EMOTIONAL LITERACY, SELF-COMPASSION, MINDSET, AND WORKPLACE BUOYANCY IN TEACHERS: A MODERATED MEDIATION MODEL

Abstract

With the increasing research on academia, there has been a lot of focus shifted on investigating the variables associated with the main pillar of academia “the teachers” (Howard-Jones 2014). The present research investigates the relationship among emotional literacy, self-compassion, mindset, and workplace buoyancy in teachers. A total of 168 teachers (mean age=33.11; SD=8.25; Men=25%; Women=75%) from schools, colleges, and universities of both public and private sectors completed an electronic survey during the pandemic using a purposive sampling technique. The demographic questionnaire was devised by the researchers to gather demographic information. Emotional Intelligence Scale, Self-Compassion Scale, Growth Mindset Inventory and Workplace Resilience Scale were used to assess target variables. Mediation moderation analysis revealed that growth mindset moderated the relationship between mindfulness and workplace buoyancy indicating that connectedness with thoughts and feelings was associated with high resilience in teachers at workplace but the presence of an additional trait of growth mindset enhanced that resilience. Further, mindfulness significantly mediated the relationship between the ability to manage one’s emotions and workplace buoyancy which suggests that being connected to feelings and thoughts helped teachers in their emotional management resulting in high capability of dealing with stressors at workplace. This study will be helpful in the field of academia in highlighting the importance of teachers’ capabilities in terms of emotional literacy and mindset which affects their performance at workplace. It is suggested to introduce resilience programs for teachers that use mindfulness techniques and focus on promoting the growth mindset to improve resilience in teachers.