Huo Wei, Wang Xuemei
Shanghai International Studies University, Shanghai, 200083, China.
Heliyon. 2024 Jul 8;10(14):e34272. doi: 10.1016/j.heliyon.2024.e34272. eCollection 2024 Jul 30.
The work engagement of foreign language teachers enhances both their performance and the quality of instruction. Recent studies have highlighted the pivotal roles of emotional intelligence, job burnout, and self-efficacy in fostering teachers' work engagement. Despite this, the complex interactions between these factors in the context of foreign language teaching remain underexplored. This study conducts a meta-analytic review to examine the connections among work engagement, emotional intelligence, burnout, and self-efficacy among foreign language educators. Utilizing a chain mediation model, it probes the mechanism through which emotional intelligence impacts work engagement, based on an analysis of 49 scholarly articles. Results from the meta-analysis robustly validate the hypothesized model. Specifically, emotional intelligence contributes to work engagement via four distinct routes: direct mediation through self-efficacy, direct mediation through job burnout, and chain mediation involving self-efficacy and job burnout. Of the evaluated factors, emotional intelligence had the most significant impact on enhancing work engagement. Implications of these findings may facilitate the training and ongoing professional development of foreign language teachers.
外语教师的工作投入既能提高他们的工作表现，也能提升教学质量。最近的研究强调了情商、职业倦怠和自我效能感在促进教师工作投入方面的关键作用。尽管如此，在英语教学背景下，这些因素之间的复杂相互作用仍未得到充分探索。本研究进行了一项元分析综述，以考察外语教育工作者的工作投入、情商、职业倦怠和自我效能感之间的联系。基于对49篇学术文章的分析，本研究采用链式中介模型，探究了情商影响工作投入的机制。元分析的结果有力地验证了假设模型。具体而言，情商通过四种不同途径促进工作投入：通过自我效能感的直接中介作用、通过职业倦怠的直接中介作用，以及涉及自我效能感和职业倦怠的链式中介作用。在所评估的因素中，情商对提高工作投入的影响最为显著。这些研究结果的意义可能有助于外语教师的培训和持续专业发展。
