ArticleFrontiers in psychology2023
Emotionally intelligent school leadership predicts educator well-being before and during a crisis.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed, 22 citations in OpenAlex.
- The Relationship Between Social-Emotional Learning Skills and Learning Motivation Among University Students: Exploring the Roles of Emotional Intelligence and Emotion Regulation.Behavioral sciences (Basel, Switzerland) · 2026Article
- Perceived school-wide teacher-student relations and teacher job satisfaction: An affective events theory analysis of Shanghai teachers.PloS one · 2026Article
- The Social Perception of Teachers' Emotional Intelligence and Problematic Internet Use among Spanish Adolescents: A Serial Mediation Model Involving Teacher-Student Relationships and Stress.Psychosocial intervention · 2026Article
- The Narrow Corridor of Heartfelt Leadership: Social and Emotional Leadership Practices in Bureaucratic School Cultures.Behavioral sciences (Basel, Switzerland) · 2025Article
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Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
We examined the role of educator perceptions of school leader emotion regulation (ER) and emotional support (ES) in educator well-being during a typical year and during the COVID-19 pandemic. Based on emotion contagion theory, leaders' (in)ability to regulate their own emotions may trigger ripple effects of positive or negative emotions throughout their organizations, impacting staff well-being. Additionally, based on conservation of resources theory, when experiencing psychologically taxing events, skillful emotional support provided by leaders may help to replenish staff's depleted psychological resources, promoting staff well-being. In two national studies, a cross-sectional (
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