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Effect of Teachers' Emotional Intelligence on Emotional Blackmail at Work with Emotional Labor as the Mediating Variable and Burnout as the Moderating Variable

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Title: Effect of Teachers' Emotional Intelligence on Emotional Blackmail at Work with Emotional Labor as the Mediating Variable and Burnout as the Moderating Variable
Language: English
Authors: Yin-Che Chen (ORCID 0000-0001-9734-0762), Hui-Chuang Chu, Chang-Yu Chueh
Source: Psychology in the Schools. 2025 62(5):1583-1597.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Characteristics, Emotional Intelligence, Bullying, Emotional Response, Teacher Burnout, Well Being, Mental Health, Job Satisfaction, Foreign Countries, Stress Management, Teaching Conditions
Geographic Terms: Taiwan
DOI: 10.1002/pits.23412
ISSN: 0033-3085
1520-6807
Abstract: The psychological well-being of teachers is essential in education, as it directly impacts teaching effectiveness and student outcomes. Recently, emotional blackmail has emerged as a critical concern for both physical and mental health, yet empirical studies on this topic, particularly among teachers, remain limited. Teaching is a profession characterized by intensive emotional labor, which can increase vulnerability to burnout. Teachers with lower emotional intelligence may struggle to manage the pressures associated with emotional blackmail, leading to heightened stress and a potential decline in job satisfaction. This study examines the relationships among emotional intelligence, emotional labor, job burnout, and emotional blackmail among teachers in Taiwan. Analyzing responses from 1160 participants using hierarchical regression, the findings reveal a significant negative correlation between emotional intelligence and perceived emotional blackmail ([beta] = -0.167, p < 0.001), partially mediated by emotional labor and moderated by burnout. These insights underscore the need for targeted emotional intelligence training and burnout mitigation strategies to foster healthier educational environments. Further investigation into situational and contextual factors influencing teachers' emotional health is recommended to strengthen the study's implications for educational practice.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466190
Database: ERIC
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  Value: &lt;anid&gt;AN0184274968;pis01may.25;2025Apr08.06:14;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0184274968-1&quot;&gt;Effect of Teachers&#39; Emotional Intelligence on Emotional Blackmail at Work With Emotional Labor as the Mediating Variable and Burnout as the Moderating Variable&#160;&lt;/title&gt; &lt;p&gt;The psychological well‐being of teachers is essential in education, as it directly impacts teaching effectiveness and student outcomes. Recently, emotional blackmail has emerged as a critical concern for both physical and mental health, yet empirical studies on this topic, particularly among teachers, remain limited. Teaching is a profession characterized by intensive emotional labor, which can increase vulnerability to burnout. Teachers with lower emotional intelligence may struggle to manage the pressures associated with emotional blackmail, leading to heightened stress and a potential decline in job satisfaction. This study examines the relationships among emotional intelligence, emotional labor, job burnout, and emotional blackmail among teachers in Taiwan. Analyzing responses from 1160 participants using hierarchical regression, the findings reveal a significant negative correlation between emotional intelligence and perceived emotional blackmail (β = −0.167, p &amp;lt; 0.001), partially mediated by emotional labor and moderated by burnout. These insights underscore the need for targeted emotional intelligence training and burnout mitigation strategies to foster healthier educational environments. Further investigation into situational and contextual factors influencing teachers&#39; emotional health is recommended to strengthen the study&#39;s implications for educational practice.&lt;/p&gt; &lt;p&gt;Summary: Teachers with high emotional intelligence are less susceptible to emotional blackmail, emphasizing the importance of emotional intelligence training in educational settings.Job burnout weakens the protective effects of emotional intelligence, suggesting the need for interventions to address burnout in teachers.Emotional labor partially mediates the relationship between emotional intelligence and emotional blackmail, highlighting the role of emotional regulation in fostering healthier workplace interactions.&lt;/p&gt; &lt;p&gt;Keywords: burnout; emotional blackmail; emotional intelligence; emotional labor; teachers&lt;/p&gt; &lt;hd id=&quot;AN0184274968-2&quot;&gt;Introduction&lt;/hd&gt; &lt;p&gt;Unpleasant teaching experiences are a significant source of stress for educators. In ethnic Chinese societies, teachers are expected to uphold professionalism and ethical conduct, serving not only as knowledge providers but also as role models for students. Societal expectations often pressure teachers to meet high standards through altruistic behavior and self‐sacrifice (Gao&#160;[&lt;reflink idref=&quot;bib22&quot; id=&quot;ref1&quot;&gt;22&lt;/reflink&gt;]; Kyriacou&#160;[&lt;reflink idref=&quot;bib34&quot; id=&quot;ref2&quot;&gt;34&lt;/reflink&gt;]). However, such expectations can create immense psychological strain. The well‐being of teachers is critical, as it affects not only their performance but also student outcomes and the broader education system (Harding et al.