The Relationship between Emotional Intelligence and Work Engagement in Pre-school Teachers. The Mediating and Moderating Role of Attitudes towards Social and Emotional Learning.

Abstract

The purpose of this study was to explore the association between emotional intelligence and work engagement in pre-school educators. Specifically, it was examined whether the beliefs of pre-school educators about social and emotional learning mediates or/and moderates the association between emotional intelligence and work engagement. Using a sample of 202 pre-school educators, it was found that emotional intelligence and beliefs about social and emotional learning both predicted work engagement. Furthermore, their beliefs about social and emotional learning mediated the relationship between emotional intelligence and work engagement. Additionally, some dimensions of the beliefs about social and emotional learning moderated the relationship between emotional intelligence and work engagement. The specific findings are discussed and suggestions for future research are provided.