Az érzelmi intelligencia és a kiégés kapcsolatának vizsgálata oktatóknál
Az érzelmiintelligencia-fejlesztés szerepe a szervezeti kultúra alakulásában
DOI:
https://doi.org/10.14267/VEZTUD.2020.12.07Keywords:
leadership, emotional intelligence, burnout, organizational culture, organizational developmentAbstract
The development of emotional intelligence results in a kind of (leadership) presence which supports the operation of organizational culture. In this study the author argues that the development of emotional intelligence serves as a protecting factor against burn-out. After presenting previous studies, an intelligence-centred development conception is outlined which is based on an empirical study carried out with teachers (N=292). Medium and strong correlation can be detected between emotional intelligence and the different levels of burn-out, emotional intelligence affects immediately and negatively the different levels of syndromes of burn-out. The moderator role of gender and age could be identified and the mediator role amongst the emotional intelligence factors in the mode of actions affecting burn-out could be also detected. According to the results and the review of previous literature it can be stated that with the development of emotional intelligence a more resistant work environment, more resilient employees and a healthier corporate culture can be shaped.
Downloads
References
Austin, D. & Durr, R. (2016). Emotion regulation for lawyers: A mind is a challenging thing to tame. Wyoming Law Review, 16(2), 387–411. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2699330
Bakacsi, Gy. (1998). Szervezeti kultúra és leadership nemzetközi összehasonlításban. In 50 éves a Budapesti Közgazdaságtudományi Egyetem, Jubileumi tudományos ülésszak, 1-3, III. kötet (pp. 2162–2172). Budapest: BKÁE.
Balázs L. (2013). A szervezeti kultúra és az érzelmi intelligencia kapcsolatának vizsgálata az iskolában (PhD-értekezés). PTE, BTK, Pécs.
Balázs, L. (2012). Az érzelmi intelligencia és a konfliktuskezelési mintázatok kapcsolódási lehetőségei. In G. Balázs, L. Kovács & V. Szőke (Eds.), Hálózatkutatás: Interdiszciplináris megközelítések (pp. 79–88). Budapest: Inter Nonprofit Kft., Magyar Szemiotikai Társaság, Bólyai Műhely, ELTE Eötvös Kiadó.
Balázs, L. (2015). Organizational culture and emotional intelligence in school. Saarbrücken: LAP Lambert Academic Publishing.
Balázs, L., & Szalay, Gy. (2016). A tanári reziliencia fejlesztésén alapuló módszertani megújulás a közoktatásban. In K. Károly & Z. Homonnay (Eds.), Kutatások és jó gyakorlatok a tanárképzés tudós műhelyeiből (pp. 48-61). Budapest: ELTE Eötvös Kiadó.
Baracsi, Á. (2013). Pedagógusok érzelmi intelligenciája. In J.T. Karlovitz & J. Torgyik (Eds.), Vzdelávanie, Výskum A Metodológia. (pp. 480−488). Komárno: Intern. Research Inst.
Baron, M. B. & Kenny, D. A. (1986). The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. https://doi.org/10.1037/0022-3514.51.6.1173
Bodó, P. (2012). Szalutogén vállalkozásvezetés: a válságkezelés „pszichikai” lehetőségei. Magyar Coachszemle, 1(2), 8–12.
Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary school-teachers. Psychology in the Schools, 47(4), 406–417. https://doi.org/10.1002/pits.20478
Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88–103. https://doi.org/10.1111/j.1751-9004.2010.00334.x
Brouwers, A., Tomic, W., & Boluijt, H. (2011). Job demands, job control, social support and self-efficacy beliefs as determinants of burnout amont physical education teachers. Europe’s Journal of Psychology, 7(1), 17–39. https://doi.org/10.5964/ejop.v7i1.103
Cherniss, C. (2010). Emotional intelligence: Toward clarification of a concept. Industrial and Organizational Psychology, 3(2), 110–126. https://doi.org/10.1111/j.1754-9434.2010.01231.x
Cherniss, C. & Goleman, G. (2001). The emotionally intelligent workplace: how to select for, measure, and improve emotional intelligence in individuals, groups, and organizations. San Francisco: Jossey-Bass.
