Negative Mood Regulation Expectancies and Job Satisfaction: A Cognitive-Affective Perspective on Teacher Well-Being

Abstract

The current study has been aimed to examine negative mood regulation expectancies as a cognitive-affective predictor of the job satisfaction among urban educational context (secondary school teachers). In the present study emotional competence variable was emotional intelligence. Data was collected through stratified random sampling from 280 secondary school teachers working in the schools of Chandigarh (India) by using descriptive correlational survey design. To collect the data standardized instruments were used (Negative Mood Regulation Scale by Catanzaro & Mearns, 1990, Emotional Intelligence Scale by Hyde, Pethe, & Dhar, 2005, and Job Satisfaction Scale by Singh & Sharma, 1990). To analyse the results correlation and multiple regression were conducted.

The results of the study revealed that the variable (negative mood regulation expectancies) was positively and significantly associated with the job satisfaction and it also emerged as a stronger predictor in comparison with emotional intelligence. The outcomes also highlight the significance of teacher’s beliefs regarding their own ability to regulate negative emotional phases in sustaining job satisfaction. Mood regulation expectancy has been positioned as a central cognitive- affective resource as it enhances well-being and resilience in emotionally demanding teaching environment.