&#160;[&lt;reflink idref=&quot;bib27&quot; id=&quot;ref3&quot;&gt;27&lt;/reflink&gt;]). According to the Organisation for Economic Cooperation and Development (OECD), nearly one‐fifth of teachers report that their job adversely affects their physical and mental health (OECD&#160;[&lt;reflink idref=&quot;bib58&quot; id=&quot;ref4&quot;&gt;58&lt;/reflink&gt;]). These challenges were exacerbated during the COVID‐19 pandemic, which intensified feelings of isolation and stress due to frequent uncertainties and blurred boundaries between personal and professional life. Additionally, teachers encountered increased technological stress and even emotional blackmail from parents during remote learning (Bordi and Nuutinen&#160;[&lt;reflink idref=&quot;bib5&quot; id=&quot;ref5&quot;&gt;5&lt;/reflink&gt;]; Nina Permata Sari, Muhammad Andri Setiawan, and Novitawati&#160;[&lt;reflink idref=&quot;bib57&quot; id=&quot;ref6&quot;&gt;57&lt;/reflink&gt;]). Emotional blackmailers exploit negative emotions such as fear, obligation, and guilt to manipulate others (Wang et al.&#160;[&lt;reflink idref=&quot;bib72&quot; id=&quot;ref7&quot;&gt;72&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;While numerous studies highlight the critical role of emotions in workplace dynamics (Wu and Cheng&#160;[&lt;reflink idref=&quot;bib76&quot; id=&quot;ref8&quot;&gt;76&lt;/reflink&gt;]), the concept of emotional blackmail remains underexplored, particularly in educational settings. Emotional blackmail, a form of psychological manipulation, can cause significant harm to teachers&#39; mental health, interpersonal relationships, and professional integrity (Ren&#160;[&lt;reflink idref=&quot;bib64&quot; id=&quot;ref9&quot;&gt;64&lt;/reflink&gt;]). Teachers frequently encounter sources of emotional blackmail from multiple directions, including students, parents, and colleagues. Such experiences can be detrimental to their emotional well‐being and exacerbate existing stressors. Despite its harmful effects, empirical research and theoretical discussions on emotional blackmail in the teaching profession are limited (Chen et al.&#160;[&lt;reflink idref=&quot;bib14&quot; id=&quot;ref10&quot;&gt;14&lt;/reflink&gt;]; Al‐Omari, Al‐Zoubi, and Mahasneh&#160;[&lt;reflink idref=&quot;bib1&quot; id=&quot;ref11&quot;&gt;1&lt;/reflink&gt;]). This research gap highlights the need for a deeper understanding of emotional blackmail and its contributing factors within the context of education.&lt;/p&gt; &lt;p&gt;Emotional intelligence has been identified as a critical psychological capability that enables individuals to recognize, understand, and manage emotions effectively (Lee and Chelladurai&#160;[&lt;reflink idref=&quot;bib38&quot; id=&quot;ref12&quot;&gt;38&lt;/reflink&gt;]; Gaspar, Methasani, and Schweitzer&#160;[&lt;reflink idref=&quot;bib23&quot; id=&quot;ref13&quot;&gt;23&lt;/reflink&gt;]). Teachers with high emotional intelligence are better equipped to navigate complex emotional interactions, mitigating the effects of stress and avoiding manipulation. Moreover, emotional intelligence has been linked to improved emotional regulation, positive interpersonal relationships, and reduced vulnerability to emotional blackmail. However, the mechanisms through which emotional intelligence influences emotional blackmail—such as the mediating role of emotional labor and the moderating effect of job burnout—remain unexplored.&lt;/p&gt; &lt;p&gt;Teaching is inherently a high emotional labor profession, requiring educators to regulate their emotions continuously to achieve educational objectives (Hargreaves&#160;[&lt;reflink idref=&quot;bib28&quot; id=&quot;ref14&quot;&gt;28&lt;/reflink&gt;]; Valente et al.&#160;[&lt;reflink idref=&quot;bib71&quot; id=&quot;ref15&quot;&gt;71&lt;/reflink&gt;]). Emotional labor involves both surface acting, where individuals modify outward expressions, and deep acting, where they align internal emotions with professional expectations (Hochschild&#160;[&lt;reflink idref=&quot;bib29&quot; id=&quot;ref16&quot;&gt;29&lt;/reflink&gt;]). Teachers often face situations where they must suppress or exaggerate emotions to maintain classroom order, engage students, or handle interactions with parents and administrators (Ghyasi and Gurbuz&#160;[&lt;reflink idref=&quot;bib24&quot; id=&quot;ref17&quot;&gt;24&lt;/reflink&gt;]). While emotional labor is integral to teaching, excessive emotional labor without adequate emotional regulation can lead to emotional exhaustion and heightened susceptibility to emotional blackmail (Lin and Miao&#160;[&lt;reflink idref=&quot;bib41&quot; id=&quot;ref18&quot;&gt;41&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Job burnout, characterized by emotional exhaustion and reduced personal accomplishment, is another critical factor influencing teachers&#39; vulnerability to emotional blackmail. High job stress, interpersonal conflicts, and unreasonable demands can deplete teachers&#39; emotional resources, weakening their ability to cope with manipulative behaviors (Cordes and Dougherty&#160;[&lt;reflink idref=&quot;bib19&quot; id=&quot;ref19&quot;&gt;19&lt;/reflink&gt;]; Mearns and Cain&#160;[&lt;reflink idref=&quot;bib50&quot; id=&quot;ref20&quot;&gt;50&lt;/reflink&gt;]). Ego‐depletion theory suggests that prolonged emotional and cognitive demands drain self‐control resources, making even individuals with high emotional intelligence susceptible to emotional blackmail under burnout conditions (Baumeister&#160;[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref21&quot;&gt;4&lt;/reflink&gt;]; Meldrum, Barnes, and Hay&#160;[&lt;reflink idref=&quot;bib51&quot; id=&quot;ref22&quot;&gt;51&lt;/reflink&gt;]). Conversely, when burnout levels are low, emotional intelligence&#39;s protective effects are more pronounced, enabling teachers to manage stress and resist manipulation more effectively.