Abstract
This study presents a conceptual model that investigates teaching satisfaction as an outcome variable in mainland China. The model incorporates the mediating mechanism of emotional intelligence and the moderating role of physical activity. The results of a survey of 2500 university teachers from 25 public institutions, which tested teaching satisfaction, demonstrate that job stress is negatively related to teaching satisfaction and indirectly related to emotional intelligence. Physical exercise acts as a moderating factor that alleviates the negative correlation between job stress and emotional intelligence. Overall, our findings indicate that enhancing the frequency of physical exercises can potentially alleviate stress, regulate emotional intelligence, and ultimately contribute to a positive enhancement in teaching satisfaction. These outcomes undeniably hold practical significance for teachers and educational administrators in the realm of higher education.
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