The influence of 8,786 Western China kindergarten teachers' emotional intelligence on work engagement.

IF 2.9 3区心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Frontiers in Psychology Pub Date : 2025-03-25 eCollection Date: 2025-01-01 DOI:10.3389/fpsyg.2025.1542911

Zedong Zhang, Yan Li, Ye Wang, Xiaomin An

{"title":"The influence of 8,786 Western China kindergarten teachers' emotional intelligence on work engagement.","authors":"Zedong Zhang, Yan Li, Ye Wang, Xiaomin An","doi":"10.3389/fpsyg.2025.1542911","DOIUrl":null,"url":null,"abstract":"<p><p>Although emotional intelligence (EI) has been shown to influence work engagement significantly (WE) in many professions, the relationship between EI and WE among kindergarten teachers in Western China remains underexplored. This study aims to fill this gap by investigating how the EI of kindergarten teachers affects their WE and whether educational background moderates this relationship. A sample of 8,786 kindergarten teachers completed the Emotional Intelligence Scale for Kindergarten Teachers and the Work Engagement Scale. The results indicate that EI is positively correlated with and predictive of WE among kindergarten teachers. However, within the internal structure of EI, emotional perception does not predict WE, while emotional identification negatively predicts it. Furthermore, the educational background of kindergarten teachers was found to moderate the relationship between EI and WE. To enhance WE among kindergarten teachers in the future, it is crucial to view EI as a developable skill. This can be accomplished by providing teachers with diverse social practice opportunities and offering structured EI training programs.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1542911"},"PeriodicalIF":2.9000,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11977667/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3389/fpsyg.2025.1542911","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

Although emotional intelligence (EI) has been shown to influence work engagement significantly (WE) in many professions, the relationship between EI and WE among kindergarten teachers in Western China remains underexplored. This study aims to fill this gap by investigating how the EI of kindergarten teachers affects their WE and whether educational background moderates this relationship. A sample of 8,786 kindergarten teachers completed the Emotional Intelligence Scale for Kindergarten Teachers and the Work Engagement Scale. The results indicate that EI is positively correlated with and predictive of WE among kindergarten teachers. However, within the internal structure of EI, emotional perception does not predict WE, while emotional identification negatively predicts it. Furthermore, the educational background of kindergarten teachers was found to moderate the relationship between EI and WE. To enhance WE among kindergarten teachers in the future, it is crucial to view EI as a developable skill. This can be accomplished by providing teachers with diverse social practice opportunities and offering structured EI training programs.

Abstract Image

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

8786名西部地区幼儿园教师情商对工作投入的影响

虽然情绪智力（EI）在许多职业中显著影响工作投入（WE），但在中国西部幼儿园教师中，情商与工作投入之间的关系仍未得到充分研究。本研究旨在通过调查幼儿园教师的情商如何影响他们的自我认知，以及教育背景是否会调节这种关系来填补这一空白。选取8786名幼儿园教师完成了《幼儿园教师情绪智力量表》和《幼儿园教师工作投入量表》。结果表明，幼儿园教师的情商与自我学习呈正相关并具有预测作用。然而，在EI的内部结构中，情绪知觉对我们没有预测作用，而情绪认同对我们有负向预测作用。此外，幼儿园教师的教育背景对情商与自我价值之间的关系有调节作用。为了在未来提高幼儿园教师的情商，将情商视为一种可发展的技能至关重要。这可以通过为教师提供多样化的社会实践机会和提供结构化的情商培训项目来实现。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Frontiers in Psychology PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

5.30

自引率

13.20%

发文量

7396

审稿时长

14 weeks

期刊介绍： Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.