Coetzee, M., & Jansen C. A. (2007). Emotional Intelligence in the Classroom. Cape Town: Juta and Company Ltd.
Conger, J. A. (1990). The Dark Side of Leadership. Organizational Dynamics, 19(2), 44-55. https://doi.org/10.1016/0090-2616(90)90070-6
De Caroli, M. E., & Sagone, E. (2012). Professional self representation and risk of burnout in school teachers. Procedia – Social and Behavioral Sciences, 46, 5509- 5515. https://doi.org/10.1016/j.sbspro.2012.06.466
Demerouti, E., Bakker, A.B., De Jonge, J., Janssen, P.P.M., & Schaufeli, W.B. (2001). Burnout and engagement at work as a function of demands and control. Scandinavian Journal of Work, Environment & Health, 27(4), 279–286. https://doi.org/10.5271/sjweh.615
Douglas, S. (2015). Incorporating Emotional Intelligence in Legal Education: A Theoretical Perspective. E-Journal of Business Technology and Scholarship of Teaching, 9(2), 56–71. Retrieved from https://files.eric.ed.gov/fulltext/EJ1167356.pdf
Elder, L. (1996). Critical thinking and emotional intelligence. Inquiry: Critical Thinking Across the Disciplines, 16(2). https://doi.org/10.5840/inquiryctnews199616211
Extremera, N., & Rey, L. (2015). The moderator role of emotion regulation ability in the link between stress and well-being. Frontiers in Psychology, 6(Oct), 1632. https://doi.org/10.3389/fpsyg.2015.01632
Eysenck, H. J. (2000). Intelligence: A New Look. New Brunswick, NJ: Transaction Publishers.
Farzianpour, F., Abbasi, M., Foruoshani, A. R., & Pooyan, E. J. (2016). The Relationship between Hofstede Organizational Culture and Employees Job Burnout in Hospitals of Tehran University of Medical Sciences 2014-2015. Materia socio-medica, 28(1), 26–31. https://doi.org/10.5455/msm.2016.28.26-31
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514-525. https://doi.org/10.1016/j.tate.2011.11.013
Freudenberger, H. (1974). Staff Burn-out. Journal of Social Issues, 30(1), 159–165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
Glass, D. C., & McKnight, J. D. (1996). Percieved control, depressive symptomagology, and professional burnout: A review of the evidence. Psychology and Health, 11(1), 23–48. https://doi.org/10.1080/08870449608401975
Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam
Dell. Haghani, M., Bahrami, P., & Sarkhosh, S. (2012). The Relationship among Organizational Culture and Occupational Burnout in Personnel of TVTO Organization, Arak City. Journal of Educational and Management Studies, 2(4), 89–96.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Hanafi, A. (2016). The effect of emotional intelligence on burnout and the impact on the nurses’ service quality. Journal of Economics, Business, and Accountancy Ventura, 19(1), 69–78. https://doi.org/10.14414/jebav.v19i1.530
Hayes A.F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.
Hennig, C. & Keller, G. (1995). Anti-Stress Programm für Lehrer. Donauwörth: Auer.
Herriford O. S. (2002). High-technology organizational culture and emotional intelligence (PhD-értekezés). University of Phoenix, Phoenix.
Jackson, S. E., Schwab, R. L. and Schuler, R. S. (1986). Toward an understanding of the burnout phenomenon. Journal of Applied Psychology, 71(4), 630-640. https://doi.org/10.1037/0021-9010.71.4.630
Jagodics, B., & Szabó, É. (2014). Job demands versus resources: workplace factors related to teacher’s burnout. Practice and Theory in Systems of Education, 9(4), 377-390.
Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: An integrative meta-analysis and cascading model. Journal of Applied Psychology, 95(1), 54–78. https://doi.org/10.1037/a0017286
Ju, C., Lan, J., Li, Y., Feng, W., & You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching and Teacher Education, 51(Oct), 58–67. https://doi.org/10.1016/j.tate.2015.06.001
Kahn, J. H., Schneider, K. T., Jenkins-Henkelman, T. M., & Moyle, L. L. (2006). Emotional social support and job burnout among high-school teachers: Is it all due to dispositional affectivity? Journal of Organizational Behavior, 27(6), 793–807. https://doi.org/10.1002/job.397
Karácsonyi A. (2006). A leadership, a szervezeti kultúra és kapcsolatuk jellegzetességei a magyar szervezetek esetében (PhD-értekezés). Budapest: BCE.
