Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction

By Hongbiao Yin, John Chi-Kin Lee, Zhonghua Zhang, Yu-le Jin. 2013

256 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/ed3c787a06986bf42f950a32a82ebc7fe23e472a

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. A. Ghanizadeh
3. N. Royaei
4. Lijie Lv
5. M. L. López-Delgado
6. J. Cejudo
7. Angelica Moè
8. Hongbiao Yin

In Social Psychology

1. Shenghua Huang
2. Lijie Lv
3. Junjun Chen
4. Wei Guo
5. N. Royaei
6. A. Ghanizadeh
7. I. Katz
8. M. L. López-Delgado

In Sociology and Political Science

1. Shenghua Huang
2. Lijie Lv
3. A. Ghanizadeh
4. N. Royaei
5. Junjun Chen
6. Wei Guo
7. Angelica Moè
8. Hongbiao Yin

Citations in the corpus

• Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout (2015, background): “Harvey and Evans (2003; as cited in Yin et al., 2013) suggested a model of teachers’ emotional skill which derives from regulation of emotion and includes five subcomponents: emotional relationships, interpersonal awareness, emotional intrapersonal beliefs, emotional interpersonal guidelines, and…”
• Influence of Emotional Intelligence and Burnout Syndrome on Teachers Well-Being: A Systematic Review (2019, background): “Having a good perception of EI is an important factor in maintaining optimal mental health because people with high levels of IE have a better sense of self-efficacy, and in turn, avoid the feeling of professional burnout (Cho and Park 2007; Pulido-Martos et al. 2016; Yin et al. 2013).”
• Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “Teacher job satisfaction was found to be linked with reappraisal and the tendency to express naturally felt emotions (Yin et al., 2013) suggesting that also job satisfaction could be considered in future studies for its role in shaping emotion regulation abilities.”
• Importancia de la inteligencia emocional en la práctica docente: un estudio con maestros (2017, background): “…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 that teachers may have on the…”
• Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership (2018, background): “The WEIS was originally developed for Chinese respondents in business settings, but is now used in educational settings, measuring teachers’ or leaders’ EI in Hong Kong and Mainland China.”
• Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy (2019, background): “…associations between emotional job demands and teacher well-being indicators and the beneficial roles of teachers’ emotion-related capacities, such as emotional intelligence or the ability to exercise proper coping strategies (Cheung, Tang, & Tang, 2011; Yin et al., 2013; Yin et al., 2016).”