The Mediating Role of Job Satisfaction in the Relationship between Emotional Intelligence and Life Satisfaction among Teachers during the COVID-19 Pandemic

• Aleksandra M. Rogowska ^[1] ; Hanna Meres ^[1]
  1. [1] University of Opole
• Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 12, Nº. 7, 2022, págs. 666-676
• Idioma: inglés
• DOI: 10.3390/ejihpe12070050
• Enlaces
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• Dialnet Métricas: 3 Citas
• Resumen

  • This study examines the indirect effect of job satisfaction on the relationship between emotional intelligence and life satisfaction among teachers during the second wave of the COVID-19 pandemic in Poland. A sample of 322 teachers aged 23–71 (M = 45.37, SD = 8.99) participated in a crosssectional online survey. The online survey (Google form) contained some demographic information and standardized psychological questionnaires: the Multivariate Emotional Intelligence Scale (MEIS) for measuring emotional intelligence, the Minnesota Satisfaction Questionnaire (MSQ)—a short form for job satisfaction assessment, and the Life Satisfaction Scale (SWLS). Emotional intelligence is a significant positive predictor of job satisfaction and life satisfaction, and job satisfaction is a strong positive predictor of life satisfaction. Job satisfaction partly mediates the relationship between emotional intelligence and life satisfaction. To maintain the well-being of teachers during a pandemic, schools should implement training to improve emotional intelligence and increase job satisfaction by supporting distance e-learning among teachers.

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