Keefer, K. V., Parker, J. D. A., & Saklofske, D. H. (2009). Emotional intelligence and clinical disorders. In J. D. A. Parker, D. H. Saklofske, & C. Stough (Eds.), Assessing emotional intelligence: Theory, research, and applications (pp. 219–237). New York: Springer.
Kiss, E. (2012). A személyiség pozitív erőforrásai. In E. Kiss, & L. Polyák (Eds.), Egészség rehabilitációs füzetek II: A személyes és társas tényezők szerepe a rehabilitációs munkában (pp. 107-120). Budapest: Oriold és Társa Kiadó.
Koman, S., & Wolff, S. (2008). Emotional intelligence competencies in the team and team leader: A multi‐level examination of the impact of emotional intelligence on team performance. Journal of Management Development, 27(1), 55-75. https://doi.org/10.1108/02621710810840767
Kun B. (2011). Az érzelmi intelligencia és az emocionális és szociális kompetenciák szerepe a pszichoaktívszerhasználatban (PhD-értekezés). ELTE, Budapest.
Lazányi, K. (2009). Az érzelmi munkát befolyásoló tényezők. Érzelmi munka az onkológiában. (PhD-értekezés). Budapesti Corvinus Egyetem Gazdálkodástani Doktori Iskola, Budapest.
Lee, R.T., & Ashforth, B.E. (1996). A meta-analytic examination of the correlates of the three dimensions of job burnout. Journal Applied Psychology, 81(2), 123–133. https://doi.org/10.1037//0021-9010.81.2.123
Locke, E. A. (2005). Why emotional intelligence is an invalid concept. Journal of Organizational Behavior, 26(4), 425-431. https://doi.org/10.1002/job.318
Majoros K. (2008). Koedukált sportolás: Partnerkapcsolat a versenytáncban (PhD-értekezés). Semmelweis Egyetem, Budapest.
Maslach, C., & Jackson, S.E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113. https://doi.org/10.1002/job.4030020205
Maslach, C., Schaufeli, W.B., & Leiter, M.P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
Mérida-López, S., & Extremera N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121-130. https://doi.org/10.1016/j.ijer.2017.07.006
Mersino, A. (2007). Emotional Intelligence for Project Managers: The People Skills You Need to Achieve Outstanding Results. New York: AMACOM Books.
Miao, C., Humphrey, R. H., & Qian, S. (2016). A metaanalysis of emotional intelligence and work attitudes. Journal of Occupational and Organizational Psychology, 90(2), 1–26. https://doi.org/10.1111/joop.12167
Mortiboys, A. (2005). Teaching with Emotional Intelligence. London, United Kingdom: Routledge, Taylor & Francis Group.
Murphy, K. R. (2006). Four conclusions about emotional intelligence. In Murphy, K.R. (Ed.), A Critique of Emotional Intelligence: What Are the Problems and How Can They Be Fixed? (pp. 345–354). New York, NY: Routledge.
