Teachers’ emotional intelligence and teachers’ job satisfaction : the mediating role of teacher trust
Date of Award
8-1-2025
Degree Type
Thesis
Degree Name
Doctor of Policy Studies (DPS)
First Advisor
Prof. HUANG Jing
Abstract
The implementation of the double reduction policy in China has had a significant impact on teachers’ job satisfaction. This study uses the affective events theory to link teachers’ emotional intelligence, teacher trust, and teachers’ job satisfaction. The effect of teachers’ emotional intelligence on teacher trust and teachers’ job satisfaction has been investigated in this study. This study examines the relations among teachers’ emotional intelligence, teacher trust and teachers’ job satisfaction and the mediating effect of teacher trust between teachers’ emotional intelligence and teachers’ job satisfaction. A questionnaire survey was carried out to explore the relations between teachers’ emotional intelligence, teacher trust and teachers’ job satisfaction. This study was conducted in primary and middle schools in China. Questionnaires were distributed to primary and middle school teachers working at China and 988 questionnaires were analyzed. A questionnaire which consists of teachers’ emotional intelligence, teacher trust and teachers’ job satisfaction parts was carried out to investigate the relations among these variables. Some basic socio-demographic questions were included. The results of the structural equation model indicate that, teachers’ emotional intelligence was significantly and positively related to teacher trust. Teacher trust was significantly and positively related to teachers’ job satisfaction. Teachers’ emotional intelligence was significantly and positively related to teachers’ job satisfaction. It was found that teacher trust is a mediator between teachers’ emotional intelligence and teachers’ job satisfaction. The results suggest that educational authorities, schools, school leaders, and teachers should recognize the importance of teachers’ emotional intelligence and teacher trust and formulate relevant policies to enhance teachers’ job satisfaction in the context of the implementation of the double reduction policy in China.
Language
English
Copyright
The copyright of this thesis is owned by its author. Any reproduction, adaptation, distribution or dissemination of this thesis without express authorization is strictly prohibited.
Recommended Citation
Lin, Z. (2025). Teachers’ emotional intelligence and teachers’ job satisfaction: The mediating role of teacher trust (doctoral thesis, Lingnan University, Hong Kong). Retrieved from https://commons.ln.edu.hk/otd_tpg/40/