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Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong
ARTICLE

TATE Volume 22, Number 8 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The relationships among four components of emotional intelligence (emotional appraisal, positive regulation, empathic sensitivity, and positive utilization) and three components of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were investigated in a sample of 167 Chinese secondary school teachers in Hong Kong. One hypothesized and five competing models were constructed and tested using structural equation modeling procedures. The hypothesized model provided an adequate and moderately good fit, suggesting that emotional exhaustion, influenced by emotional appraisal and positive regulation, was causally prior to depersonalization and personal accomplishment, but personal accomplishment could develop relatively independently from the burnout components through the influence of positive utilization of emotions. Implications of the findings on the articulation of components of emotional intelligence and burnout for preventive intervention efforts to combat burnout are discussed.

Citation

Chan, D.W. Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and Teacher Education: An International Journal of Research and Studies, 22(8), 1042-1054. Elsevier Ltd. Retrieved November 12, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2006.04.005

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