Examining Role Stress, Emotional Intelligence, Emotional Exhaustion, and Affective Commitment Among Secondary Physical Educators

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Abstract
Research on the psychological outcomes of physical education teachers’ perceptions of their work environments and variables that support adaptive coping processes is needed. Purpose: This study examined the relationships among role stress, emotional intelligence, emotional exhaustion (EE), and affective commitment among secondary physical educators in the United States (N = 246). Method: Using participants from a national database, variables were analyzed using multivariate analyses of covariances and structural modeling. Results: Urban teachers reported more role ambiguity than those working in other contexts. Role stress partially predicted emotional intelligence, whereas emotional intelligence predicted EE negatively and affective commitment positively. Role ambiguity influenced EE directly and indirectly through emotional intelligence. Role conflict and overload showed only direct relations. Conclusion: Emotional intelligence may buffer negative effects of role stress on EE while enhancing affective commitment by reappraising stress in manageable ways. Enhancing emotional intelligence may promote adaptive emotional responses.

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