Trait emotional intelligence as buffer of mood of in-service and pre-service teachers of preschool and elementary education during the impact of COVID-19
Abstract
Background: Trait Emotional Intelligence (EI) is a personal characteristic that can act as a buffer factor against vital challenging circumstances and be a predictor of mood in a variety of natural situations such as those derived from the social context of the COVID-19 pandemic. The general aim of this research was to study the relationship between trait EI and teacher moods during confinement. Method: The study included 478 participants, 316 Preschool teachers and Elementary teachers from public centers in the Region of Murcia and 162 university students of Preschool and Elementary education degrees. The instrument used to assess trait EI was the TEIQue-SF; to assess the moods experienced during the impact of COVID-19, a short version of the POMS was used. Results: Teachers with high trait EI were perceived to be more energized and kinder, as well as less nervous, moody, sad and tired, just the opposite pattern of teachers with a low trait EI profile. In addition, female teachers obtained higher scores in negative mood states. Conclusions: Although the study is correlational, the results support the idea of trait EI as a protective factor against stress, which reinforces its role as a promoter of teacher well-being.
Downloads
References
Albani, A., Ambrosini, F., Mancini, G., Passini, S., & Biolcati, R. (2023). Trait emotional intelligence and self-regulated learning in university students during the COVID-19 pandemic: the mediation role of intolerance of uncertainty and COVID-19 perceived stress. Personality and Individual Differences, 203. https://doi.org/1.1016/j.paid.2022.111999
Anaya, D., Pérez-González, J. C., & Suárez, J. M. (2011). Los contenidos de formación de los profesionales de la orientación educativa desde la perspectiva de los propios orientadores [School counselor’s training domains from the practitioners’ point of view]. Revista de Educación, 356, 607-629. https://doi.org/1.4438/1988-592X-RE-2011-356-053
Andrade, E., Arce, C., De Francisco, C., Torrado, J., & Garrido, J. (2013). Versión breve en español del cuestionario POMS para deportistas adultos y población general orientadores [Abbreviated versión in Spanish of the POMS questionnaire for adult athletes and general population]. Revista de Psicología del Deporte, 22(1), 95-102. http://hdl.handle.net/10347/22124
Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review. Educational Psychology Review, 34(1), 259-30. https://doi.org/1.1007/s10648-021-09614-9
Baudry, A. S., Grynberg, D., Dassonneville, C., Lelorain, S., & Christophe, V. (2018). Sub-dimensions of trait emotional intelligence and health: A critical and systematic review of the literature. Scandinavian Journal of Psychology, 59(2), 206-222. https://doi.org/1.1111/sjop.12424
Bisquerra, R., Pérez-González, J. C., & García, E. (2015). Inteligencia emocional en educación. Síntesis.
Buck, R. (2014). Emotion: A Biosocial Synthesis. Cambridge University Press.
