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- Title
Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers.
- Authors
Brackett, Marc A.; Palomera, Raquel; Mojsa-Kaja, Justyna; Reyes, Maria Regina; Salovey, Peter
- Abstract
The topic of emotion regulation and its relationship with teacher effectiveness is beginning to garner attention by researchers. This study examined the relationship between emotion-regulation ability (ERA), as assessed by the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT), and both job satisfaction and burnout among secondary-school teachers (N = 123). It also examined the mediating effects of affect and principal support on these outcomes. ERA was associated positively with positive affect, principal support, job satisfaction, and one component of burnout, personal accomplishment. Two path models demonstrated that both positive affect and principal support mediated independently the associations between ERA and both personal accomplishment and job satisfaction. © 2010 Wiley Periodicals, Inc.
- Subjects
UNITED Kingdom; TEACHER burnout; JOB satisfaction; EMOTIONAL intelligence; TEACHER effectiveness; AFFECT (Psychology); TEACHER-principal relationships; OCCUPATIONAL achievement; HIGH school teachers; PSYCHOLOGY
- Publication
Psychology in the Schools, 2010, Vol 47, Issue 4, p406
- ISSN
0033-3085
- Publication type
Article
- DOI
10.1002/pits.20478