Research on the Relationship Between Emotional Intelligence and Job Burnout among Young Teachers of Chinese Colleges : The Chain Mediating Effect of Work stress and Emotional Labor

다국어 초록 (Multilingual Abstract)

Job burnout has become a global hot issue. The phenomenon of job burnout among young teachers in Chinese colleges is quite common. The impact of job burnout on young teachers is profound. Studying its formation mechanism helps us to understand the causes of job burnout among young teachers in Chinese colleges more deeply, providing theoretical and practical guidance for alleviating their job burnout. The core purpose of this study is to conduct a detailed analysis of the interrelationships among emotional intelligence, work stress, emotional labor, and job burnout among young teachers in Chinese colleges. Based on previous research findings, this study proposes corresponding theoretical hypotheses and constructs a research model, in the hope of a deeper understanding of the structural relationships between these variables. To achieve this goal, this study employed questionnaire surveys as the primary method for data collection to obtain specific manifestations of key variables among young college teachers. Through the analysis of these data, this study aims to reveal the interaction mechanisms among emotional intelligence, work stress, emotional labor, and job burnout, providing a scientific basis for college university management to optimize the working environment for teachers and enhance their mental health levels. The subjects of this study are young teachers from colleges across China, including undergraduate and vocational colleges, private and public institutions, all aged below 40. Data collection began in January 2024, and all participants completed the questionnaire survey, with a total of 568 valid questionnaires collected. After the questionnaires were collected, data analysis was conducted, and the research results are as follows. First, emotional intelligence has a significant negative impact on work stress, emotional labor, and the emotional exhaustion and depersonalization dimensions of job burnout, but it does not have a significant impact on the low personal accomplishment dimension of job burnout. Second, work stress has a significant positive impact on emotional labor, job burnout, and its three dimensions. Third, emotional labor has a significant positive impact on job burnout and its three dimensions. Fourth, work stress plays a mediating role between emotional intelligence and the emotional exhaustion dimension of job burnout, and work stress also plays a mediating role between emotional intelligence and the depersonalization dimension of job burnout. Fifth, emotional labor plays a mediating role between emotional intelligence and the three dimensions of job burnout. Sixth, work stress and emotional labor play a chain mediating role between emotional intelligence and the three dimensions of job burnout (emotional exhaustion, depersonalization, low personal accomplishment). This study offers valuable insights into the relationships among emotional intelligence, work stress, emotional labor and job burnout among young teachers in Chinese colleges. The study reveals the importance of improving emotional intelligence, reducing work stress, and using emotional labor strategies reasonably to alleviate job burnout among young teachers in Chinese colleges. Keywords: emotional intelligence, work stress, emotional labor, job burnout, young college teachers

목차 (Table of Contents)

• I. Introduction1
• 1. Research Necessity 1
• 2. Research Purpose10
• 3. Research Question 10
• II. Theoretical Background 11
• 1. Job burnout 11
• 1) Definition11
• 2) Dimensions13
• 3) Previous Research 16
• 2. Emotional Intelligence 21
• 1) Definition21
• 2) Dimensions 30
• 3) Previous Research 32
• 3. Emotional Labor 37
• 1) Definition37
• 2) Dimensions 40
• 3) Previous Research44
• 4. Work stress 49
• 1) Definition49
• 2) Dimensions 53
• 3) Previous Research 55
• 5. Relationship Between Variables 63
• 1) Emotional Intelligence and Job Burnout 63
• 2) Work stress and Job Burnout 65
• 3) Emotional Labor and Job Burnout 67
• 4) Work stress and Emotional Labor 72
• 5) Work stress and Emotional Intelligence 73
• 6) Emotional Intelligence and Emotional Labor 75
• 7) Relationship of Relationship of Emotional Intelligence, Work Stress,
• Emotional Labor and Job Burnout 77
• Ⅲ. Research Methods 80
• 1. Research Model and Hypothesis 80
• 2. Research Participants 82
• 3. Research Procedure 83
• 4. Research Tools 86
• 1) Emotional Intelligence Scale 86
• 2) Maslach Burnout Inventory-Educator Survey 87
• 3) College Teacher Work Stress Scale 88
• 4) Emotional Labor Scale89
• 5. Data Analysis90
• Ⅳ. Results 91
• 1. Descriptive Statistics 91
• 2. Difference Analysis 92
• 1) Gender 93
• 2) Age 93
• 3) Teaching Experience94
• 4) Educational Background95
• 5) Title96
• 6) Administrative Position 98
• 7) Annual Income 98
• 8) Weekly Classes 99
• 9) College Governance100
• 10) College Type 101
• 3. Correlation Analysis 102
• 4. Measurement Model Analysis 106
• 1) Model Fit Analysis 107
• 2) Confirmatory Factor Analysis 107
• 3) Validity Analysis 109
• 5. Structural Equation Model Analysis 111
• 1) Model Fit Analysis 112
• 2) Direct Effect Analysis 113
• 3) Mediation Effect Analysis114
• 4) Research Hypothesis Verification 116
• V. Conclusion and Suggestions118
• 1. Summary 118
• 2. Discussion and Conclusion 120
• 3. Limitations and Suggestions 127
• References129
• Appendix. Questionnaire 174
• 국문초록181
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