Callegari, C., Bertù, L., Lucano, M., Lelmini, M., Braggio, E., & Vender S. (2016). Reliability and validity of the Italian versión of the 14-item Resilience Scale. Psychology Research Behavior Management 9, 227–284. https://doi.org/1.2147/PRBM.S115657
Cardelle-Elawar, M., & Acedo-Lizarraga, L. (2010). Looking at teacher identity through self-regulation. Psicothema, 22, 293–298. https://reunido.uniovi.es/index.php/PST/article/view/8904
Cebollero-Salinas, A., Bautista, P., Cano, J., & Orejudo, S. (2022). E-competencias e inteligencia colectiva. Propuestas para el desarrollo emocional en las interacciones en línea [E-competences and collective intelligence. Proposals for emotional development in online interactions]. Revista Internacional De Educación Emocional Y Bienestar, 2(1), 13–32. https://doi.org/1.48102/rieeb.2022.2.1.21
Cejudo, J., & López-Delgado, M. L. (2017). Importancia de la inteligencia emocional en la práctica docente: un estudio con maestros [Importance of emotional intelligence in the teaching practice: A study with primary education teachers]. Psicología Educativa, 23(1), 29-36. https://doi.org/1.5944/reop.vol.26.num.3.2015.16400
Cejudo, J., Díaz, M. V., Losada, M. L., & Pérez-González, J. C. (2016). Necesidades de formación de maestros de Infantil y Primaria en atención a la diversidad [Training needs of early childhood education and primary education school teachers on the treatment of diversity]. Bordón: Revista de Pedagogía, 68(3), 23-39. https://doi.org/1.13042/bordon.2016.68402
Cejudo, J., López-Delgado, M. L., Rubio, M. J., & Latorre, J. M. (2015). La formación en educación emocional de los docentes: una visión de los futuros maestros [Training teachers in emotional education: A vision of future schoolteachers]. Revista Española de Orientación y Psicopedagogía (REOP), 26(3), 45-62. https://doi.org/1.5944/reop.vol.26.num.3.2015.16400
Chan, D. W. (2009). The hierarchy of strengths: their relationships with subjective well-being among Chinese teachers in Hong Kong. Teaching and Teacher Education, 25(6), 867-875. https://doi.org/1.1016/j.tate.2009.01.010
Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77. https://doi.org/1.1016/j.tate.2016.01.001
Chernyshenko, O., Kankaraš, M., & Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills. OECD Education Working Papers, 173. https://doi.org/1.1787/19939019
Cho, H. J., & Kyung, A. P. (2007). The effect of emotional intelligence and self-efficacy on teachers’ burnout. The Journal of Korean Teacher Education, 24, 251–27. https://doi.org/1.12973/eu-jer.9.1.277
Costa, P. T., Terracciano, A., & McCrae, R. R. (2001). Gender differences in personality traits across cultures: robust and surprising findings. Journal of Personality and Social Psychology, 81(2), 322-331. https://doi.org/1.1037/0022-3514.81.2.322
Devos, C., Dupriez, V., & Paquay, L. (2012). Does the social working environment predict beginning teachers' self-efficacy and feelings of depression? Teaching and Teacher Education, 28(2), 206-217. https://doi.org/1.1016/j.tate.2011.09.008
Fernet, C., Guay, F., Senecal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: the role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514-525. https://doi.org/1.1016/j.tate.2011.11.013
Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. M. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148-163. https://doi.org/1.1016/j.cedpsych.2016.05.003
Funder, D. C., & Ozer, D. J. (2019). Evaluating Effect size in psychological research: Sense and nonsense. Advances in Methods and Practices in Psychological Science, 2(2), 156-168. https://doi.org/1.1177/2515245919847202
Furlong, M., Dowdy, E., Carnazzo, K., Bovery, B. L., & Kim, E. (2014). Covitality: Fostering the building blocks of complete mental health. Communique, 42(8), 1-28.
García Nieto, N. & Cano Escoriaza, J. (2008). Aproximación al perfil del orientador en la ESO de Aragón [Approaching to the school counselor’s profile in the secondary obligatory education in Aragón]. REOP - Revista Española de Orientación y Psicopedagogía, 19(3), 303–315. https://doi.org/1.5944/reop.vol.19.num.3.2008.11431
Grayson, J. L., & Álvarez, H. K. (2008). School climate factors relating to teacher burnout: a mediator model. Teaching and Teacher Education, 24(5), 1349-1363. https://doi.org/1.1016/j.tate.2007.06.005
Hadar, L., Ergas, O., Alpert, B., & Ariav, T (2020). Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis. European Journal or Teachers Education, 43(4), 573–586. https://doi.org/1.1080 / 02619768.20 2.1807513
