Chinese college teachers' emotional intelligence and mental health: a chain mediation model involving student relationship quality.

INTRODUCTION

This study investigates the relationship between teacher engagement and mental health among Chinese college teachers, examining the mediating roles of emotional intelligence (EI) and teacher-student relationships. Teacher engagement, characterized by commitment, enthusiasm, and dedication, is crucial for educators' mental well-being, as it fosters job satisfaction, reduces stress, and mitigates burnout. In the context of Chinese higher education, unique challenges such as heavy workloads and high expectations necessitate targeted approaches to enhance teacher engagement and mental health.

METHODS

The study utilized a four-wave panel design involving 1,264 Chinese college teachers from Guangdong Province. Data were collected on teacher engagement, EI components (attention, clarity, and repair), the quality of teacher-student relationships, and mental health outcomes.

RESULTS

The results revealed a significant direct effect of teacher engagement on mental health, indicating that higher engagement levels are associated with better mental health outcomes. Mediation analyses showed that EI attention and repair significantly mediated this relationship, while EI clarity did not independently mediate the effect. Additionally, serial mediation analysis highlighted the importance of EI clarity and teacher-student relationships in enhancing mental health.

DISCUSSION

Engaged teachers with high EI were better equipped to manage stress and build positive relationships with their students, fostering a supportive work environment. The study underscores the need for professional development programs focusing on EI training and strategies to improve teacher-student relationships, aiming to support teachers' well-being. Overall, this research provides valuable insights into the complex interplay between teacher engagement, emotional intelligence, and mental health, offering guidance for educational institutions to develop targeted interventions that promote teacher well-being and effectiveness.