A Study on the Relationship Among Trait Emotional Intelligence, Perceived Social Support, Subjective Well-Being, and Job Burnout in Secondary School Physical Education Teachers

Le résumé fourni par la source

Focusing on secondary school physical education teachers in China as the specific research subjects, this paper systematically reviews the conceptual connotations, measurement tools, and empirical research status of four core constructs: trait emotional intelligence, job burnout, perceived social support, and subjective well-being. It synthesizes the mechanisms of interaction among these variables and relevant theoretical models. The research indicates that trait emotional intelligence is a core personal resource for alleviating teacher job burnout, with perceived social support and subjective well-being playing a chain mediating role between them. Secondary school physical education teachers face multiple pressures, including subject marginalization, significant safety responsibilities, and the unique context of non-classroom teaching environments. There are notable gaps in targeted and localized research in this area. This paper provides a theoretical foundation and research directions for subsequent empirical testing and interventions aimed at teacher mental health.

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