&lt;/p&gt; &lt;p&gt;This study aims to address the identified research gaps by exploring the relationships among teachers&#39; emotional intelligence, emotional labor, job burnout, and emotional blackmail. Specifically, it examines (&lt;reflink idref=&quot;bib1&quot; id=&quot;ref23&quot;&gt;1&lt;/reflink&gt;) the direct negative effect of emotional intelligence on emotional blackmail, (&lt;reflink idref=&quot;bib2&quot; id=&quot;ref24&quot;&gt;2&lt;/reflink&gt;) the mediating role of emotional labor in the relationship between emotional intelligence and emotional blackmail, and (&lt;reflink idref=&quot;bib3&quot; id=&quot;ref25&quot;&gt;3&lt;/reflink&gt;) the moderating effect of job burnout on the relationship between emotional intelligence and emotional blackmail. By investigating these relationships, this study seeks to provide empirical evidence and practical insights into the factors influencing teachers&#39; workplace well‐being and strategies to mitigate emotional blackmail in educational settings.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-3&quot;&gt;Literature Review&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0184274968-4&quot;&gt;Relationship Between Emotional Intelligence and Emotional Blackmail&lt;/hd&gt; &lt;p&gt;Emotional intelligence, defined by Salovey and Mayer ([&lt;reflink idref=&quot;bib65&quot; id=&quot;ref26&quot;&gt;65&lt;/reflink&gt;]) as a form of social intelligence, enables individuals to perceive, assess, and regulate emotions in themselves and others. This ability fosters a positive and interactive atmosphere in personal and professional relationships. Individuals with high emotional intelligence are adept at managing interpersonal dynamics, intuitively gauging others&#39; emotional states, addressing underlying needs, and mitigating workplace stress (Lopes et al.&#160;[&lt;reflink idref=&quot;bib45&quot; id=&quot;ref27&quot;&gt;45&lt;/reflink&gt;]; Kiefer and Barclay&#160;[&lt;reflink idref=&quot;bib33&quot; id=&quot;ref28&quot;&gt;33&lt;/reflink&gt;]). This competency is associated with enhanced interpersonal skills, helping individuals manage emotional challenges and avoid being influenced by negative emotions or manipulative tactics.&lt;/p&gt; &lt;p&gt;In contrast, emotional blackmail, introduced by Forward and Frazier ([&lt;reflink idref=&quot;bib21&quot; id=&quot;ref29&quot;&gt;21&lt;/reflink&gt;]), is a form of psychological manipulation where one party uses threats or guilt to pressure another into compliance, creating a cycle of control that reinforces the manipulator&#39;s power and causes emotional distress in the target. Unlike direct aggression, emotional blackmail operates subtly, often leading to dependency and strained relationships. In workplaces, emotional blackmail commonly arises from hierarchical pressures, with about half of reported cases involving supervisors (Chen, Liu, and Fang&#160;[&lt;reflink idref=&quot;bib13&quot; id=&quot;ref30&quot;&gt;13&lt;/reflink&gt;]). Teachers, due to their multifaceted roles and high emotional labor demands, are particularly vulnerable to emotional blackmail. Their responsibilities often extend beyond instruction to include student counseling, administration, and parent interactions, which, along with the hierarchical structure of schools, make them susceptible to unreasonable demands. Furthermore, cultural expectations, especially in Confucian‐influenced societies, prioritize respect for authority and harmony, which can lead individuals to prioritize organizational cohesion over personal boundaries, potentially increasing stress and burnout (Wang et al.&#160;[&lt;reflink idref=&quot;bib72&quot; id=&quot;ref31&quot;&gt;72&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Emotional intelligence&#39;s role in relation to emotional blackmail is complex. Although higher emotional intelligence can provide resilience against manipulation by allowing individuals to establish emotional boundaries and manage interpersonal dynamics effectively, recent studies highlight the dual‐edged nature of emotional intelligence. For instance, there is no direct evidence suggesting that emotional intelligence moderates the relationship between emotional blackmail and job satisfaction or turnover intentions, as demonstrated in a study of nurses, where high emotional intelligence did not protect against emotional blackmail&#39;s adverse effects (Lo et al.&#160;[&lt;reflink idref=&quot;bib44&quot; id=&quot;ref32&quot;&gt;44&lt;/reflink&gt;]). Additionally, individuals with high emotional intelligence might engage in emotional manipulation for personal gain, reflecting the versatility of emotional intelligence as both constructive and exploitative depending on the individual&#39;s motives (Alwesmi et al.&#160;[&lt;reflink idref=&quot;bib2&quot; id=&quot;ref33&quot;&gt;2&lt;/reflink&gt;]; Ngoc, Tuan, and Takahashi&#160;[&lt;reflink idref=&quot;bib55&quot; id=&quot;ref34&quot;&gt;55&lt;/reflink&gt;]). Gender differences further suggest that males with high emotional intelligence are more likely to use emotional intelligence for nonprosocial manipulation than females (Ngoc, Tuan, and Takahashi&#160;[&lt;reflink idref=&quot;bib55&quot; id=&quot;ref35&quot;&gt;55&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Emotional intelligence can be further understood through its three core dimensions: emotional attention (the focus on others&#39; emotions), emotional understanding (the ability to interpret emotions accurately), and emotional repair (the capacity to regulate emotions). These dimensions enable individuals to identify manipulation attempts, maintain effective emotional regulation, and make informed responses (Brackett et al.&#160;[&lt;reflink idref=&quot;bib6&quot; id=&quot;ref36&quot;&gt;6&lt;/reflink&gt;]; Mart&#237;nez‐Monteagudo et al.&#160;[&lt;reflink idref=&quot;bib47&quot; id=&quot;ref37&quot;&gt;47&lt;/reflink&gt;]). This heightened awareness helps high‐emotional intelligence individuals discern others&#39; authenticity and resist manipulation by setting appropriate emotional boundaries (Gaspar, Methasani, and Schweitzer&#160;[&lt;reflink idref=&quot;bib23&quot; id=&quot;ref38&quot;&gt;23&lt;/reflink&gt;]). Therefore, individuals with high emotional intelligence are less likely to fall victim to emotional blackmail, as they can maintain balanced, assertive responses to manipulative situations.