Emotional Competency and Teacher Stress

Journal of Faculty of Humanities and Social Sciences in Split, No. 2-3, 2009

Original scientific paper

Ina Reić Ercegovac   ORCID icon orcid.org/0000-0003-4228-6054 ; University of Split, Faculty of Humanities and Social Sciences 
Morana Koludrović   ORCID icon orcid.org/0000-0003-4099-8330 ; University of Split, Faculty of Humanities and Social Sciences 
Tonća Jukić   ORCID icon orcid.org/0000-0002-9184-9856 ; University of Split, Faculty of Humanities and Social Sciences 

pages 85-96



Recognizing the significant reform of the Croatian educational system and the requirements of a modern approach to curricula, the effect of synergy on teachers’ professional and emotional competencies is crucial for actualizing a high-quality school. Previous research suggests that teachers’ emotional competency is important for creating a positive classroom environment, work satisfaction and for mitigating the negative effects of exposure to work stressors. Therefore, the objective of this study is to examine whether general and emotional competencies contribute to teacher job satisfaction, the level of perceived administrative support, attitudes towards students and coping with work stressors. A total of 205 teachers in primary and secondary schools took part in this study. The participants completed the Teacher Burnout Scale, the Self-Liking and Competence Scale, the Emotional Competence Questionnaire and the Emotional Regulation and Control Questionnaire. The results suggest that emotional competency as well as some aspects of emotional regulation significantly contribute to job satisfaction, positive attitudes toward students and a more efficient coping with stress, whereas emotional competency appears not to be important for the prediction of inadequate administrative support as a source of stress.


teacher; emotional competency; stress; attitudes toward students; job satisfaction