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Vol. 27. Issue 2.
Pages 168-175 (July - December 2022)
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Vol. 27. Issue 2.
Pages 168-175 (July - December 2022)
Original
Emotional intelligence and social support of teachers: Exploring how personal and social resources are associated with job satisfaction and intentions to quit job
Inteligencia emocional y apoyo social del profesorado: explorando cómo los recursos personales y sociales se asocian con la satisfacción laboral y con las intenciones de abandono docente
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Sergio Mérida-Lópeza,
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sergioml@uma.es

Corresponding author.
, Cirenia Quintana-Ortsb, Taina Hintsac, Natalio Extremeraa
a Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies at the University of Malaga, Malaga, Spain
b Department of Developmental and Educational Psychology at the University of Seville, Seville, Spain
c School of Educational Sciences and Psychology at the University of Eastern Finland, Joensuu, Finland
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Abstract

Although previous research has indicated that emotional abilities substantially affect teacher work-related well-being and motivation, studies examining the potential paths in which emotional intelligence relates to job satisfaction and intention to quit are limited. The current study examined a serial mediation model including a personal resource, i.e., emotional intelligence, as a predictor of job resources (i.e., perceived support from colleagues and supervisors), job satisfaction, and intention to quit. A total of 1,079 teaching professionals (651 female; Mage = 44.07 years) took part in this study. The teaching levels include: preschool, primary and secondary schools. A serial mediation model was tested with the SPSS macro PROCESS (model 80). Results supported a model showing that higher emotional intelligence was associated with lower teachers’ intention to quit via two indirect pathways: (a) higher job satisfaction and (b) higher perceived support from supervisors followed by higher job satisfaction. This study adds to our understanding of how personal and contextual resources may allow teachers to feel satisfied at work and less likely to consider withdrawal from work.

Keywords:
Emotional intelligence
Workplace social support
Job satisfaction
Intention to quit
Teaching professionals
Resumen

Aunque investigaciones previas han indicado que las habilidades emocionales afectan sustancialmente al bienestar ocupacional y la motivación del profesorado, los estudios que examinan las posibles vías por las cuales la inteligencia emocional se relaciona con la satisfacción laboral y con la intención de abandono son escasos. El presente estudio ha examinado un modelo de mediación serial incluyendo un recurso personal, i.e., inteligencia emocional, como un predictor de los recursos laborales (i.e., apoyo percibido de colegas y supervisores), satisfacción laboral e intención de abandono. Un total de 1.079 profesionales de la enseñanza (651 mujeres; Medad = 44.07 años) ha participado en este estudio. Los niveles de enseñanza del profesorado incluyen: preescolar, primaria y secundaria. Se ha analizado un modelo de mediación serial mediante la macro PROCESS de SPSS (modelo 80). Los resultados han apoyado un modelo que muestra que mayores niveles de inteligencia emocional se asocian con una menor intención de abandono docente a través de dos vías indirectas: (a) una mayor satisfacción laboral y (b) un mayor apoyo percibido de supervisores seguido de una mayor satisfacción laboral. Este estudio contribuye a la comprensión de cómo los recursos personales y contextuales pueden permitir que el profesorado se sienta satisfecho en el trabajo y menos propenso a considerar el abandono.

Palabras clave:
Inteligencia emocional
Apoyo social organizacional
Satisfacción laboral
Intención de abandono
Profesionales docentes

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