&lt;/p&gt; &lt;p&gt;In summary, while emotional intelligence does not directly moderate emotional blackmail&#39;s impact on job satisfaction or turnover intentions, it influences emotional manipulation, a key component of emotional blackmail. This underscores emotional intelligence&#39;s dual‐edged nature, allowing for both positive and negative applications based on individual motives and context (Alwesmi et al.&#160;[&lt;reflink idref=&quot;bib2&quot; id=&quot;ref39&quot;&gt;2&lt;/reflink&gt;]; Greenfield et al.&#160;[&lt;reflink idref=&quot;bib25&quot; id=&quot;ref40&quot;&gt;25&lt;/reflink&gt;]; Ngoc, Tuan, and Takahashi&#160;[&lt;reflink idref=&quot;bib55&quot; id=&quot;ref41&quot;&gt;55&lt;/reflink&gt;]). Consequently, this study proposes Hypothesis 1 (H1): Higher emotional intelligence is associated with lower levels of perceived emotional blackmail, as greater emotional regulation and boundary‐setting abilities enable individuals to effectively resist manipulative tactics.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-5&quot;&gt;H1.&lt;/hd&gt; &lt;p&gt;Emotional intelligence significantly and negatively influences emotional blackmail.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-6&quot;&gt;Mediating Role of Emotional Labor in the Relationship Between Emotional Intelligence and Emot...&lt;/hd&gt; &lt;p&gt;Emotional intelligence positively influences deep acting, a form of emotional labor where individuals genuinely try to feel the emotions they need to display (Brotheridge&#160;[&lt;reflink idref=&quot;bib7&quot; id=&quot;ref42&quot;&gt;7&lt;/reflink&gt;]). This suggests that higher emotional intelligence can lead to more authentic emotional labor experiences, as individuals with high emotional intelligence are better equipped to regulate their emotions in line with job demands. Hochschild ([&lt;reflink idref=&quot;bib29&quot; id=&quot;ref43&quot;&gt;29&lt;/reflink&gt;]) introduced the concept of emotional labor, describing how employees align their emotional expressions with organizational norms to fulfill job roles. Hochschild&#39;s dramaturgical perspective explains that employees perform emotional labor through surface acting (altering outward expressions) and deep acting (changing internal emotions to match job requirements). More recently, genuine expression—displaying inner emotions authentically—has been recognized as a third type of emotional labor (Diefendorff, Croyle, and Gosserand&#160;[&lt;reflink idref=&quot;bib20&quot; id=&quot;ref44&quot;&gt;20&lt;/reflink&gt;]), highlighting different strategies that individuals use to manage workplace emotions. Depending on the task and emotional demands, employees may shift between these strategies to prevent emotional exhaustion (Cheung, Lun, and Cheung&#160;[&lt;reflink idref=&quot;bib16&quot; id=&quot;ref45&quot;&gt;16&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;High emotional intelligence enhances individuals&#39; ability to manage emotional labor effectively, even under stress. For instance, Lee and Ok ([&lt;reflink idref=&quot;bib36&quot; id=&quot;ref46&quot;&gt;36&lt;/reflink&gt;]) found that individuals with high emotional intelligence regulate emotions better, enhancing performance in roles requiring emotional labor. Chu ([&lt;reflink idref=&quot;bib18&quot; id=&quot;ref47&quot;&gt;18&lt;/reflink&gt;]) suggested that people with high emotional intelligence adeptly adapt behaviors to meet emotional norms, which can reduce emotional strain. Liu et al. ([&lt;reflink idref=&quot;bib43&quot; id=&quot;ref48&quot;&gt;43&lt;/reflink&gt;]) found a positive correlation between emotional intelligence and various aspects of emotional labor in public servants, showing that those who can understand and control emotions are better at managing emotional expressions, including surface and deep acting. Miao, Humphrey and Qian ([&lt;reflink idref=&quot;bib52&quot; id=&quot;ref49&quot;&gt;52&lt;/reflink&gt;]) further indicate that high emotional intelligence enables individuals to meet organizational expectations effectively through emotional labor.&lt;/p&gt; &lt;p&gt;Emotional labor, especially when unregulated, can lead to burnout. emotional intelligence, by helping individuals manage emotions, can mitigate burnout (Guy and Lee&#160;[&lt;reflink idref=&quot;bib26&quot; id=&quot;ref50&quot;&gt;26&lt;/reflink&gt;]; Prati and Karriker&#160;[&lt;reflink idref=&quot;bib61&quot; id=&quot;ref51&quot;&gt;61&lt;/reflink&gt;]), suggesting that emotional intelligence influences emotional labor&#39;s impact on well‐being. Teachers, whose roles inherently involve high emotional labor, often need to display positive emotions regardless of their actual feelings, which can conflict with genuine emotions. Research indicates that teachers&#39; displayed emotions affect students&#39; motivation and academic performance. Besides instruction, teachers are responsible for students&#39; mental and physical well‐being, making their emotional labor more complex than in typical service roles (Isenbarger and Zembylas&#160;[&lt;reflink idref=&quot;bib32&quot; id=&quot;ref52&quot;&gt;32&lt;/reflink&gt;]; Wu and Wei&#160;[&lt;reflink idref=&quot;bib74&quot; id=&quot;ref53&quot;&gt;74&lt;/reflink&gt;]). Sustaining these emotional expressions requires significant effort, which can lead to emotional exhaustion and increase vulnerability to emotional blackmail (Lin and Miao&#160;[&lt;reflink idref=&quot;bib41&quot; id=&quot;ref54&quot;&gt;41&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Emotional blackmail, first introduced by Forward and Frazier ([&lt;reflink idref=&quot;bib21&quot; id=&quot;ref55&quot;&gt;21&lt;/reflink&gt;]), is a form of psychological manipulation involving threats or guilt to gain compliance, creating a