ArticleJournal of Intelligence2026
Emotional-Social Intelligence Profiles and Adaptive Professional Functioning Among Teachers: A Person-Centered Analysis of School Climate Perception and Conflict Handling.
Article in Journal of Intelligence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Research exploring the relationship between emotional intelligence and workplace outcomes is predominantly variable-centered and treats the dimensions of emotional-social competencies as separate from one another, thereby losing sight of the intra-individual interplay of these competencies and the potential heterogeneity of their effects. This study examines teachers' emotional-social intelligence using a person-centered approach. Using a sample of 587 Hungarian teachers from 26 public education institutions, we conducted latent profile analysis based on Bar-On's five composites and then used unbiased three-step procedures (BCH; categorical BCH) to examine the antecedents of profile membership, as well as perceptions of school organizational climate and dominant conflict management style. Four distinct profiles emerged, primarily differing at the global level-a uniformly low profile (12%), a medium-low profile (25%), a dominant, balanced medium-high profile (53%), and a uniformly high profile (9%). Participants with higher profiles perceived the school's organizational climate as more supportive (η
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