The effect of teachers’ emotional labour on teaching satisfaction: moderation of emotional intelligence

By Hongbiao Yin. 2015

189 citations recorded by the source corpus.

Subfields: Organizational Behavior and Human Resource Management, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0917856c3d46665506308b21437c7be1492c9943

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Organizational Behavior and Human Resource Management

1. Shenghua Huang
2. Lijie Lv
3. Nancy E. Perry
4. Robert M. Klassen
5. Hongbiao Yin
6. Y. Lee
7. A. Ghanizadeh
8. N. Royaei

In Social Psychology

1. Shenghua Huang
2. Lijie Lv
3. Nancy E. Perry
4. Lisa Bardach
5. Robert M. Klassen
6. Hongbiao Yin
7. Rebecca J. Collie
8. Junjun Chen

In Sociology and Political Science

1. Shenghua Huang
2. Lijie Lv
3. Nancy E. Perry
4. Robert M. Klassen
5. Lisa Bardach
6. Hongbiao Yin
7. Y. Lee
8. A. Ghanizadeh

Citations in the corpus

• Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review (2021, background): “Considering the related yet distinct nature of emotional labor strategies and emotional intelligence (e.g., Yin, 2015), they can potentially be constructively combined in intervention programs to achieve the best outcomes.”
• Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy (2019, methodology): “…throughout the teaching day and in the face of disruptions or emergencies and expressing a substantial level of strictness or even harshness to facilitate classroom management, but also paying due attention to and caring for students in need to build sound teacher-student relationships (Yin, 2015).”