Emotional Intelligence, Unpleasant Emotions, Emotional Exhaustion, and Job Satisfaction in Physical Education Teaching

in Journal of Teaching in Physical Education
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Purpose: Previous literature has demonstrated the contribution of emotional intelligence to various socioemotional processes including well-being, job performance, and leadership effectiveness. Thus, the purpose of this study was to investigate the relationships among emotional intelligence, unpleasant emotions, emotional exhaustion, and job satisfaction in physical educators. Method: A total of 271 high school physical educators in the United States completed online questionnaires that measured the proposed variables. Confirmatory factor analysis and structural equation modeling were employed to test study hypotheses. Results: The results revealed that emotional intelligence was negatively associated with unpleasant emotions experienced by physical educators. In turn, unpleasant emotion was positively associated with emotional exhaustion and negatively associated with job satisfaction. In addition, emotional intelligence was negatively associated with emotional exhaustion. Discussion/Conclusions: This is the first study to highlight the importance of emotional intelligence on well-being and job-related attitude in physical education contexts.

Lee is with the Division of International Sport and Leisure Studies, Hankuk University of Foreign Studies, Gyeonggi-do, South Korea. Kwon is with the Department of Physical Education, Chung-Ang University, Seoul, South Korea. Richards is with the Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, Urbana, IL, USA.

Lee (leeye22@hufs.ac.kr) is corresponding author.
Journal of Teaching in Physical Education
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