Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers

Authors


  • The Health, Emotion, and Behavior (HEB) Laboratory is supported by a grant from the William T. Grant Foundation to Marc Brackett and by a grant from the National Cancer Institute (RO1-CA68427) to Peter Salovey.

    We extend our gratitude to the many individuals who helped us with all aspects of the study, including Nicole Katulak, Susan Rivers, Jim Casey, David Caruso, and Michelle Cook, as well as other members of the HEB Laboratory. This research would not have been possible without the cooperation and support of Chris Gerry, Clare Ludlow, and the principals and teachers at New Line Learning Academy of Schools, Maideston, UK.

Abstract

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.

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