggestions for policymakers and schools are discussed.


2021 ◽  
Vol 12 ◽  
Author(s):  
Maria Rita Sergi ◽  
Laura Picconi ◽  
Marco Tommasi ◽  
Aristide Saggino ◽  
Sjoerd J. H. Ebisch ◽  
...  

Recent epidemiological data show an increase of depression and anxiety that cause a loss of about 3–4% of the gross domestic product in Europe, as a consequence of a reduced productivity and a premature death of people. Gender differences in both psychopathologies were found from mid-to-late adolescence until 55 years, and data indicate an increase of depression in women. Considering these data, new interventions focused on promoting psychological well-being were designed. A predictive factor of psychological disorders is Emotional Intelligence (EI), the ability to understand and regulate our own emotions, as well as those of others. EI is associated with psychological well-being, as well as with the treatment of mental illness, but gender differences in the association among EI, anxiety and depression remains unclear. The present study aims at analyzing the nomological associations among EI, anxiety and depression. Furthermore, the possible moderating role of gender in the relation between EI, depression and anxiety is investigated in a sample of 1725 healthy participants. Our results show that the ability to recognize and to control emotions in the social context helps us to reduce the risk to be affected by depression and anxiety. Moreover, our study shows that the association of EI with anxiety and depression wasn’t gender moderated. In conclusion, the findings highlight that EI can help people to manage emotions linked to negative events and to successfully understand emotions in others. In addition, we found no moderation role of gender in the association between EI, anxiety and depression.


2011 ◽  
Vol 39 (6) ◽  
pp. 785-794 ◽  
Author(s):  
Samuel O. Salami

The purpose in this study was to examine the relationship between the Big Five personality factors and psychological well-being of adolescents and the moderating role of emotional intelligence in that relationship. Adolescents (N = 400) randomly selected from secondary schools in southwestern Nigeria completed the NEO Five-Factor Inventory (Costa & McCrae, 1992), and emotional intelligence (Law, Wong, & Song, 2004), and psychological well-being (Ruff & Keyes, 1995) scales. It was found that personality factors and emotional intelligence had significant correlations with psychological well-being. Emotional intelligence moderated the relationship between neuroticism, extraversion, and psychological well-being. Implications for counseling adolescents and directions for future research are suggested.


2020 ◽  
Vol 12 (7) ◽  
pp. 2742
Author(s):  
Carlos Salavera ◽  
Pablo Usán ◽  
Pilar Teruel ◽  
José L. Antoñanzas

Eudaimonic well-being is related to activities that lead to self-realization and personal development, goals and growth. Emotional intelligence and personality traits play a role in the perception of emotions, self-esteem and motivation and therefore in well-being. Although previous studies have analyzed the relationship among personality, emotional intelligence and well-being, the relationship between all three constructs and the predictive value of personality and emotional intelligence in the study of eudaimonic well-being in adolescents remains to be analyzed. This study evaluates this relationship and the predictive role of personality and emotional intelligence in eudaimonic well-being in 1031 Spanish secondary school students aged 12 to 17 (49.37% male, average age = 14.91 years). A quantitative field survey was conducted which included the distribution of the eudaimonic well-being questionnaire, the emotional intelligence questionnaire and the personality questionnaire. Descriptive statistics and correlations among eudaimonic well-being, emotional intelligence and personality well-being were calculated using SPSS Statistical Package software. Stepwise multiple regression was used to estimate the predictive value of personality and emotional intelligence in the study of eudaimonic well-being. Finally, a structural equations model was designed with AMOS software. The results show that these constructs are related and that personality and emotional intelligence are important variables for eudaimonic well-being. In addition, activity and anxiety factors (related to personality) and emotionality and well-being factors (related to trait emotional intelligence) have been shown to have predictive value in the study of eudaimonic well-being in adolescents. These results underline the value of personality and emotional intelligence in the study of eudaimonic well-being and present new research perspectives.


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