Emotional intelligence, intercultural sensitivity, well-being, and work engagement: a multi-group analysis of Mongolian and Han early childhood teachers

Teachers’ psychological and cultural resources play a crucial role in sustaining effective early childhood education, yet research in ethnic minority regions of China remains limited. This study examined the relationships among emotional intelligence, intercultural sensitivity, well-being, and work engagement, and compared these relationships between Mongolian and Han early childhood teachers. A mixed-methods design was adopted. Quantitative data were collected from 1,067 teachers through questionnaires, and qualitative data were obtained from 20 teachers through semi-structured interviews. SPSS, AMOS, and NVivo were used for data analysis. Structural equation modelling showed that emotional intelligence was positively associated with both well-being and work engagement, intercultural sensitivity was positively associated with both well-being and work engagement, and well-being was positively associated with work engagement. Multi-group analysis indicated that three associations were consistent across groups, whereas two paths involving intercultural sensitivity differed between Mongolian and Han teachers. Qualitative findings provided contextual explanations for these group differences, highlighting adaptation, belonging, and sources of well-being among Han teachers, as well as cultural bridging, identity responsibility, and social support among Mongolian teachers. These findings enrich understanding of teachers’ psychological and cultural resources and offer practical implications for promoting culturally responsive teacher development in multi-ethnic early childhood education.