Premium
Emotion‐regulation ability, burnout, and job satisfaction among British secondary‐school teachers
Author(s) -
Brackett Marc A.,
Palomera Raquel,
MojsaKaja Justyna,
Reyes Maria Regina,
Salovey Peter
Publication year - 2010
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20478
Subject(s) - psychology , burnout , affect (linguistics) , job satisfaction , emotional intelligence , principal (computer security) , test (biology) , social psychology , path analysis (statistics) , emotional exhaustion , applied psychology , clinical psychology , paleontology , statistics , mathematics , communication , computer science , biology , operating system
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.