Emotional Intelligence and Components of Burnout among Chinese Secondary School Teachers in Hong Kong.

By D. Chan. 2006

329 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b67739fe6fa4c809f6f5cb8cb0aaa173b8990297

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Citations in the corpus

Job burnout: The contribution of emotional stability and emotional self‐efficacy beliefs (2018, unknown): “…to identify, process, and effectively manage emotions in order to attain goals, better adapt, and cope with challenges (see Petrides, 2011), stress (Chan, 2006; Mikolajczak, Menil, & Luminet, 2007; Ullrich, Lambert, & McCarthy, 2012), and burnout (Zysberg, Orenshtein, Gimmon, & Robinson, 2017).”
Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice? (2018, unknown): “For example, empirical research has shown that highly emotionally intelligent teachers are better able to deal with the challenges of contemporary classroom life such as working with diverse heterogeneous classes, managing group dynamics or coping with increasing levels of teacher stress and burnout”
Stress in teaching professionals across Europe (2020, background): “Enhancing the emotional intelligence of teachers has a potential protective effect both in the education organisation and in the treatment of stress and exhaustion at a personal level (Chan, 2006; Durán, Extremera & Rey, 2004; Llorent, Zynch & Varo-Millán, 2020; Mérida-López, Extremera & Sánchez, 20”
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, unknown): “In addition, little research has focused on how teachers’ SEC supports their ability to cope with these stressors and regulate the accompanying emotions to promote supportive relationships with their students and prevent and manage disruptive student behaviors (Chan, 2006).”
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers (2009, background): “In consistent with Greenglass’ theory, Chang (2009) found that proactive coping is a significant latent factor that”
Teaching the teachers: emotional intelligence training for teachers (2014, background): “…process, there is a growing body of literature that suggests that emotional intelligence training can enhance professionals’ emotional intelligence and contribute to their overall professional and academic performance (Chan, 2006; Clarke, 2010, Nelis, Quoidbach, Mikolajczak, & Hansenne, 2009).”
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions (2018, background): “Unsatisfactory levels of psychological wellbeing in the workplace increase teacher stress, and may lead to feelings of burnout and increased quitting intentions (Chan, 2006; Høigaard, Giske, & Sundsli, 2012; Skaalvik & Skaalvik, 2016).”
Teachers—The Vital Resource (2013, background): “Considering the links between higher levels of EI, lower occupational stress, and better psychological and physical well-being (Chan, 2006; Gardner, 2005; Nikolaou, 2002; Pau & Croucher, 2003; Slaski & Cartwright, 2002, 2003), there is considerable potential in exploring options for increasing EI in”
EI training and pre-service teacher wellbeing (2014, background): “Considering the links between higher levels of EI, lower occupational stress, and increased psychological and physical wellbeing (Chan, 2006; Gardner, 2005; Nikolaou, 2002; Pau & Croucher, 2003; Slaski & Cartwright, 2002; Slaski & Cartwright, 2003), there is considerable potential in exploring…”
The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout (2015, background): “Empirical research has also reported connections between trait EI and teacher burnout (Chan, 2006).”
Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. (2010, background): “Abundant research has focused on these emotional demands and their impact on teachers’ well-being, mental health, stress, burnout, and job satisfaction as well as on learning outcomes for students (Chan, 2006).”
Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management (2020, background): “…2019), associated to higher professional performance, lower feelings of tiredness (Extremera et al., 2016), helpful for the teaching–learning process (Chan, 2006), related to promotion of an appropriate emotional climate (Jennings and Greenberg, 2009), and also to an effective classroom management…”
Importancia de la inteligencia emocional en la práctica docente: un estudio con maestros (2017, background): “…teachers’ tasks (e.g., Hargreaves, 2005); the influence of teachers’ emotional intelligence (hereafter EI) on the the teaching-learning process (e.g., Chan, 2006; Allen et al., 2014; Yin et al., 2013); teachers’ emotional regulation (e.g., Cross & Hong, 2012); and, finally, the kinds of impact…”