EXPLORING THE INTERPLAY OF EMOTIONAL LITERACY, SELF-COMPASSION, AND MINDSET ON TEACHERS’ WORKPLACE RESILIENCE: A MODERATED MEDIATION APPROACH

Abstract

With growing attention on academic research, the role of teachers—the cornerstone of education—has become a focal point for investigating factors influencing professional effectiveness (Howard-Jones, 2014). This study examines the relationships among emotional literacy, self-compassion, mindset, and workplace buoyancy in teachers. A total of 168 teachers (mean age = 33.11; SD = 8.25; 25% men, 75% women) from public and private schools, colleges, and universities participated in an online survey during the pandemic, using purposive sampling. Demographic data were collected via a researcher-designed questionnaire, while emotional literacy, self-compassion, growth mindset, and workplace resilience were assessed using validated scales. Moderated mediation analyses revealed that growth mindset moderated the relationship between emotional awareness and workplace buoyancy, suggesting that teachers with a growth mindset exhibited higher resilience in navigating workplace challenges. Additionally, mindfulness significantly mediated the relationship between emotional regulation and workplace buoyancy, indicating that teachers’ awareness of their thoughts and emotions enhanced their ability to manage stress and maintain resilience. These findings underscore the critical role of emotional literacy and mindset in fostering teacher resilience and performance. The study recommends implementing resilience programs for educators that integrate mindfulness practices and promote a growth mindset to strengthen workplace buoyancy