Main Article Content

Cláudia Alexandra Andrade
Portugal
Biography
Natalie Nobrega Santos
Portugal
Biography
Maria Glória Franco
Portugal
Biography
Vol. 3 No. 2 (2016), Articles, pages 121-130
DOI: https://doi.org/10.17979/reipe.2016.3.2.1810
Submitted: Sep 28, 2016 Accepted: Nov 25, 2016 Published: Nov 25, 2016
How to Cite

Abstract

The emotional intelligence construct has been studied in various areas of human development, in particular in the area of organizational health. However, it has been insufficiently researched its relationship with the engagement, and even less with the health of Teachers. The engagement is considered healthy for teachers’ performance and their welfare, benefiting not only the individual, but also the organisations where they work. Therefore, this study was precisely aimed at understanding the relationship between emotional intelligence and the engagement. The sample consisted of 250 teachers of the 2nd cycle (5th and 6th year) (26.4%) and 3rd cycle (7th, 8th and 9th year) (57.2%) of the basic education and secondary education (10th, 11Th and 12th year) (16.4%), female (70.4%) and male (29.6%) teachers of the Autonomous Region of Madeira (RAM), Portugal. We used as instruments, the Trait Meta-Mood Scale, Questionnaire of expressiveness and Emotional adjustment of Berkeley and Utrech Work Engagement Scale. Our results show that the greater the emotional to feelings, clarity of feelings and mood repair, the greater vigor, dedication and absorption. Age and length of service were not relevant to the explanation of the relationship between the constructs. It was concluded that teachers who are able to regulate their emotions involved more at work and use all their physical, emotional and cognitive, while playing their roles, overcoming the obstacles which they stand.

Downloads

Download data is not yet available.

Article Details

References

Almazrouei, S. A. S., Dahalan, N., & Faiz, M. H. (2015). The Impact of Emotional Intelligence on Employee Engagement. International Journal of Management and Commerce Innovations, 3(1), 376-387. http://dx.doi.org/10.5539/ijbm.v6n11p157

Andrade, C. (2013). Inteligência emocional, engagemt e burnout em professores do 2º e 3º Ciclos e Secundário da RAM. (Dissertação de Mestrado). Universidade da Madeira, Funchal.

Andrade, C., & Franco. G. (2014). Inteligência emocional, como factor protector do burnout em professores do 2º e 3º Ciclos e Secundário da RAM. International Journal of Developmental and Educational Psychology. INFAD. Revista de Psicologia, 1, 6, 417-426.

Araújo, I., & Esteves, R. (2016). Engagement em docentes do ensino superior: uma abordagem exploratória. Enfermería Universitaria, 13(2), 73-79. http://dx.doi. org/10.1016/j.reu.2016.03.006

Bakker, A., & Leiter, M. (2010).Where to go from here: integration and future research on work engagement. In A. B. Bakker, & M. P. Leiter (Eds.), Work engagement: Handbook of Essential Theory and Research (pp. 181-96). New York: Psychology Press.

Bakker, A., Scaufeli, W., Leitter, M., & Taris, T. (2008). Work engagement: an emerging concept in occupational health psychology. Work & Stress, 22(3), 187-200. http://dx.doi.org/10.1080/02678370802393649

Bledow, R., Rosing, K., & Frese, M. (2013). A dynamic perspective on affect and creativity. Academy of Management Journal, 56(2), 432-450. http://dx.doi.org/10.5465/amj.2010.0894

Brackett, M., Palomera, R., Mosja-Kaja, J., Reyes, M., & Salovey, P. (2010). Emotion-regulation ability, burnout and job satisfaction among British Secondary-School Teachers. Psychology in the Schools, 47(4), 406-417. http://dx.doi.org/10.1002/pits.20478

Brotheridge, C. M., & Grandey, A. A. (2002). Emotional Labor and Burnout: comparing two perspectives of “people work”. Journal of Vocational Behavior, 60, 17-39. http://dx.doi.org/10.1006/jvbe.2001.1815

Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115-132. http://dx.doi.org/10.1007/s10212-011-0069-2

Carmeli, A. (2003). The relationship between emotional intelligence and work attitudes, behavior and outcomes: An examination among senior managers. Journal of Managerial Psychology, 18, 788-813. http://dx.doi.org/10.1108/02683940310511881

Castillo, R., Fernández-Berrocal, P., & Brackett, M. (2013). Enhancing teacher effectiveness in Spain: A pilot study of the RULER approach to social and emotional learning. Journal of Education and Training Studies, 1(2), 263–272. http://doi.org/10.11114/jets. v1i2.203

Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36, 1781-1795. http://dx.doi.org/10.1016/j.paid.2003. 07.007

Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143. http://dx.doi.org/10.3102/003465430298563

Devi, S. (2016). Impact of spirituality and emotional intelligence on employee engagement. International Journal of Applied Research, 2(4), 321-325.