Newman, D. A., Joseph, D. L. & MacCann, C. (2010). Emotional intelligence and job performance: the importance of emotion regulation and emotional labor context. Industrial & Organizational Psychology, 3(2), 159-164. https://doi.org/10.1111/j.1754-9434.2010.01218.x
O’Boyle, E. H., Humphrey, R. H., Pollack, J. M., Hawver, T. H., & Story, P. A. (2011). The relation between emotional intelligence and job performance: A metaanalysis. Journal of Organizational Behavior, 32(5), 788–818. https://doi.org/10.1002/job.714
Pauwlik, Zs. & Margitics, F. (2008). Pedagógusjelöltek érzelmi intelligenciája. Új pedagógiai Szemle, 2008. június- július. Retrived from https://folyoiratok.oh.gov.hu/uj-pedagogiai-szemle/pedagogusjeloltek-erzelmiintelligenciaja
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(August), 879–891. https://doi.org/10.3758/BRM.40.3.879
Primecz H. (2018). Kritikai interkulturális menedzsment. Replika, 106–107, 41–55. https://doi.org/10.32564/106-107.3
Primecz H., Toarniczky A., Kiss Cs., Csillag S., Szilas R. F., Milassin, A., & Bácsi K. (2016). Information and Communications Technology’s Impact on Work–life Interference: Cases of ‘Employee-friendly Organizations’. Intersections: East European Journal of Society and Politics, 2(3), 61–83. https://doi.org/10.17356/ieejsp.v2i3.158
Roberts, R. D., MacCann, C., Matthews G., & Zeidner, M. (2010). Emotional Intelligence: Toward a Consensus of Models and Measures. Social and Personality Psychology Compass, 4(10), 821–840. https://doi.org/10.1111/j.1751-9004.2010.00277.x
Rosete, D. & Ciarrochi, J. (2005). Emotional intelligence and its relationship to workplace performance outcomes of leadership effectiveness, Leadership & Organization Development Journal, 26(5/6), 388-399. https://doi.org/10.1108/01437730510607871
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9(March), 185–211. https://doi.org/10.2190/dugg-p24e-52wk-6cdg
Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 1–10.https://doi.org/10.1080/17439760.2015.1058968
Schein, E. H. (2004). Organizational Culture and Leadership. San Francisco: Jossey-Bass.
Schein, E. H. (2009). The Corporate Culture Survival Guide (J-B Warren Bennis Series). San Francisco: Jossey-Bass.
Shanafelt, T. D., & Noseworthy, J.H. (2018). Executive Leadership and Physician Well-being: Nine Organizational Strategies to Promote Engagement and Reduce Burnout. Mayo Clinic Proceedings, 92(1), 129-146. https://doi.org/10.1016/j.mayocp.2016.10.004
Sijbom, R., Lang, J., & Anseel, F. (2018). Leaders’ achievement goals predict employee burnout above and beyond employees’ own achievement goals. Journal of Personality, 87(3), 702-714. https://doi.org/10.1111/jopy.12427
Sirén, C., Patel, P. C., Örtqvist, D., & Wincent, J. (2018). CEO burnout, managerial discretion, and firm performance: The role of CEO locus of control, structural power, and organizational factors. Long Range Planning, 51(6), 953-971. https://doi.org/10.1016/j.lrp.2018.05.002
Trice, H.M., & Beyer, J.M. (1991). Cultural Leadership in Organizations. Organization Science, 2(2), 149-169. https://doi.org/10.1287/orsc.2.2.149
Van Rooy, D. L., Viswesvaran, C., & Pluta, P. (2005). An Evaluation of Construct Validity: What Is This Thing Called Emotional Intelligence? Human Performance, 18(4), 445-462. https://doi.org/10.1207/s15327043hup1804_9
Vesely, A. K., Saklofske, D. H., & Leschied, A. D. (2013). Teachers—The vital resource: The contribution of emotional intelligence to teacher efficacy and wellbeing. Canadian Journal of School Psychology, 28(1), 71–89. https://doi.org/10.1177/0829573512468855
Vlachou, E. M., Damigos, D., Lyrakos, G., Chanopoulos, K., Kosmidis, G., & Karavis, M. (2016). The Relationship between Burnout Syndrome and Emotional Intelligence in Healthcare Professionals. Health Science Journal, 10(5), 1-9.
Zeidner, M., Matthews, G. & Roberts, R.D. (2009). What We Know About Emotional Intelligence: How It Affects Learning, Work, Relationships, and Our Mental Health. Cambridge: The MIT Press.
Zeidner, M., Matthews, G., & Roberts, R. D. (2012). The emotional intelligence, health, and well-being nexus: What have we learned and what have we missed? Applied Psychology: Health and Well-Being, 4(1), 1–30. https://doi.org/10.1111/j.1758-0854.2011.01062.x
Downloads
Published
How to Cite
Issue
Section
License
Authors assign copyright to Vezetéstudomány / Budapest Management Review. Authors are responsible for permission to reproduce copyright material from other sources.
