Exploring the Relationship Between Teachers' Emotional Intelligence and Teacher−Student Relationship: The Mediating Role of Emotional Labor

ABSTRACT The teacher−student relationship represents the foundational and pivotal interpersonal connection within educational settings, and this relation exerts a substantial influence on students' development and contributes significantly to teachers' well‐being. The existing research mainly focuses on how student‐related factors impact the teacher−student relationship, but we notice a distinct gap in research regarding how the internal psychological and emotional attributes of teachers influence the teacher−student relationship. This study engaged 690 primary and secondary teachers, employing Wong and Law's Emotional Intelligence Scale, Teacher Emotional Labor Strategies Scale, and Teacher−Student Relationship Scale for assessment. Findings revealed that teachers with higher emotional intelligence significantly predicted better quality teacher−student relationship ( β = 0.34, p < 0.001). Emotional labor emerged as a partial mediator between emotional intelligence and the teacher−student relationship. Specifically, we proved the significance of the expression of naturally felt emotion as a significant mediating factor in the link between emotional intelligence and teacher−student relationship quality ( β = 0.12, p < 0.001). By understanding the determinants of teacher−student relationship quality, this study offers fresh perspectives for its enhancement, suggesting novel pedagogical strategies to bolster these pivotal relations in educational contexts.