cycle of control and dependency. This behavior often leads to employee silence and ego depletion (Zhou, He, and Chen&#160;[&lt;reflink idref=&quot;bib78&quot; id=&quot;ref56&quot;&gt;78&lt;/reflink&gt;]). In professional settings, emotional blackmail can arise from hierarchical dynamics, with approximately half of workplace emotional blackmail cases involving supervisors (Chen, Liu, and Fang&#160;[&lt;reflink idref=&quot;bib13&quot; id=&quot;ref57&quot;&gt;13&lt;/reflink&gt;]). Wang et al. ([&lt;reflink idref=&quot;bib72&quot; id=&quot;ref58&quot;&gt;72&lt;/reflink&gt;]) studied emotional blackmail in ethnic Chinese societies, where cultural values like harmony, social approval, and respect for hierarchy make individuals more susceptible to emotional blackmail, as they may compromise personal boundaries to meet societal expectations. Teachers, driven by cultural expectations and organizational norms, may feel obligated to fulfill emotional expectations, resulting in stress and emotional depletion. This suggests that high emotional labor in teaching can increase vulnerability to emotional blackmail, potentially making emotional labor a mediator between emotional intelligence and emotional blackmail.&lt;/p&gt; &lt;p&gt;Although there is no direct evidence that emotional intelligence moderates the relationship between emotional blackmail and job satisfaction or turnover intentions, emotional intelligence&#39;s role in managing emotional responses and stress is significant (Lo et al.&#160;[&lt;reflink idref=&quot;bib44&quot; id=&quot;ref59&quot;&gt;44&lt;/reflink&gt;]). While emotional intelligence influences emotional labor, and emotional labor impacts burnout, there is limited evidence confirming emotional labor as a mediator between emotional intelligence and emotional blackmail. Further research is necessary to explore this mediation effect directly.&lt;/p&gt; &lt;p&gt;Based on these findings, we propose Hypothesis 2: Emotional labor mediates the relationship between emotional intelligence and emotional blackmail. This hypothesis is founded on the inference that teachers engage deeply in emotional labor to meet job and societal expectations, which may elevate their susceptibility to emotional blackmail.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-7&quot;&gt;H2.&lt;/hd&gt; &lt;p&gt;Emotional labor mediates the relationship between emotional intelligence and emotional blackmail.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-8&quot;&gt;Moderating Role of Burnout in the Relationship Between Emotional Intelligence and Emotional B...&lt;/hd&gt; &lt;p&gt;Emotional intelligence has been shown to reduce burnout across various contexts, such as in tourism and hospitality (Prentice&#160;[&lt;reflink idref=&quot;bib62&quot; id=&quot;ref60&quot;&gt;62&lt;/reflink&gt;]) and among teachers (Nikolova and Mancheva&#160;[&lt;reflink idref=&quot;bib56&quot; id=&quot;ref61&quot;&gt;56&lt;/reflink&gt;]). High emotional intelligence is associated with lower levels of emotional exhaustion and depersonalization (Nikolova and Mancheva&#160;[&lt;reflink idref=&quot;bib56&quot; id=&quot;ref62&quot;&gt;56&lt;/reflink&gt;]). In high‐stress environments, emotional intelligence can act as a buffer, helping to mitigate burnout (Mustafa, Santos, and Chern&#160;[&lt;reflink idref=&quot;bib53&quot; id=&quot;ref63&quot;&gt;53&lt;/reflink&gt;]). Additionally, burnout can moderate the relationship between emotional intelligence and work performance, indicating that high emotional intelligence can lessen the negative impact of burnout on performance (Sanchez‐Gomez and Breso&#160;[&lt;reflink idref=&quot;bib66&quot; id=&quot;ref64&quot;&gt;66&lt;/reflink&gt;]). However, emotional intelligence does not always moderate the relationship between stressors (such as violence) and burnout, suggesting that other factors may also play a role (Shead, Scott, and Rose&#160;[&lt;reflink idref=&quot;bib69&quot; id=&quot;ref65&quot;&gt;69&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Teachers are particularly prone to burnout due to the high levels of stress associated with their profession (Brouwers and Tomic&#160;[&lt;reflink idref=&quot;bib8&quot; id=&quot;ref66&quot;&gt;8&lt;/reflink&gt;]; Stoeber and Rennert&#160;[&lt;reflink idref=&quot;bib70&quot; id=&quot;ref67&quot;&gt;70&lt;/reflink&gt;]; Hong, Huang, and Zhang&#160;[&lt;reflink idref=&quot;bib30&quot; id=&quot;ref68&quot;&gt;30&lt;/reflink&gt;]). Besides teaching responsibilities, teachers face pressures from academic research and must manage emotional demands when interacting with students and parents. Teachers are often implicitly held responsible for students&#39; achievements, leading to higher emotional strain and burnout (Chen and Hsu&#160;[&lt;reflink idref=&quot;bib11&quot; id=&quot;ref69&quot;&gt;11&lt;/reflink&gt;]). Furthermore, they are expected to display appropriate emotions even in stressful or negative situations, which can negatively affect their well‐being and lead to burnout or even job turnover (Lee&#160;[&lt;reflink idref=&quot;bib37&quot; id=&quot;ref70&quot;&gt;37&lt;/reflink&gt;]). Recent studies highlight the enduring effects of burnout, as past experiences of burnout can influence current feelings of exhaustion (Chen and Huang&#160;[&lt;reflink idref=&quot;bib12&quot; id=&quot;ref71&quot;&gt;12&lt;/reflink&gt;]), especially in cases where student misbehavior significantly contributes to burnout. Emotional labor is crucial here, as employees must meet job demands through emotional expression, which relies on emotional intelligence. Emotional intelligence enhances emotional expression, helping employees manage workplace interactions and reduce burnout (Scherer et al.