This study analyzes the role of Perceived Emotional Intelligence (PEI) on sources of job stress and mental health in 250 elementary school teachers from Jaén (Spain). The aim of the study was two-fold: (1) to analyze the associations between Perceived Emotional Intelligence (PEI), sources of occupational stress and mental health; and (2) to determine whether PEI moderates the relationship between sources of occupational stress and mental health. An initial sample of 250 teachers was assessed Three questionnaires, the Trait Meta-Mood Scale, the Sources of Stress Scale in Teachers and the Medical Outcomes Study 36-item Short Form Health Survey, were used to evaluate PEI, sources of occupational stress and mental health, respectively. Teachers with higher levels of emotional attention reported lower levels of mental health (r = –.30; p < .001), while teachers showing high emotional clarity reported better emotional role (r = .14; p < .05) and social functioning (r = .15; p < .05). Moreover, PEI components moderate the relationship between sources of occupational stress and emotional role. Specifically, each significant interaction (i.e., deficiencies x attention, adaptation x attention, and adaptation x clarity) made a small and unique contribution in the explanation of emotional role (all p < .05, all sr2 ∼ .02). Finally, our results imply that PEI is an important moderator of teachers´ occupational stressors on mental health.

Alternative assessment in education is becoming widely implemented around the Pacific region. This study conducted a multilevel analysis of communication climate and beliefs about the effectiveness of alternative assessment. Participants were 662 teachers from 75 elementary schools in Korea. The findings showed that teachers' beliefs about the effectiveness of alternative assessment were positively influenced by their perception of communication climate at their schools and their perception of support from principals, peer teachers, students and parents. The effect of teachers' endorsement of textbook-based learning was moderated by school-level communication climate. The findings indicated that an open communication climate at schools is a key for the successful implementation of alternative assessment.