Durán, M., Extremera, N., Montalbán, F., & Rey, L. (2005). Engagement y burnout en el ámbito docente: análisis de sus relaciones con la satisfacción laboral y vital en una muestra de profesores. Revista de Psicología del Trabajo y las organizaciones, 21, 145-158.

Esteves, A. M. A. (2013). O Burnout e o Engagement – Estudo numa amostra de professores do ensino superior público português. (Dissertação de Mestrado). Instituto Politécnico do Porto.

Fernández-Berrocal, P. & Ruiz-Aranda, D. (2008). La inteligencia emocional en la educación. Revista electrónica de investigación psicoeducativa, 6 (2), 421-436.

Field, A. (2011). Discovering Statistics Using SPSS. (3ª Ed.). London: SAGE.

Franco, G., & Beja, M. J. (2009a). Teste de expressividade emocional de Berkeley : Estudos exploratórios para uma população portuguesa. Comunicação apresentada no I Congresso Luso – Brasileiro de Psicologia da Saúde, Faro, Janeiro de 2009.

Franco, G., & Beja, M. J. (2009b). Teste de regulação emocional: Estudos exploratórios para uma população portuguesa. Comunicação apresentada no I Congresso Luso – Brasileiro de Psicologia da Saúde, Faro, Janeiro de 2009.

Fredrickson, B. L., & Losada, M. F. (2005). Positive affect and the complex dynamics of human flourishing. American Psychologist, 60(7), 678. http://dx.doi.org/10.1037/0003-066X.60.7.678

Gouveia, C. J. B. (2010). Burnout, ansiedade e depressão nos professores. (Dissertação de Mestrado). Universidade de Lisboa.

Gross, J., & John, O. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationship and well-being. Journal of Personality and Social Psychology, 85(2), 348-362. http://dx.doi.org/10.1037/0022-3514.85.2.348

Harter, J. K., Schmidt, F. L., & Hayes, T. L. (2002). Business-unit-level relationship between employee satisfaction, employee engagement, and business outcomes: A meta-analysis. Journal of Applied Psychology, 87(2), 268. http://dx.doi.org/10.1037/0021-9010.87.2.268

Humphreys, J., Brunsen, B., & Davis, D. (2005). Emotional structure and commitment: Implications for health care management. Journal of Health Organization and Management, 19, 120-129. http://dx.doi.org/10.1108/14777260510600040

Johnson, S., Cooper, C. L., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20, 179-187. http://dx.doi.org/10.1108/02683940510579803

Kafetsios, K., & Zampetakis, L. A. (2008). Emotional intelligence and job satisfaction: Testing the mediatory role of positive and negative affect at work. Personality and Individual Differences, 44(3), 710-720. http://dx. doi.org/10.1016/j.paid.2007.10.004

Khuong, M. N., & Yen, N. H. (2014). The effects of leadership styles and sociability trait emotional intelligence on employee engagement. A study in Binh Duong City, Vietnam. Int. J. Curr. Res. Aca. Rev., 2(1), 121-136.

Kyriacou, C., & Sutcliffe, J. (1977). Teacher stress: A review. Educational Review, 29, 299-306. http://dx.doi. org/10.1080/0013191770290407

Maroco, J. (2014). Análise de equações estruturais. Fundamentos teóricos, software & aplicações. Pêro Pinheiro: ReportNumber.

Marques-Pinto, A. (2000). Burnout profissional em professores portugueses: representações sociais, incidência e preditores. (Dissertação de Doutoramento). Universidade de Lisboa. Retrieved from: http://hdl.handle.net/10451/11328

Marques-Pinto, A., Lima, M. L., & Lopes da Silva, A. (2003). Estresse profissional em professores portugueses: incidência, preditores e reacção de burnout. Psychologica, 33, 181-194.

Martins, J. M. (2008). Burnout na profissão docente. (Dissertação de Mestrado). Universidade do Porto.

Maslach, C., & Leitter, M. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93(3), 498-512. http://dx.doi.org/10.1037/0021-9010.93.3.498

Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422. http://dx.doi.org/10.1146/annurev.psych.52.1.397

Mayer, J., & Salovey, P. (1990). Emotional intelligence. Imagination, cognition and personality, 9(3), 185-211. http://dx.doi.org/10.2190/DUGG-P24E-52WK-6CDG

Mayer, J., & Salovey, P. (1997).What is emotional intelligence? In P. Salovey, & D. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Educational implications. (pp. 3-31). New York: Basic Books.