Hargreaves, A. (1998). The emotional politics of teaching and teacher development: With implications for educational leadership. International Journal of Leadership in Education, 1(14), 315-336. https://doi.org/1.1080/1360312980010401
Helsing, D. (2007). Regarding uncertainty in teachers and teaching. Teaching and Teacher Education, 23(8), 1317-1333. https://doi.org/1.1016/j.tate.2006.06.007
Hong, J. Y. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543. https://doi.org/1.1016/j.tate.201.06.003
Hong-Biao, Y., John, C., & Zhong-Hua, Z. (2013). Exploring the relationship among teachers’ emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and Teacher Education 35, 137–45. https://doi.org/1.1016/j.tate.2013.06.006
Jones, N. D., Camburn, E. M., Kelcey, B., & Quintero, E. (2022). Teachers’ time use and affect before and after COVID-19 school closures. Aera Open, 8. https://doi.org/1.1177/23328584211068068
Košir, K., Dugonik, Š., Huskić, A., Gračner, J., Kokol, Z., & Krajnc, Ž. (2022). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic. Educational Studies, 48(6), 844-848. https://doi.org/1.1080/03055698.202.1833840
Lackritz, J. R. (2004). Exploring burnout among university faculty: incidence, performance, and demographic issues. Teaching and Teacher Education, 20(7), 713-729. https://doi.org/1.1016/j.tate.2004.07.002
Lea, R. G., Qualter, P., Davis, S. K., Pérez-González, J. C., & Bangee, M. (2018). Trait emotional intelligence and attentional bias for positive emotion: An eye tracking study. Personality and Individual Differences, 128, 88-93. https://doi.org/1.1016/j.paid.2018.02.017
Madigana, D., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teachers Education, 105. https://doi.org/1.1016/j.tate.2021.103425
Martínez-Saura, H. F., Sánchez-López, M. C., & Pérez-González, J. C. (2022). Competencia emocional en docentes de Infantil y Primaria y estudiantes universitarios de los Grados de Educación Infantil y Primaria. Estudios sobre Educación, 42, 9-33. https://doi.org/1.15581/004.42.001
Martins, A., Ramalho, N., & Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554-564.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. https://doi.org/1.1146/annurev.psych.52.1.397
Mattern, J., & Bauer, J. (2014). Does teachers' cognitive self-regulation increase their occupational well-being? The structure and role of self-regulation in the teaching context. Teaching and Teacher Education, 43, 58-68. https://doi.org/1.1016/j.tate.2014.05.004
Matthews, G., Pérez-González, J. C., Fellner, A. N., Funke, G. J., Emo, A. K., Zeidner, M., & Roberts, R. D. (2015). Individual Differences in facial emotion processing: Trait emotional intelligence, cognitive ability, or transient stress? Journal of Psychoeducational Assessment, 33(1), 68-82. https://doi.org/1.1177/0734282914550386
McNair, D. M., Lorr, M., & Droppleman, L. F. (1992). Profile of Mood States: Manual. EdITS.
Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121–13. https://doi.org/1.1016/j.ijer.2017.07.006
Mérida-López, S., Sánchez-Gómez, M., & Extremera, N. (2020). Leaving the teaching profession: Examining the role of social support, engagement and emotional intelligence in teachers’ intentions to quit. Psychosocial Intervention, 29(3), 141-15. https://doi.org/1.5093/pi2020a10
Mikolajczak, M., Petrides, K. V., Coumans, N., & Luminet, O. (2009). The moderating effect of trait emotional intelligence on mood deterioration following laboratory-induced stress. International Journal of Clinical and Health Psychology, 9(3), 455-477. http://www.redalyc.org/articulo.oa?id=33712038007
Moron, M., & Biolik-Moroń, M. (2021). Trait emotional intelligence and emotional experiences during the COVID-19 pandemic outbreak in Poland: A daily diary study. Personality and Individual Differences, 168. https://doi.org/1.1016/j.paid.202.110348
Nolen-Hoeksema, S. (2004). Mujeres que piensan demasiado [Women who think too much]. Paidós.
OCDE (2015). Skills for social progress: The power of social and emotional skills. OECD Publishing. http://dx.doi.org/1.1787/9789264226159-en
Pakarinen, E., Aunola, K., Kiurub, N., Lerkkanen, M. K., Poikkeus, S., Siekkinenc, M., & Nurmi, J. E. (2014). The cross lagged associations between classroom interactions and children’s achievement behaviors. Contemporary Educational Psychology, 39(3). http://dx.doi.org/1.1016/j.cedpsych.2014.06.001
Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers' workplace wellbeing: exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513. https://doi.org/1.1016/j.tate.2012.01.001
Pekrun, R., & Linnenbrink-Garcia, L. (2014). International handbook of emotions in education. Routledge.