&#160;[&lt;reflink idref=&quot;bib68&quot; id=&quot;ref72&quot;&gt;68&lt;/reflink&gt;]). Similarly, research shows a significant negative relationship between emotional labor and burnout among teachers (Hsing and Hung&#160;[&lt;reflink idref=&quot;bib31&quot; id=&quot;ref73&quot;&gt;31&lt;/reflink&gt;]), with effective emotional regulation reducing burnout risk (Chang and Yen&#160;[&lt;reflink idref=&quot;bib9&quot; id=&quot;ref74&quot;&gt;9&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;However, studies in Taiwan and beyond often overlook the role of burnout as a moderating factor for emotional intelligence. Individuals with high emotional intelligence are typically better at identifying others&#39; emotions and managing their own, allowing them to choose the optimal response and reduce the impact of emotional blackmail (Brackett et al.&#160;[&lt;reflink idref=&quot;bib6&quot; id=&quot;ref75&quot;&gt;6&lt;/reflink&gt;]; Gaspar, Methasani, and Schweitzer&#160;[&lt;reflink idref=&quot;bib23&quot; id=&quot;ref76&quot;&gt;23&lt;/reflink&gt;]). According to ego‐depletion theory, individuals&#39; self‐control resources are finite; prolonged emotional and physical demands can lead to ego depletion, where emotional resources are exhausted and self‐control weakens (Baumeister&#160;[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref77&quot;&gt;4&lt;/reflink&gt;]; Maslach and Leiter&#160;[&lt;reflink idref=&quot;bib48&quot; id=&quot;ref78&quot;&gt;48&lt;/reflink&gt;]). Under conditions of burnout, even individuals with high emotional intelligence may struggle to effectively use their emotional skills as their emotional resources become depleted, leaving them more vulnerable to the effects of emotional blackmail (Meldrum, Barnes, and Hay&#160;[&lt;reflink idref=&quot;bib51&quot; id=&quot;ref79&quot;&gt;51&lt;/reflink&gt;]). Conversely, when burnout is low, emotional intelligence is more effective in helping individuals handle emotional blackmail.&lt;/p&gt; &lt;p&gt;Therefore, this study proposes Hypothesis 3: burnout moderates the relationship between emotional intelligence and emotional blackmail. Under high burnout conditions, the protective effects of emotional intelligence against emotional blackmail diminish, while under low burnout conditions, emotional intelligence is more effective in helping individuals manage emotional blackmail.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-9&quot;&gt;H3.&lt;/hd&gt; &lt;p&gt;Job burnout moderates the relationship between emotional intelligence and emotional blackmail.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-10&quot;&gt;Methods&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0184274968-11&quot;&gt;Participants&lt;/hd&gt; &lt;p&gt;The participants of this study comprised teachers from Taiwanese public and private schools, including kindergartens, elementary schools, junior high schools and senior high.&lt;/p&gt; &lt;p&gt;Among the respondents, 846 were women (72.9%) and 314 were men (27.1%). Regarding educational attainment, most held master&#39;s degrees (673 respondents, 58%), followed by bachelor&#39;s degrees (475 respondents, 40.9%) and PhDs (12 respondents, 1%). Most respondents taught at elementary schools (477 respondents, 41.1%), followed by junior high schools (330 respondents, 28.4%), senior high or vocational schools (291 respondents, 25.1%), kindergartens (62 respondents, 5.3%). Most respondents worked in public schools (997 respondents, 85.9%), followed by private schools (163 respondents, 15.1%). The most common job roles were homeroom teachers (582 respondents, 50.2%), followed by subject teachers (355 respondents, 30.6%) and teachers with administrative duties (223 respondents, 19.2%). Regarding geographic distribution, most respondents worked at schools located in the Taoyuan–Hsinchu–Miaoli region (343 respondents, 29.6%), followed by the Taipei–New Taipei–Keelung region (307 respondents, 26.5%), Taichung–Changhua–Nantou region (199 respondents, 17.2%), Yunlin–Chiayi–Tainan region (140 respondents, 12.1%), Kaohsiung–Pingtung region (121 respondents, 10.4%), and Yilan–Hualien–Taitung region (50 respondents, 4.3%). As for total years in the teaching profession, most respondents had 5 years or less (264 respondents, 22.8%), followed by 6–10 years (360 respondents, 31%), 11–15 years (286 respondents, 24.7%), and more than 15 years (25 respondents, 21.6%). Since respondents from higher education institutions accounted for only 2.4% of the total sample, and because the higher education environment differs from the primary and secondary education environments in its impact factors, the responses from 28 higher education respondents were excluded to prevent analytical interference. Consequently, the subsequent analyses were based on the remaining 1160 valid questionnaires.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-12&quot;&gt;Research Instruments&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0184274968-13&quot;&gt;Participants&#39; Information&lt;/hd&gt; &lt;p&gt;This study collected background information on the participants, including years of teaching experience, gender, educational level, educational stage of the current school, type of institution (public or private), current job role (e.g., homeroom teacher, teacher with administrative duties, or subject teacher), and the county or city of the current school. The aim was to examine differences in emotional intelligence, emotional blackmail, emotional labor, and burnout among the participants based on these background variables.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-14&quot;&gt;Emotional Intelligence&lt;/hd&gt; &lt;p&gt;This study used the Wong and Law Emotional Intelligence Scale (Wong and Law&#160;[&lt;reflink idref=&quot;bib73&quot; id=&quot;ref80&quot;&gt;73&lt;/reflink&gt;]) to measure emotional intelligence. This scale comprises 16 items across four dimensions and has an internal consistency reliability of 0.83–0.90. The dimensions include self‐emotion appraisal (SEA; four items), use of emotion (UOE; four items), regulation of emotion (ROE; three items), and others&#39; emotional appraisal (OEA; five items). Items are rated on a five‐point Likert‐type scale with endpoints ranging from 1 (&lt;emph&gt;strongly disagree&lt;/emph&gt;) to 5 (&lt;emph&gt;strongly agree&lt;/emph&gt;). Higher overall scores indicate higher levels of emotional intelligence.