A Network Analysis of Emotional Intelligence in Chinese Preschool Teachers.
| Title: | A Network Analysis of Emotional Intelligence in Chinese Preschool Teachers. |
|---|---|
| Authors: | Xie, Sha1 (AUTHOR) xiesha@szu.edu.cn, Su, Beiyi1 (AUTHOR) 2210489004@email.szu.edu.cn, Yang, Siman1 (AUTHOR) 2310489013@email.szu.edu.cn, Li, Jing2 (AUTHOR) 1155188457@link.cuhk.edu.hk, Li, Hui3 (AUTHOR) huili@eduhk.hk |
| Source: | Behavioral Sciences (2076-328X). Dec2024, Vol. 14 Issue 12, p1132. 25p. |
| Subject Terms: | *CAREER development, *EARLY childhood teachers, *PRESCHOOL teachers, *EMOTIONAL intelligence, *EARLY childhood education, *EMOTIONAL state |
| Abstract: | Emotional intelligence significantly influences various aspects of teachers' professional and personal lives, notably affecting preschoolers' social skills and emotional development during formative years. This study utilizes a network analysis approach to explore the complex relationships among four components of emotional intelligence: emotional labor, emotional regulation, professional well-being, and professional identity. Participants included 2069 frontline Chinese teachers (34 males, 2035 females; M = 28.64, SD = 5.98; M years of teaching = 6.88, SD = 5.29) with no leadership roles, categorized into three stages of their careers based on years of teaching experience: novice (0–3 years; n = 612), advanced beginners (4–6 years; n = 537), and competent (7–40 years; n = 920). Findings revealed that joy of teaching, role value, and professional value were identified as the most critical elements within the emotional state network of early childhood education teachers. The strongest connections in teachers' emotional networks were found between school connectedness and joy of teaching (r = 0.474), surface acting behavior and natural acting behavior (r = 0.419), and professional value and professional behavior (r = 0.372). Furthermore, teachers across different career stages exhibited similar characteristics and intrinsic connections among emotional state components. These findings deepen our understanding of the emotional state networks of ECE teachers, highlighting shared features and interconnected mechanisms, and suggest that enhancing teachers' emotional intelligence through targeted professional development can improve both teacher well-being and preschoolers' social–emotional outcomes. Policies that foster strong school connectedness and reduce emotional labor are key to promoting sustained joy in teaching, particularly for novice and advanced beginner teachers. [ABSTRACT FROM AUTHOR] |
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| Items | – Name: Title Label: Title Group: Ti Data: A Network Analysis of Emotional Intelligence in Chinese Preschool Teachers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Xie%2C+Sha%22">Xie, Sha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> xiesha@szu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Su%2C+Beiyi%22">Su, Beiyi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> 2210489004@email.szu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Yang%2C+Siman%22">Yang, Siman</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> 2310489013@email.szu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Li%2C+Jing%22">Li, Jing</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> 1155188457@link.cuhk.edu.hk</i><br /><searchLink fieldCode="AR" term="%22Li%2C+Hui%22">Li, Hui</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> huili@eduhk.hk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Behavioral+Sciences+%282076-328X%29%22">Behavioral Sciences (2076-328X)</searchLink>. Dec2024, Vol. 14 Issue 12, p1132. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22CAREER+development%22">CAREER development</searchLink><br />*<searchLink fieldCode="DE" term="%22EARLY+childhood+teachers%22">EARLY childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22PRESCHOOL+teachers%22">PRESCHOOL teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22EMOTIONAL+intelligence%22">EMOTIONAL intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22EARLY+childhood+education%22">EARLY childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22EMOTIONAL+state%22">EMOTIONAL state</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Emotional intelligence significantly influences various aspects of teachers' professional and personal lives, notably affecting preschoolers' social skills and emotional development during formative years. This study utilizes a network analysis approach to explore the complex relationships among four components of emotional intelligence: emotional labor, emotional regulation, professional well-being, and professional identity. Participants included 2069 frontline Chinese teachers (34 males, 2035 females; M = 28.64, SD = 5.98; M years of teaching = 6.88, SD = 5.29) with no leadership roles, categorized into three stages of their careers based on years of teaching experience: novice (0–3 years; n = 612), advanced beginners (4–6 years; n = 537), and competent (7–40 years; n = 920). Findings revealed that joy of teaching, role value, and professional value were identified as the most critical elements within the emotional state network of early childhood education teachers. The strongest connections in teachers' emotional networks were found between school connectedness and joy of teaching (r = 0.474), surface acting behavior and natural acting behavior (r = 0.419), and professional value and professional behavior (r = 0.372). Furthermore, teachers across different career stages exhibited similar characteristics and intrinsic connections among emotional state components. These findings deepen our understanding of the emotional state networks of ECE teachers, highlighting shared features and interconnected mechanisms, and suggest that enhancing teachers' emotional intelligence through targeted professional development can improve both teacher well-being and preschoolers' social–emotional outcomes. Policies that foster strong school connectedness and reduce emotional labor are key to promoting sustained joy in teaching, particularly for novice and advanced beginner teachers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Behavioral Sciences (2076-328X) is the property of MDPI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/bs14121132 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 1132 Subjects: – SubjectFull: CAREER development Type: general – SubjectFull: EARLY childhood teachers Type: general – SubjectFull: PRESCHOOL teachers Type: general – SubjectFull: EMOTIONAL intelligence Type: general – SubjectFull: EARLY childhood education Type: general – SubjectFull: EMOTIONAL state Type: general Titles: – TitleFull: A Network Analysis of Emotional Intelligence in Chinese Preschool Teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Xie, Sha – PersonEntity: Name: NameFull: Su, Beiyi – PersonEntity: Name: NameFull: Yang, Siman – PersonEntity: Name: NameFull: Li, Jing – PersonEntity: Name: NameFull: Li, Hui IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 2076328X Numbering: – Type: volume Value: 14 – Type: issue Value: 12 Titles: – TitleFull: Behavioral Sciences (2076-328X) Type: main |
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