ArticleInternational journal of developmental disabilities2024
Special education teachers' emotional intelligence and its relationships with social support, work engagement and job performance: a job demands-resources theory's perspective.
Article in International journal of developmental disabilities, 2024. 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.
- Is everything (im)possible? Exploring the belief systems of Chinese pre-service special education teachers regarding students with moderate and severe intellectual disability.International journal of developmental disabilities · 2026Article
- Positive emotional demands and psychological distance between teachers and students affect teachers' work engagement in universities.Scientific reports · 2025Article
- The relationship of rural kindergarten teachers' emotional intelligence and work engagement in China: the chain mediation role of emotional labor strategies and general self-efficacy.BMC psychology · 2025Article
- The influence of 8,786 Western China kindergarten teachers' emotional intelligence on work engagement.Frontiers in psychology · 2025Article
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Authors and funding
4 authors.
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Abstract
Based on the Job Demands-Resources theory, this research investigated the multiple mediating role of special education teachers' social support and work engagement in the relationship between their emotional intelligence and job performance. Data of 710 Chinese mainland teachers in special education schools were analyzed. The results showed that emotional intelligence directly predicted job performance. Both social support and work engagement partially mediated the relationship between emotional intelligence and job performance. Furthermore, social support and work engagement serially mediated the relationship between emotional intelligence and job performance. The limitations and implications for future studies and practices are discussed.
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