Teachers' emotional intelligence and job satisfaction: The mediating roles of expression of naturally felt emotion and perceived teacher‐student closeness

Abstract Global concerns about low levels of teacher job satisfaction (JS) have brought the significance of understanding factors and mechanisms that contribute to this issue. In educational research, the role of emotional intelligence (EI), a critical personal resource, in relation to teachers' JS has emerged as an important topic. Utilizing the Job Demands‐Resources model, the present study proposed a chain mediation model to explore the relationship between teachers' EI and their JS. It specifically examined the roles of expression of naturally felt emotion (ENFE) and perceived teacher‐student closeness as mediators. Data from 503 Chinese primary and secondary school teachers revealed significant correlations among teachers' EI, ENFE, perceived teacher‐student closeness, and JS. Structural equation modeling indicated that EI can significantly predict JS through a sequential mediating effect involving ENFE and perceived teacher‐student closeness. The findings provide insight into the underlying mechanism between teachers' EI and JS. Implications for teacher education practices and directions for future research are discussed.