Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers.

By Marc A. Brackett, R. Palomera, Justyna Mojsa-Kaja, M. Reyes, Peter Salovey. 2010

572 citations recorded by the source corpus.

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. C � 2010 Wiley Periodicals, Inc.

Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/268c2833950561567bf9cd9f86e9c3ffc449b100

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Citations in the corpus

The Effectiveness of Mindfulness-Based Stress Reduction on Educator Stress and Well-Being: Results from a Pilot Study (2013, background): “These skills are particularly important for educators, who must learn to successfully interact with a diverse array of students, colleagues, and parents on a daily basis (Brackett et al. 2010).”
Teachers’ Emotional Competence and Social Support: Assessing the Mediating Role of Teacher Burnout (2017, background): “…while personal accomplishment is negatively related, to the other two subscales of burnout, which is in line with the existing literature (Brackett et al., 2010; Brotheridge & Grandey, 2002; Cano-Garcia, Padilla-Munoz, & Carrasco-Ortiz, 2005; Doudin et al., 2009; Schaufeli & Enzmann,…”
The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration (2020, background): “…and job satisfaction, respectively, and found school leadership and organizational factors, especially school culture and climate, to have possible associations with the interested teacher outcomes (Brackett et al., 2010; Gligorovic et al., 2012; Hosford and O’Sullivan, 2016; Shen et al., 2012).”