RT Journal Article
T1 Leaving the Teaching Profession: Examining the Role of Social Support, Engagement and Emotional Intelligence in Teachers’ Intentions to Quit
T2 Dejar la profesión docente: análisis del papel del apoyo social, el engagement y la inteligencia emocional en la intención de abandono del profesorado
A1 Mérida-López, Sergio
A1 Sánchez-Gómez, Martín
A1 Extremera-Pacheco, Natalio
K1 Profesores
AB The study aimed to test mediator and moderator factors in the relationship between workplace social support (i.e., perceived support from colleagues and supervisors) and intentions to quit in a sample of teaching professionals. Specifically, utilizing job-demands-resources theory to focus on social support, we examined whether work engagement mediated the relationship between workplace social support and intentions to quit. Moreover, the potential moderator role of emotional intelligence in the proposed model was tested. The study sample comprised 1,297 teaching professionals (64.8% females) working as preschool, primary, and secondary teachers in several centers in eastern and southern Spain. The main results demonstrated that work engagement totally mediated the relationship between social support from colleagues/supervisors and intentions to quit. The findings showed that teachers’ levels of emotional intelligence significantly moderated the indirect paths between perceived support from colleagues/supervisors and intentions to quit. Teachers with the lowest levels of work engagement reported low support from colleagues or supervisors, togetherwith low emotional intelligence. Similarly, highest intentions to quit was reported by those teachers reporting low work engagement and low emotional intelligence. Finally, we discuss the relevance of these findings for basic and applied research seeking to retain a more engaged teaching force.
PB Colegio Oficial de Psicólogos
YR 2022
FD 2022-09-01
LK https://hdl.handle.net/10630/37063
UL https://hdl.handle.net/10630/37063
LA eng
NO Mérida-López, S., Sánchez-Gómez, M., & Extremera, N. (2020). Leaving the teaching profession: Examining the role of social support, engagement and emotional intelligence in teachers’ intentions to quit. Psychosocial Intervention, 29(3), 141–151. https://doi.org/10.5093/pi2020a10
NO This work was supported by Junta de Andalucia/FEDER funds (UMA18-FEDERJA-147) and the Spanish Ministry of Education and Vocational Training (FPU16/02238).
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 23 ene 2026