Zhang Zedong, Li Yan, Wang Ye, An Xiaomin
Faculty of Education, Northeast Normal University, Changchun, China.
Department of Teacher Education, Xilingol Vocational College, Xilinhot, China.
Front Psychol. 2025 Mar 25;16:1542911. doi: 10.3389/fpsyg.2025.1542911. eCollection 2025.
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.
尽管已有研究表明，在许多职业中，情商（EI）对工作投入度（WE）有显著影响，但中国西部幼儿园教师的情商与工作投入度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其工作投入度，以及教育背景是否会调节这种关系来填补这一空白。8786名幼儿园教师参与了此次研究，他们完成了幼儿园教师情商量表和工作投入量表。结果表明，幼儿园教师的情商与工作投入度呈正相关，且对工作投入度具有预测作用。然而在情商的内部结构中，情绪感知对工作投入度没有预测作用，而情绪识别则对工作投入度有负向预测作用。此外，研究发现幼儿园教师的教育背景会调节情商与工作投入度之间的关系。为了在未来提高幼儿园教师的工作投入度，将情商视为一种可培养的技能至关重要。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。
