RT Generic
T1 Dataset_teachers_perceivedstress.
A1 Mérida-López, Sergio
A1 Sofia Carvalho, Vânia
A1 Extremera-Pacheco, Natalio
A1 Chambel, María José
K1 Profesores - Estrés laboral
K1 Profesores - Salud mental
AB A growing number of studies have tested the relationship between personal resources (e.g., emotional intelligence) and indicators of occupational well-being, including work engagement. However, few have examined health-related factors moderating or mediating the pathway from emotional intelligence to work engagement. A better knowledge of this area would contribute substantially to the design of effective intervention strategies. The present study’s main goal was to test the mediating and moderating role of perceived stress in the association between emotional intelligence and work engagement. The participants comprised 1166 Spanish teaching professionals (744 of whom were female and 537 worked as secondary teachers; Mage = 44.28 years). The results showed that perceived stress partially mediated the link between emotional intelligence and work engagement. Moreover, the positive relationship between emotional intelligence and work engagement was strengthened among individuals who scored high in perceived stress. The results suggest that multifaceted interventions targeting stress management and emotional intelligence development may facilitate engagement in emotionally demanding occupations such as teaching.
PB Universidad de Málaga
YR 2024
FD 2024-11-28
LK https://hdl.handle.net/10630/35385
UL https://hdl.handle.net/10630/35385
LA eng
NO Mérida-López, S., Carvalho, V. S., Chambel, M. J., & Extremera, N. (2023). Emotional intelligence and teachers’ work engagement: The mediating and moderating role of perceived stress. Journal of Psychology, 157(3), 212–226. https://doi.org/10.1080/00223980.2023.2169231
NO -Universidad de Málaga-Junta de Andalucía (UMA18-FEDERJA-147)-Ministerio de Ciencia e Innovación (PID2020-117006RB-I00)-Grupo PAIDI CTS-1048 de la Junta de Andalucía
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 20 ene 2026