ArticleFrontiers in psychology2025
Chinese college teachers' emotional intelligence and mental health: a chain mediation model involving student relationship quality.
Article in Frontiers in psychology, 2025. 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.
- Innovative teaching as a bridge: linking emotional intelligence to employee performance in Chinese junior middle schools.BMC psychology · 2026Article
- Perceived workload and teaching innovative behavior in university teachers: parallel mediation by need for cognitive closure and thriving at work, gender multi-group.Frontiers in psychology · 2026Article
- Psychometric validation of the Leadership Toolkit (2021) Emotional Intelligence Scale for teacher development in Chinese private universities.Frontiers in psychology · 2025Article
- Emotional intelligence and language learning performance of EFL learners in China: chain mediating effects of willingness to communicate and foreign language learning boredom.Frontiers in psychology · 2025Article
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Abstract
Introduction: This study investigates the relationship between teacher engagement and mental health among Chinese college teachers, examining the mediating roles of emotional intelligence (EI) and teacher-student relationships. Teacher engagement, characterized by commitment, enthusiasm, and dedication, is crucial for educators' mental well-being, as it fosters job satisfaction, reduces stress, and mitigates burnout. In the context of Chinese higher education, unique challenges such as heavy workloads and high expectations necessitate targeted approaches to enhance teacher engagement and mental health. Methods: The study utilized a four-wave panel design involving 1,264 Chinese college teachers from Guangdong Province. Data were collected on teacher engagement, EI components (attention, clarity, and repair), the quality of teacher-student relationships, and mental health outcomes. Results: The results revealed a significant direct effect of teacher engagement on mental health, indicating that higher engagement levels are associated with better mental health outcomes. Mediation analyses showed that EI attention and repair significantly mediated this relationship, while EI clarity did not independently mediate the effect. Additionally, serial mediation analysis highlighted the importance of EI clarity and teacher-student relationships in enhancing mental health. Discussion: Engaged teachers with high EI were better equipped to manage stress and build positive relationships with their students, fostering a supportive work environment. The study underscores the need for professional development programs focusing on EI training and strategies to improve teacher-student relationships, aiming to support teachers' well-being. Overall, this research provides valuable insights into the complex interplay between teacher engagement, emotional intelligence, and mental health, offering guidance for educational institutions to develop targeted interventions that promote teacher well-being and effectiveness.
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