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-15&quot;&gt;Emotional Labor&lt;/hd&gt; &lt;p&gt;The emotional labor scale for this study referenced and combined the Emotional Labor Scales for Elementary School Teachers proposed by Li, Fang and Lu ([&lt;reflink idref=&quot;bib39&quot; id=&quot;ref81&quot;&gt;39&lt;/reflink&gt;]) and the questionnaire used in Liu and Chen ([&lt;reflink idref=&quot;bib42&quot; id=&quot;ref82&quot;&gt;42&lt;/reflink&gt;]) to investigate the correlation between job stress and emotional labor among preschool educators. The adapted scale comprises three dimensions: surface acting (five items), deep acting (five items), and genuine expression (five items) for a total of 15 items rated on a five‐point Likert‐type scale with endpoints ranging from 1 (&lt;emph&gt;almost never&lt;/emph&gt;) to 5 (&lt;emph&gt;always&lt;/emph&gt;). Higher scores indicate higher degrees of emotional labor. The Cronbach&#39;s &lt;emph&gt;α&lt;/emph&gt; of the two original scales were greater than 0.80 and 0.90, respectively, indicating high reliability.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-16&quot;&gt;Job Burnout&lt;/hd&gt; &lt;p&gt;This study employed the Chinese version of the Maslach Burnout Inventory General Survey (MBI‐GS) developed by Schaufeli et al. ([&lt;reflink idref=&quot;bib67&quot; id=&quot;ref83&quot;&gt;67&lt;/reflink&gt;]) and translated by Lu ([&lt;reflink idref=&quot;bib46&quot; id=&quot;ref84&quot;&gt;46&lt;/reflink&gt;]). The scale yielded an overall Cronbach&#39;s &lt;emph&gt;α&lt;/emph&gt; of 0.88 and comprised three dimensions: emotional exhaustion (five items), cynicism (five items), and reduced professional efficacy (six items), totaling 16 items, which were rated on a five‐point Likert‐type scale with endpoints ranging from 1 (&lt;emph&gt;strongly disagree&lt;/emph&gt;) to 5 (&lt;emph&gt;strongly agree&lt;/emph&gt;). Higher scores indicate higher perceptions of job burnout, and items in the reduced professional efficacy dimension were reverse scored.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-17&quot;&gt;Emotional Blackmail&lt;/hd&gt; &lt;p&gt;The emotional blackmail scale used in this study is based on the Emotional Blackmail Interpersonal Interaction Trait Scale proposed by Wang et al. ([&lt;reflink idref=&quot;bib72&quot; id=&quot;ref85&quot;&gt;72&lt;/reflink&gt;]). This scale includes four dimensions: self‐worth and self‐confidence (15 items), fear of interpersonal interaction (seven items), empathy for others (seven items), and interpersonal security (three items), for a total of 32 items. Items were rated on a five‐point Likert‐type scale with endpoints ranging from 1 (&lt;emph&gt;almost never&lt;/emph&gt;) to 5 (&lt;emph&gt;always&lt;/emph&gt;). Higher scores indicate higher perceptions of emotional blackmail. The Cronbach&#39;s &lt;emph&gt;α&lt;/emph&gt; for the original scale&#39;s overall dimensions exceeded 0.90, indicating high reliability.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-18&quot;&gt;Procedures&lt;/hd&gt; &lt;p&gt;In August 2023, current teachers were invited through purposive sampling to fill out an online questionnaire. After excluding invalid responses or samples not matching the inclusion criteria, 1160 valid questionnaires were collected.&lt;/p&gt; &lt;p&gt;This noninterventional study did not require ethical approval due to its design and was conducted in publicly accessible settings, without entering any private or protected spaces, eliminating the need for specific permissions in the relevant geographical regions. All data collected from participants were deidentified and analyzed solely for the purposes of this study. Prior to enrollment, participants were fully informed of their rights concerning confidentiality and data handling. Participation in the study was entirely voluntary and confidential. The survey questions were designed to exclude any personally identifying information, ensuring participant anonymity. In any resulting publication or presentation, no personally identifiable details will be disclosed, as participant names were not linked to their responses. Participants were also informed of their right to withdraw from the study at any time or skip any questions they did not wish to answer, reinforcing the voluntary nature of their participation.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-19&quot;&gt;Statistical Analysis&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0184274968-20&quot;&gt;Confirmatory Factor Analysis&lt;/hd&gt; &lt;p&gt;Using statistical software SPSS and AMOS, this study conducted confirmatory factor analysis on the emotional intelligence, job burnout, emotional labor, and emotional blackmail scales, examining factor loadings and measurement model fit indices to assess the construct validity of the scales. According to the suggestions of previous studies, an ideal overall model fit should show criteria such as a &lt;emph&gt;p&lt;/emph&gt; value greater than 0.05 for &lt;emph&gt;X&lt;/emph&gt;&lt;sups&gt;&lt;emph&gt;2&lt;/emph&gt;&lt;/sups&gt;, goodness of fit index (GFI) values of greater than 0.90, root mean square residual (RMR) values of less than 0.05, root mean square error of approximation (RMSEA) values of less than 0.08, and values for incremental fit indices, such as the adjusted GFI (AGFI), normed fit index (NFI), relative fit index (RFI), incremental fit index (IFI), and comparative fit index (CFI), of greater than 0.90 (Chang&#160;[&lt;reflink idref=&quot;bib10&quot; id=&quot;ref86&quot;&gt;10&lt;/reflink&gt;]; Chiu&#160;[&lt;reflink idref=&quot;bib17&quot; id=&quot;ref87&quot;&gt;17&lt;/reflink&gt;]). Additionally, if the &lt;emph&gt;X&lt;/emph&gt;&lt;sups&gt;&lt;emph&gt;2&lt;/emph&gt;&lt;/sups&gt; test result shows a &lt;emph&gt;p&lt;/emph&gt; value of less than the significance level (0.05), it indicates that the &lt;emph&gt;X&lt;/emph&gt;&lt;sups&gt;&lt;emph&gt;2&lt;/emph&gt;&lt;/sups&gt; test result may be affected by the sample size, necessitating reference to other indices for an overall judgment. The modifications to each scale are explained below.