THE ROLE OF EMOTIONAL INTELLIGENCE, WELL-BEING, AND OCCUPATIONAL STRESS ON TEACHER MENTAL HEALTH IN EDUCATIONAL SETTINGS

Abstract

This empirical study assessed the impact of stress on the psychological well-being of Central Board of Secondary Education (CBSE) teachers in and around Hyderabad. The study also assessed the mediating role of emotional intelligence in the nexus among teacher stress and psychological well-being. To assess the role of stress and emotional intelligence in psychological well-being, the three constructs were modeled as lower- and higher-order, and both the lower- and higher-order constructs—teacher stress, emotional intelligence and psychological well-being—were assessed. The SEM results of the lower-order emotional intelligence constructs indicate that self-emotional appraisal, emotion use, and emotion regulation positively and significantly influence the psychological well-being of secondary school teachers. Similarly, the lower-order teacher stress work-related stressors, emotional manifestations, discipline and motivation significantly and negatively influence the psychological well-being of CBSE teachers. Similarly, the higher-order construct teacher stress is significant and negatively influences psychological well-being, whereas emotional intelligence positively impacts the psychological well-being of schoolteachers. Emotional intelligence fully mediates the relationship between teacher stress and psychological well-being. Teachers face high levels of stress, anxiety, depression, and burnout due to long working hours, a lack of support, school violence, and pressure for results, which are exacerbated by pandemic and artificial intelligence advancements. This study has several ramifications for the education industry and suggests enhancing emotional intelligence and reducing the stress of teachers. Teachers' mental health is a public health concern, requiring intersectoral policies, institutional support, and critical educational technology use to promote healthier school environments. Management should consider the modification of policies to enhance the discipline and motivation of students.