The Impact of Emotional Intelligence, Increasing Job Demands Behaviour and Subjective Well-Being on Teacher Performance: Teacher-Gender Differences

Autor/inn/en	Amirian, Seyed Morteza; Amirian, Seyedeh Khadijeh; Kouhsari, Masoumeh
Titel	The Impact of Emotional Intelligence, Increasing Job Demands Behaviour and Subjective Well-Being on Teacher Performance: Teacher-Gender Differences
Quelle	In: International Journal of Educational Management, 37 (2023) 1, S. 240-258Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Kouhsari, Masoumeh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-09-2022-0370
Schlagwörter	Forschungsbericht; Emotional Intelligence; Well Being; Gender Differences; Elementary School Teachers; Teacher Competencies; Teacher Responsibility; Predictor Variables; Foreign Countries; Teacher Behavior; Teacher Effectiveness; Iran + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Well-being; Wellness; Wohlbefinden; Geschlechterkonflikt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Lehrverpflichtung; Prädiktor; Ausland; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Purpose: The purpose of this paper is to explore the critical roles of emotional intelligence, increasing job demands behaviour and subjective well-being in teachers' performance throughout their gender. Design/methodology/approach: In this study, the authors used multi-group structural equation modelling and mediation analysis of a sample of 602 primary school teachers in Iran. Findings: This study found that emotional intelligence significantly affected teachers' performance. Teachers' emotional intelligence and increasing job demands behaviour were significant predictors of teacher performance in both genders. Furthermore, increasing job demand behaviour had a stronger mediating effect than subjective well-being on the relationship between emotional intelligence and teachers' performance in both genders. Originality/value: This model is an attempt to examine possible gender differences on the relationships between teachers' emotional intelligence and their job performance by mediating roles of subjective well-being and increasing job demands behaviours in a specific societal and educational context. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01