Mwangi, C. I. (2014). Emotional intelligence influence on employee engagement sustainability in kenyan public universities. International Journal of Academic Research in Public Policy and Governance, 1(1), 75-92. http://dx.doi.org/10.6007/IJARPPG/v1-i1/920

Ngirande, H., & Timothy, H. T. (2014). The relationship between leader emotional intelligence and employee job satisfaction. Mediterranean Journal of Social Sciences, 5(6), 35-40. http://dx.doi.org/10.5901/mjss.2014.v5n6p35

Nikolaou, I., & Tsaousis, I. (2002). Emotional intelligence in the workplace: Exploring its effects on occupational stress and organizational commitment. International Journal of Organizational Analysis, 10, 327- 342. http://dx.doi.org/10.1108/eb028956

Patrick, B. C., Hisley, J., & Kempler, T. (2000). "What's everybody so excited about?": The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68(3), 217-236. http://dx.doi.org/10.1080/00220970009600093

Penrose, A., Perry, C., & Ball, I. (2007). Emotional intelligence and teacher self efficacy: The contribution of teacher status and length of experience. Issues in Educational Research, 17(1), 107-126.

Picado, L. (2007). Ansiedade, burnout e engagement nos professores do 1º ciclo do ensino básico: o papel dos esquemas precoces mal adaptativos no mal-estar e no bem-estar dos professores. (Tese de Doutoramento em Psicologia). Universidade de Lisboa.

Queirós, M. M., Fernández-Berrocal, P., Extremera, N., Carral, J. M. C., & Queirós, P. S. (2005). Validação e fiabilidade da versão portuguesa modificada da Trait Meta-Mood Scale. Revista de Psicologia, Educação e Cultura, 9, 199-216.

Ravichandran, K., Arasu, R., & Kumar, S. A. (2011). The impact of emotional intelligence on employee work engagement behavior: An empirical study. International Journal of Business and Management, 6(11), 157-169. http://dx.doi.org/10.5539/ijbm.v6n11p157

Rita, J. S., Patrão, I., & Sampaio, D. (2010). Burnout, stress profissional e ajustamento emocional em professores portugueses do ensino básico e secundário. Actas do VII Simpósio Nacional de Investigação em Psicologia (1151-1161). Braga: Universidade do Minho.

Rodrigues, F., & Barroso, A. (2008). Avaliação do Engagement nos docentes da Escola Superior de Saúde Dr. Lopes Dias. Bioanálise, 1, 34-39.

Saks, A. M. (2006). Antecedents and consequences of employee engagement. Journal of Managerial Psychology, 21(7), 600-619. http://dx.doi.org/10.1108/02683940610690169

Sarangi, S., & Vats, A. (2015). Role of Emotional Intelligence on Employee Engagement: A Study among Indian Professionals. International Journal of Business and Management, 10(6), 224-233. http://dx.doi.org/10. 5539/ijbm.v10n6p224

Schaufeli, W., & Bakker, A. (2004). Job demands, job resources and their relationship with burnout and engagement: a multi-sample study. Journal of Organizational Behavior, 25, 293-315. http://dx.doi.org/10.1002/job.248

Schaufeli, W., Martinez, I, Marques-Pinto, A., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: Across national study. Journal of Cross – Cultural Psychology, 33, 464-481. http:// dx.doi.org/10.1177/0022022102033005003

Shuck, B. (2011). Four emerging perspectives of employee engagement: An integrative literature review. Human Resource Development Review, 10(3), 304-328. http://dx.doi.org/10.1177/1534484311410840

Shuck, B., Reio Jr, T. G., & Rocco, T. S. (2011). Employee engagement: An examination of antecedent and outcome variables. Human Resource Development International, 14(4), 427-445. http://dx.doi.org/10. 1080/13678868.2011.601587

Silva, M. I., & Astorga, M. C. (2012). Engagement e burnout em professores portugueses. International Journal of Developmental and Educational Psychology, 4(1), 63–72.

Skinner, E., & Belmont, M. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581. http://dx.doi. org/10.1037//0022-0663.85.4.571

Sutton, R. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7, 379-398. http://dx.doi.org/10.1007/s11218-004-4229-y

Thor, S., & Johnson, C. (2011). Leadership, Emotional Intelligence, and Work Engagement: A Literature Review. Leadership & Organizational Management Journal, 3, 18-56.

Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2013). I think I can engage my students. teachers' perceptions of student engagement and their beliefs about being a teacher. Teaching and Teacher Education, 32, 43-54. http://dx.doi.org/10.1016/j.tate.2013.01.004

Veiga-Branco, A. (2004). Competência emocional: um estudo com professores. (1.ª Ed.). Coimbra: Quarteto.

Wagner, R., & Harter, J. K. (2006). 12: The elements of great managing. New York: Gallup Press.

Wall, J., Brok, P., Hooijer, J., Martens, R., & Beemt, A. (2014). Teachers’ engagement in professional learning: exploring motivational profiles. Learning and individual differences, 36, 27-36. http://dx.doi.org/10.1016/j.lindif. 2014.08.001

Xanthopoulou, D., Bakker, A., Demerouti, E., & Schaufeli, W. (2009). Work engagement and financial returns: A diary study on the role of job and personal resources. Journal of Occupational and Organizational Psychology, 82(1), 183-200. http://dx.doi.org/10.1348/096317908X285633