Emotional intelligence, self-efficacy, and coping among Chinese prospective and in-service teachers in Hong Kong
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AbstractEmotional intelligence (intrapersonal and interpersonal) and general teacher self-efficacy were assessed to represent personal resources facilitating active and passive coping in a sample of 273 Chinese prospective and in-service teachers in Hong Kong. Intrapersonal emotional intelligence and interpersonal emotional intelligence were found to predict significantly active coping strategy, but teacher self-efficacy did not contribute independently to the prediction of active coping even though there was some evidence that teacher self-efficacy might interact with intrapersonal emotional intelligence in the prediction of active coping, especially for male teachers. The implications of the findings for preventive intervention efforts to combat teacher stress through teaching to enhance emotional intelligence are discussed.
All Author(s) ListChan DW
Journal nameEducational Psychology
Volume Number28
Issue Number4
PublisherTaylor & Francis (Routledge): SSH Titles
Pages397 - 408
LanguagesEnglish-United Kingdom
Keywordscoping; emotional intelligence; self-efficacy
Web of Science Subject CategoriesEducation & Educational Research; Psychology; Psychology, Educational; PSYCHOLOGY, EDUCATIONAL

Last updated on 2021-20-02 at 00:16