Teachers' Psychological Well-Being Role of Emotional Intelligence and Resilient Character Traits in Determining the Psychological Well-Being of Indian School Teachers

Autor/inn/en	Kamboj, Kannu Priya; Garg, Pooja
Titel	Teachers' Psychological Well-Being Role of Emotional Intelligence and Resilient Character Traits in Determining the Psychological Well-Being of Indian School Teachers
Quelle	In: International Journal of Educational Management, 35 (2021) 4, S.768-788 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kamboj, Kannu Priya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-08-2019-0278
Schlagwörter	Well Being; Emotional Intelligence; Mental Health; Resilience (Psychology); Persistence; Self Efficacy; Personality Traits; Elementary School Teachers; Teacher Characteristics; Gender Differences; Correlation; Foreign Countries; India + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Emotionale Intelligenz; Psychohygiene; Ausdauer; Self-efficacy; Selbstwirksamkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Korrelation; Ausland; Indien
Abstract	Purpose: The substance of the present study lies in analysing the extent to which intrinsic factors like emotional intelligence and resilient character traits impact the psychological well-being of school teachers. It prominences the mediating role of resilient character traits in the relationship between emotional intelligence and psychological well-being of teachers. Design/methodology/approach: This cross-sectional survey study recruits a sample of 200 school teachers across the state of Haryana, India, with the help of a convenience sampling technique. Findings: The findings from parallel multiple mediation indicate perseverance as a significant mediator and predictor of psychological well-being among factors of resilient traits, and self-reliance emerges as an inconsistent, yet significant mediator in the relationship between emotional intelligence and well-being of teachers. The direct effect of emotional intelligence on psychological well-being also emerged as statistically significant. Additionally, the female school teachers show higher emotional intelligence and resilience as compared to the male school teachers. Practical implications: The research is not an unmitigated work in the exploration of a causal relationship between the study variables. However, the study draws practical suggestions for improving the perseverant and emotionally intelligent behaviour of teachers for better emotional and psychological adjustment at work. It acknowledges the role of school administration and education policymakers in furthering the betterment of teachers' psychological state for improved performance and effectiveness. Also, teamwork, stress reduction and leadership building appeared to be helpful contributors to enhance the perseverance and emotional intelligence among teachers. Originality/value: Studies in the field of school administration rarely address the psychological well-being of school teachers as their concern. This study accentuates the impact of intrinsic antecedents of psychological well-being, which is neither well conceptualised in Indian studies nor is causally related to any psychological constructs. Therefore, it remarkably contributes to the literature in the field of educational management and leadership, providing an insight into the psyche of teachers from "the Orient". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01