Abstract
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.
Highlights
Reviewed by: Simon George Taukeni, University of Namibia, Namibia Juan Luis Hernandez Arellano, Universidad Autónoma de Ciudad
This study aimed to investigate the psychological mechanism of the well-being of special education teachers in China, where they are maximum in number
Well-being is an important factor to reduce the intention of teachers to leave the career (Li, 2013), which affects the level of mental health, job performance, and professional identity of special education teachers (Ma and Deng, 2019; Wang, 2017), and it has become an important reference for measuring the stability of the teaching team to a certain extent and has become an important part of professional development of teachers (Holmes, 2005; Lam, 2019)
Summary
Reviewed by: Simon George Taukeni, University of Namibia, Namibia Juan Luis Hernandez Arellano, Universidad Autónoma de Ciudad. Well-being is an important factor to reduce the intention of teachers to leave the career (Li, 2013), which affects the level of mental health, job performance, and professional identity of special education teachers (Ma and Deng, 2019; Wang, 2017), and it has become an important reference for measuring the stability of the teaching team to a certain extent and has become an important part of professional development of teachers (Holmes, 2005; Lam, 2019). Special education teachers face greater professional pressure in teaching (Major, 2012; Shyman, 2011), especially for those in China, working in the special education schools that have a separate curricular standard, evaluation, administration, and so on (Fu et al, 2019).
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