Frontiers in Psychology (Aug 2021)

Emotional Intelligence and Well-Being of Special Education Teachers in China: The Mediating Role of Work-Engagement

  • Wangqian Fu,
  • Chonggao Wang,
  • Wenjun Tang,
  • Sha Lu,
  • Yan Wang

DOI
https://doi.org/10.3389/fpsyg.2021.696561
Journal volume & issue
Vol. 12

Abstract

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The well-being of special education teachers is key to their mental health and also influences the development of their students. This study aimed to investigate the psychological mechanism of the well-being of special education teachers in China, where they are maximum in number. We explored the role of emotional intelligence (EI) and work engagement on the well-being of teachers. A total of 496 Chinese special education teachers participated in the current study. Results suggested that (1) the EI and work engagement were positively associated with the well-being of special education teachers; and that (2) work engagement played a mediating role on EI and well-being of special education teachers. To promote the well-being of special education teachers, suggestions for policymakers and schools are discussed.

Keywords