Degree
Master of Arts
Program
Education
Supervisor
Dr. Susan Rodger
Abstract
Teaching has been noted to be one of the most demanding careers, yet, there is limited research exploring teachers’ experiences with respect to mental health or wellness. Research suggests that emotional exhaustion and mental health concerns may be on the rise among teachers; this not only has a negative impact on teachers’ well-being, but also on students’ learning, academic engagement and stress levels. While there is promising research that identifies emotional intelligence (EI) may be a protective factor in teacher wellness, there is a paucity of research exploring possible connections. The current study explores EI in relation to teacher mental health and burnout. Data was collected through an online survey via two teacher organizations in Canada. Findings revealed that as emotional intelligence increases, mental health concerns and feelings of burnout decrease. Caregiving responsibilities outside of work were not found to influence this relationship. Additionally, the well-being component of EI was identified as the most important predictor of mental health in teachers. These results highlight the importance of building EI skills for teachers as well as adjusting educational policies to support teachers’ well-being.
Recommended Citation
Pyne, Sarah Candice Roslyn, "Emotional Intelligence & Mental Health in the Classroom: Experiences of Canadian Teachers" (2017). Electronic Thesis and Dissertation Repository. 4458.
https://ir.lib.uwo.ca/etd/4458