Emotional Intelligence in Chinese Preschool Teachers
Author Information
Author(s): Xie Sha, Su Beiyi, Yang Siman, Li Jing, Li Hui
Primary Institution: Faculty of Education, Shenzhen University
Hypothesis
What are the core elements of preschool teachers’ emotional intelligence network?
Conclusion
The study found that joy of teaching, role value, and professional value are crucial components of the emotional intelligence network among preschool teachers.
Supporting Evidence
- 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.
- Teachers across different career stages exhibited similar characteristics and intrinsic connections among emotional state components.
Takeaway
This study looked at how preschool teachers' feelings and skills connect with each other, showing that being happy in teaching is really important for them.
Methodology
The study used network analysis to explore the relationships among emotional labor, emotional regulation, professional well-being, and professional identity in preschool teachers.
Limitations
The study was cross-sectional, limiting the ability to determine the direction of associations among variables.
Participant Demographics
Participants included 2069 frontline Chinese teachers (34 males, 2035 females; mean age = 28.64 years).
Digital Object Identifier (DOI)
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