Peláez-Fernández María Angeles, Mérida-López Sergio, Sánchez-Álvarez Nicolás, Extremera Natalio
Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Málaga, Málaga, Spain.
Department of Basic Psychology, University of Málaga, Málaga, Spain.
Front Psychol. 2021 May 4;12:661151. doi: 10.3389/fpsyg.2021.661151. eCollection 2021.
According to the broaden-and-build theory of positive emotions, the frequency of positive emotions is associated with the development of positive attitudes, cognitions, and behaviors in organizational contexts. However, positive and negative attitudes at work might also be influenced by different personal and job resources. While emotional intelligence has been significantly associated with positive job attitudes and personal well-being, no studies have yet examined the joint role of teacher happiness and emotional intelligence in key teacher job attitudes. The present study assesses whether emotional intelligence interacts with levels of teacher happiness to jointly explain important teacher job attitudes (i.e., job satisfaction and turnover intention). A total sample of 685 teaching professionals (431 female) filled out a battery of scales including subjective happiness, emotional intelligence, job satisfaction, and turnover intention. Our results revealed that subjective happiness was significantly associated with both higher job satisfaction and lower turnover intention. Likewise, emotional intelligence was positively related to happiness and job satisfaction, and negatively related to turnover intention. Finally, interaction analysis showed the main effects of happiness and emotional intelligence in explaining teacher job attitudes. Beyond the main effects, the interaction effects of happiness and emotional intelligence were significant in predicting all teachers' job attitude indicators, even controlling for the effects of their sociodemographic variables. This work expands our knowledge about the role of teachers' positive emotions in the development of positive work attitudes, and also supports the inclusion of emotional skills in future teacher preparation programs as resources to facilitate work-related well-being.
根据积极情绪的拓展与建构理论，在组织环境中，积极情绪的频率与积极态度、认知和行为的发展相关。然而，工作中的积极和消极态度也可能受到不同个人资源和工作资源的影响。虽然情商与积极的工作态度和个人幸福感显著相关，但尚无研究考察教师幸福感和情商在关键教师工作态度中的联合作用。本研究评估情商是否与教师幸福感水平相互作用，以共同解释重要的教师工作态度（即工作满意度和离职意愿）。685名教学专业人员（431名女性）的总样本填写了一系列量表，包括主观幸福感、情商、工作满意度和离职意愿。我们的结果显示，主观幸福感与更高的工作满意度和更低的离职意愿显著相关。同样，情商与幸福感和工作满意度呈正相关，与离职意愿呈负相关。最后，交互分析显示了幸福感和情商在解释教师工作态度方面的主要作用。除了主要作用外，幸福感和情商的交互作用在预测所有教师的工作态度指标方面具有显著性，即使在控制了社会人口统计学变量的影响之后。这项工作扩展了我们对教师积极情绪在积极工作态度发展中作用的认识，也支持在未来的教师培训项目中纳入情感技能，作为促进工作相关幸福感的资源。
