RT Journal Article
T1 Managing teachers' job attitudes: The potential benefits of being a happy and emotional intelligent teacher.
A1 Peláez-Fernández, María Angeles
A1 Mérida-López, Sergio
A1 Sánchez-Álvarez, Nicolás
A1 Extremera-Pacheco, Natalio
K1 Calidad de vida en el trabajo
K1 Profesores
K1 Inteligencia
K1 Emociones
AB According to the broaden-and-build theory of positive emotions, the frequency of positive emotions is associated with the development of positive attitudes, cognitions, and behaviors in organizational contexts. However, positive and negative attitudes at work might also be influenced by different personal and job resources. While emotional intelligence has been significantly associated with positive job attitudes and personal wellbeing, no studies have yet examined the joint role of teacher happiness and emotional intelligence in key teacher job attitudes. The present study assesses whether emotional intelligence interacts with levels of teacher happiness to jointly explain important teacher job attitudes (i.e., job satisfaction and turnover intention). A total sample of 685 teaching professionals (431 female) filled out a battery of scales including subjective happiness, emotional intelligence, job satisfaction, and turnover intention. Our results revealed that subjective happiness was significantly associated with both higher job satisfaction and lower turnover intention. Likewise, emotional intelligence was positively related to happiness and job satisfaction, and negatively related to turnover intention. Finally, interaction analysis showed the main effects of happiness and emotional intelligence in explaining teacher job attitudes. Beyond the main effects, the interaction effects of happiness and emotional intelligence were significant in predicting all teachers’ job attitude indicators, even controlling for the effects of their sociodemographic variables. This work expands our knowledge about the role of teachers’ positive emotions in the development of positive work attitudes, and also supports the inclusion of emotional skills in future teacher preparation programs as resources to facilitate work-related well-being
PB Frontiers in Psychology
YR 2021
FD 2021-05-04
LK https://hdl.handle.net/10630/28427
UL https://hdl.handle.net/10630/28427
LA eng
NO Peláez-Fernández, M. A., Mérida-López, S., Sánchez-Álvarez, N., & Extremera, N. A. (2021). Managing teachers' job attitudes: The potential benefits of being a happy and emotional intelligent teacher. Frontiers in Psychology, 12:661151.
NO Despite the limitations, this study increases our knowledge of the specific contribution of EI and positive emotions in teachers to the enhancement of well-being and work-related criteria; it also suggests the joint incorporation of both emotional abilities and positive activities for optimal well-being in preparation programs for future teachers, as key resources to increase positive and reduce negative attitudes toward their workplace
NO This research has been supported and funded in part by research projects from the University of Málaga and Juntade Andalucía/FEDER (UMA18-FEDERJA-147) and PAIDI Group CTS-1048 (Junta de Andalucía). This work was alsosupported by the Spanish Ministry of Education and Vocational Training (FPU16/02238)
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 21 ene 2026