Pérez, J. C. (2003). Sobre la validación de constructo de la Inteligencia Emocional [On the construct validity of emotional intelligence]. Encuentros en Psicología Social, 1, 252–257.
Pérez-Díaz, P. A., Manrique-Millones, D., García-Gómez, M., Vásquez-Suyo, M. I., Millones-Rivalles, R., Fernández-Ríos, N., Pérez-González, J. C., & Petrides, K. V. (2022). Invariance of the trait emotional intelligence construct across clinical populations and sociodemographic variables. Frontiers in Psychology, 13. https://doi.org/1.3389/fpsyg.2022.796057
Pérez-González, J. C. (2021). La formación en habilidades blandas: Un desafío para la educación abierta, a distancia y en línea [Soft skills training: A challenge for open, distance and online education]. In J. A. Leal, C. A. García, F. Cervantes, A. Sánchez-Elvira, M. Morocho, L. Alba-Juez, M. J. Ruibio, & E. A. Hoyos (Comp.), Visiones en educación sin barreras ni fronteras. Un homenaje al Maestro Lorenzo García Aretio. Universidad Nacional Abierta y a Distancia / AIESAD. https://hemeroteca.unad.edu.co/index.php/book/issue/view/486
Pérez-González, J. C., & Sánchez-Ruiz, M. J. (2014). Trait emotional intelligence anchored within the big five, big two and big one frameworks. Personality and Individual Differences, 65, 53-58. https://doi.org/1.1016/j.paid.2014.01.021
Pérez-González, J. C., Saklofske, D. H., & Mavroveli, S. (2020). Trait emotional intelligence: Foundations, assessment, and education. Frontiers in Psychology, 11(608), 1-4. https://doi.org/1.3389/fpsyg.202.00608
Pérez-González, J. C., Yáñez, S., Ortega-Navas, M. C., & Piqueras, J.A. (2020). Educación emocional en la educación para la salud: Cuestión de salud pública [Emotional education in health education: A matter of public health]. Clínica y Salud, 31(3), 127-136. https://dx.doi.org/1.5093/clysa2020a7
Petrides, K. V. (2009). Technical manual for the Trait Emotional Intelligence Question-naires (TEIQue). London Psychometric Laboratory.
Petrides, K. V., & Furnham, A. (2003). Trait emotional intelligence: Behavioural validation in two studies of emotion recognition and reactivity to mood induction. European Journal of Personality, 17, 39-57. https://doi.org/1.1002/per.466
Piqueras, J. A., Mateu, O., Cejudo, J., & Pérez-González, J. (2019). Pathways into psychosocial adjustment in children: Modeling the effects of trait emotional intelligence, social-emotional problems, and gender. Frontiers in Psychology, 10(507). https://doi.org/1.3389/fpsyg.2019.00507
Poloni, N., Zizolfi, D., Lelmini, M., Pagani, R., Caselli, I., Diurni, M., Milano, A., & Callegari, C. (2018). A naturalistic study on the relationship among resilient factors, psychiatric symptoms, and psychosocial functioning in a sample of residential patients with psychosis. Psychology Research and Behavior Management, 11, 123–131. https://doi.org/1.2147/PRBM.S159571
Puertas, P., Ubago, J. L., Moreno, R., Padial, R., Martínez, M. A., & González, G. (2018). La inteligencia emocional en la formación y desempeño docente: una revisión sistemática [Emotional intelligence in training and teaching labor performance: a systematic review]. Revista Española de Orientación y Psicopedagogía, 29(2), 128-142. https://doi.org/1.5944/reop.vol.29.num.2.2018.23157
Puertas, P., Zurita, F., Ubago, J. L., & González, G. (2019). Influence of Emotional intelligence and burnout syndrome on teachers well-being: A systematic review. Social Sciences, 8(185), 1-12. http://dx.doi.org/1.3390/socsci8060185
Pulido-Martos, M., López-Zafra, E., Estévez-López, F., & Augusto-Landa, J. M. (2016). The moderator role of perceived emotional intelligence in the relationship between sources of stress and mental health in teachers. The Spanish Journal of Psychology, 19, 1–1. https://doi.org/1.1017/sjp.2016.8
Rodríguez, A., Cebollero, A. B., Cano, J., & Cortés, M. P. A. (2021). Retos de la e-comunicación y e-orientación: Aplicaciones educativas para su desarrollo [Challenges of e-communication and e-guidance: Educational applications for development]. In Aula virtual o cómo plantear las clases a distancia y no morir en el intento (127-147). Wolters Kluwer España.
Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2016). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276-285. https://doi.org/1.1080/1743976.2015.1058968
Sánchez-Pujalte, L., Mateu, D. N., Etchezahar, E., & Gómez Yepes, T. (2021). Teachers’ burnout during COVID-19 pandemic in Spain: Trait emotional intelligence and socioemotional competencies. Sustainability, 13(13), 7259. https://doi.org/1.3390/su13137259
Sarrionandia, A., & Mikolajczak, M. (2020). A meta-analysis of the possible behavioural and biological variables linking trait emotional intelligence to health. Health Psychology Review, 14(2), 220-244. https://doi.org/1.1080/17437199.2019.1641423
Saunders, R. (2013). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change, 14(3), 303-333. https://doi.org/1.1007/s10833-012-9195-0
Schutz, P. A. (2014). Inquiry on teachers’ emotion. Educational Psychologist, 49(1), 1-12. https://doi.org/1.1080/0046152.2013.864955
Schutz, P. A., & Pekrun, R. (2007). Introduction to emotion in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in Education (pp. 3-10). Elsevier.
Schutz, P. A., Hong, J., & Francis, D. C. (2020). Teachers’ goals, beliefs, emotions, and identity development: Investigating complexities in the profession. Routledge.
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518-524. https://doi.org/1.1016/j.tate.2008.12.006
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038. https://doi.org/1.1016/j.tate.2011.04.001
Szczygieł, D., & Mikolajczak, M. (2017). Why are people high in emotional intelligence happier? They make the most of their positive emotions. Personality and Individual Differences, 117, 177-181. https://doi.org/1.1016/j.paid.2017.05.051
Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40, 607–621. https://doi.org/1.1007/s11251-011-9192-3
Uitto, M., Jokikokko, K., & Estola, E. (2015). Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014. Teaching and Teacher Education, 50(1), 124-135. https://doi.org/1.1016/j.tate.2015.05.008
Van Droogenbroeck, F., Spruyt, B., & Vanroelen, C. (2014). Burnout among senior teachers: investigating the role of workload and interpersonal relationships at work. Teaching and Teacher Education, 43, 99-109. https://doi.org/1.1016/j.tate.2014.07.005
Veronese, G., & Alessandro, P. (2014). Sense of coherence mediates the effect of trauma on the social and emotional functioning of Palestinian health providers. American Journal Orthopsychiatric, 84, 597–606. https://doi.org/1.1037/ort0000025
Copyright (c) 2023 Servicio de Publicaciones, University of Murcia (Spain)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The works published in this journal are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in paragraph 2.
© Servicio de Publicaciones, Universidad de Murcia, 2022
2. The works are published in the online edition of the journal under a Creative Commons Reconocimiento-CompartirIgual 4.0 (legal text). You can copy, use, distribute, transmit and publicly display, provided that: i) you cite the author and the original source of publication (journal, editorial and URL of the work), ii) are not used for commercial purposes, iii ) mentions the existence and specifications of this license.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3. Conditions of self-archiving. Is allowed and encouraged the authors to disseminate electronically pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version reviewed and accepted for publication) of their works before publication, as it encourages its earliest circulation and diffusion and thus a possible increase in its citation and scope between the academic community. RoMEO Color: Green.
