Psychological Development and Education ›› 2014, Vol. 30 ›› Issue (2): 160-168.

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Teacher’s Emotional Intelligence and Job Performance：The Mediating Roles of Work-family enrichment and Active Behaviors

HOU Min1,2, JIANG Qi1,2, CHEN Xiao1,2, ZHU Meng-yin1,2, YAN Xiu-feng3, XIANG Ling4   

  1. 1. Mental Health Research Center of Southwest University, Chongqing 400715;
    2. Faculty of Psychological Science, Southwest University, Chongqing 400715;
    3. Bureau of Education in Datong, Datong 037000;
    4. Peng Shui Teachers Training School, Chongqing 409600
  • Online:2014-03-15 Published:2014-03-15

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Abstract: This study used data collected from a sample of 630 primary and secondary school teachers to explore the relations among emotional intelligence, work-family enrichment, active behaviors and job performance. Results of the latent structure equation modeling showed (1) significant positive correlations existed between emotional intelligence, work-to-family enrichment, family-to-work enrichment, active behaviors and job performance;(2) teacher's emotional intelligence could directly predict job performance, as well as family-to-work enrichment and active behaviors mediated the associations between teacher's emotional intelligence and job performance;(3) EI-specific models found some emotional intelligence differences among teachers. Family-to-work enrichment played a partly intermediary role in low emotional intelligence and job performance, while family-to-work enrichment and active behaviors completely mediated high emotional intelligence and job performance;(4) work-to-family enrichment didn't reveal a significant prediction on job performance.

Key words: emotional intelligence, work-family enrichment, active behaviors, job performance, teachers, multiple intermediate effect

CLC Number: 

  • G443
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