关键词: 特殊教育教师, 情绪智力, 工作家庭冲突, 工作投入

Abstract: The current study was to explore the relationship between work family conflict, emotional intelligence and work engagement among special education teachers from the perspective of positive psychology. A total of 256 special education teachers in 7 special education schools were selected by cluster sampling and asked to complete the Work Family Conflict Scale (WFCS), Wong and Law Emotional Intelligence Scale (WLEIS) and Utrecht Work Engagement Scale (UWES). The results showed that:1) In terms of gender, having or no children, and age, there were significant differences in work family conflict and work engagement among special education teachers. Regarding work family conflict, the female teachers were more severe than the male ones; the teachers having children were more severe than those having no children; the teachers with age ranged from 31 to 40 years old were most severe, the teachers no more than 30 years old came second, while the teachers no less than 41 years old were slightest. As for work engagement, the male teachers were higher than the females; the teachers having no children were higher than those having children; the teachers no less than 41 years old were highest, the teachers no more than 30 years old came second, while the teachers with age ranged from 31 to 40 years old were lowest. 2) The special education teachers' work family conflict negatively correlated with their emotional intelligence and work engagement, while their emotional intelligence positively correlated with their work engagement. 3) The special education teachers' emotional intelligence moderated the relationship between their work family conflict and work engagement.

Key words: special education teachers, emotional intelligence, work family conflict, work engagement