Behavioral Sciences

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Special Issue Editors

Prof. Dr. Yi Ding

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Guest Editor

Graduate School of Education, Fordham University, New York, NY 10023, USA
Interests: learning disabilities; developmental disabilities; STEM learning; special education and school psychology issues based on a multicultural perspective
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Su-Je Cho

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Guest Editor

Graduate School of Education, Fordham University, New York, NY 10023, USA
Interests: training educators and families in assessment; interventions for children with challenging behaviors and Asian families and children with and without disabilities
Special Issues, Collections and Topics in MDPI journals

Dr. Cynthia Dong

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Guest Editor

Department of Teacher Education, College of Education and Behavioral Sciences, Nicollas State University, Thibodaux, LA 70731, USA
Interests: special education and social skills interventions for preschoolers; meta-analysis approaches; behavioral disorders
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The study of human behavior in educational settings has great potential for application in different aspects of learning and teaching, such as in how a teacher remains interested in teaching and how a learner engages in challenging behaviors during learning. Therefore, this current Special Issue of Behavioral Sciences, the second edition of “Behaviors in Educational Settings”, welcomes original research, discipline reviews, conceptual and theoretical work, applied research, translational research, program development, or curriculum developments that focus on human behaviors in the contexts of any educational setting. Areas of interests include (but are not limited to) human behaviors related to learning and teaching, social behaviors, applied and translational behavior analysis, behavioral therapy, behavioral consultation, experimental behavioral analysis, clinical behavioral analysis, behavioral training, behavioral intervention, professional training, and incidental teaching, with a special focus accorded to behavioral changes in educational settings. Within these premises, this Special Issue aims to advance the literature on human behaviors in educational settings from diverse perspectives. We therefore welcome theoretical and/or empirical contributions that broaden knowledge on the topic.

Prof. Dr. Yi Ding
Prof. Dr. Su-Je Cho
Dr. Cynthia Dong
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Related Special Issue

Published Papers (1 paper)

Research

14 pages, 689 KiB

Open AccessArticle

Teachers’ Emotional Intelligence and Organizational Commitment: A Moderated Mediation Model of Teachers’ Psychological Well-Being and Principal Transformational Leadership

by Mingwei Li, Feifei Liu and Chuanli Yang

Behav. Sci. 2024, 14(4), 345; https://0-doi-org.brum.beds.ac.uk/10.3390/bs14040345 - 20 Apr 2024

Viewed by 614

Abstract

Given the global challenge of increasing teacher attrition and turnover rates, the exploration of factors and mechanisms that improve teachers’ organizational commitment has become a pivotal topic in educational research. In this context, the present study examines the influence of teachers’ emotional intelligence on their organizational commitment, with a specific inquiry into the mediating role of teachers’ psychological well-being and the moderating role of principal transformational leadership, as informed by the broaden-and-build theory of positive emotions and the trait activation theory. We verified this study’s hypotheses based on 768 valid questionnaires collected from Chinese primary and secondary school teachers. The results reveal that teachers’ emotional intelligence can predict their organizational commitment both directly and indirectly through the mediating role of psychological well-being. Additionally, principal transformational leadership amplifies the positive effect of teachers’ emotional intelligence on psychological well-being and, subsequently, organizational commitment. These findings theoretically deepen our understanding of the psychological pathways and the boundary conditions linking teachers’ emotional intelligence to their organizational commitment, while also offering valuable practical implications for building a stable and effective teaching workforce. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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