What does this research mean for the field?

Emotional intelligence and intercultural sensitivity are positively associated with well-being and work engagement in early childhood teachers, though the specific pathways involving intercultural sensitivity differ between Mongolian and Han ethnic groups. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To investigate the relationships among emotional intelligence, intercultural sensitivity, well-being, and work engagement, and evaluate ethnic differences between Mongolian and Han early childhood teachers.

August 27, 2026Asia-Pacific Journal of Teacher Education

Emotional intelligence, intercultural sensitivity, well-being, and work engagement: a multi-group analysis of Mongolian and Han early childhood teachers

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Authors

RZRuijie ZhaoXi'an Jiaotong University YGYusong GaoUniversity of Languages and International Studies SMSong MengNorthwest Normal University

Discussion

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Implication

Mixed-methods study finds emotional intelligence and intercultural sensitivity boost work engagement in early childhood teachers, indicating distinct cultural pathways across ethnic groups.

Key Points

To investigate the relationships among emotional intelligence, intercultural sensitivity, well-being, and work engagement, and evaluate ethnic differences between Mongolian and Han early childhood teachers.
Conducted a mixed-methods investigation combining a cross-sectional questionnaire survey (N = 1,067) and semi-structured interviews (N = 20) with Mongolian and Han early childhood teachers in ethnic minority regions of China.
Analyzed survey data using structural equation modeling and multi-group analysis in SPSS and AMOS, supplemented by qualitative thematic analysis in NVivo.
Structural equation modeling demonstrated that emotional intelligence and intercultural sensitivity were each positively associated with teacher well-being and work engagement, while well-being was also positively linked to work engagement.
Multi-group analysis revealed that three relational pathways remained invariant across groups, whereas two structural paths involving intercultural sensitivity differed significantly between Mongolian and Han teachers.
Qualitative findings explained ethnic disparities through themes of adaptation and belonging for Han teachers, contrasting with cultural bridging, identity responsibility, and social support for Mongolian teachers.

Cite This Study

Zhao et al. (2026) studied this question.

synapsesocial.com/papers/6a8fea0110c91c1e9262202c https://doi.org/10.1080/1359866x.2026.2723381

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Implication

Mixed-methods study finds emotional intelligence and intercultural sensitivity boost work engagement in early childhood teachers, indicating distinct cultural pathways across ethnic groups.

Emotional intelligence, intercultural sensitivity, well-being, and work engagement: a multi-group analysis of Mongolian and Han early childhood teachers

Discussion

Member takes

Implication

Key Points

Cite This Study

Emotional intelligence, intercultural sensitivity, well-being, and work engagement: a multi-group analysis of Mongolian and Han early childhood teachers

Discussion

Member takes

Implication

Key Points

Cite This Study

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