&lt;/p&gt; &lt;p&gt;The emotional intelligence scale comprised three dimensions, with a total of 16 items. According to item deletion principles, one item was removed, modifying the scale to 15 items. The absolute fit indices showed &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.05 for X 2, GFI = 0.937, RMR = 0.024, and RMSEA = 0.045. The incremental fit indices were AGFI = 0.910, NFI = 0.933, RFI = 0.943, IFI = 0.943, and CFI = 0.941, with only the RFI value not reaching the threshold of &amp;gt; 0.90 and the remaining statistical measures meeting the threshold, indicating the scale had favorable construct validity.&lt;/p&gt; &lt;p&gt;The emotional labor scale comprised three dimensions, with a total of 15 items. According to item deletion principles, one item was removed, modifying the scale to 14 items. The absolute fit indices showed &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.05 for &lt;emph&gt;X&lt;/emph&gt;&lt;sups&gt;2&lt;/sups&gt;, GFI = 0.934, RMR = 0.028, and RMSEA = 0.044. The incremental fit indices were AGFI = 0.907, NFI = 0.915, RFI = 0.895, IFI = 0.925, and CFI = 0.925, with only the RFI value not reaching the threshold of &amp;gt; 0.90 and the remaining indices meeting the threshold, indicating the scale had favorable construct validity.&lt;/p&gt; &lt;p&gt;The job burnout scale comprised three dimensions, with a total of 16 items. According to item deletion principles, three items were removed, modifying the scale to 15 items. The absolute fit indices showed &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.05 for &lt;emph&gt;X&lt;/emph&gt;&lt;sups&gt;2&lt;/sups&gt;, GFI = 0.935, RMR = 0.043, and RMSEA = 0.045. The incremental fit indices were AGFI = 0.908, NFI = 0.946, RFI = 0.932, IFI = 0.954, and CFI = 0.953, with only the RFI value not reaching the threshold of &amp;gt; 0.90 and the remaining statistical measures meeting the threshold, indicating the scale had favorable construct validity.&lt;/p&gt; &lt;p&gt;The emotional blackmail scale comprised four dimensions, with a total of 32 items. According to item deletion principles, three items were removed, modifying the scale to 31 items. The absolute fit indices showed &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.05 for &lt;emph&gt;X&lt;/emph&gt;&lt;sups&gt;2&lt;/sups&gt;, GFI = 0.900, RMR = 0.049, and RMSEA = 0.052. The incremental fit indices were AGFI = 0.882, NFI = 0.914, RFI = 0.906, IFI = 0.931, and CFI = 0.931, with only AGFI and GFI values not reaching the threshold of &amp;gt; 0.90 and the remaining indices meeting the threshold, indicating the scale had favorable construct validity.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-21&quot;&gt;Reliability Analysis&lt;/hd&gt; &lt;p&gt;This study employed Cronbach&#39;s &lt;emph&gt;α&lt;/emph&gt; coefficient to ascertain the internal consistency among the dimensions and items of the emotional intelligence, job burnout, emotional labor, and emotional blackmail scales. Cronbach&#39;s &lt;emph&gt;α&lt;/emph&gt; coefficient should exceed 0.70, and a total scale &lt;emph&gt;α&lt;/emph&gt; coefficient exceeding 0.90 or higher indicates satisfactory reliability (Wu and Tu&#160;[&lt;reflink idref=&quot;bib75&quot; id=&quot;ref88&quot;&gt;75&lt;/reflink&gt;]). For the emotional intelligence scale, the reliability coefficients were 0.796 for SEA, 0.862 for UOE, 0.777 for ROE, and 0.876 for OEA, with a total scale coefficient of 0.877. For the emotional labor scale, the coefficients were 0.79 for surface acting, 0.786 for deep acting, and 0.858 for genuine expression, with a total scale coefficient of 0.856. For the job burnout scale, the coefficients were 0.922 for emotional exhaustion, 0.85 for cynicism, and 0.75 for reduced professional efficacy, with a total scale coefficient of 0.914. For the emotional blackmail scale, the coefficients were 0.939 for self‐worth and self‐confidence, 0.889 for fear of interpersonal interaction, 0.881 for empathy for others, and 0.896 for interpersonal security, with a total scale coefficient of 0.928. The results of the reliability analysis indicate that the scales used in this study possess high reliability.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-22&quot;&gt;Common Method Variance&lt;/hd&gt; &lt;p&gt;Given that the questionnaire was self‐administered from a single source, an occurrence of common method variance may potentially threaten the internal validity of the mediation model (Peng, Kao, and Lin&#160;[&lt;reflink idref=&quot;bib59&quot; id=&quot;ref89&quot;&gt;59&lt;/reflink&gt;]). To address concerns of common method variance, this study conducted a post hoc test for common method variance by using Harman&#39;s one‐factor test. The procedure involved placing all items from the scales into a single exploratory factor analysis to examine the results of an unrotated factor analysis and determine the minimum number of factors. The analysis revealed 13 factors, with the first factor explaining 20% of the variance and not exceeding 50% of the total explained variance (65%; Podsakoff et al.&#160;[&lt;reflink idref=&quot;bib60&quot; id=&quot;ref90&quot;&gt;60&lt;/reflink&gt;]), indicating that common method variance is not a serious concern in this study.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-23&quot;&gt;Control Variables&lt;/hd&gt; &lt;p&gt;Women are more likely than men to experience workplace stress, which in turn lead to more notable job burnout among women (Matlin&#160;[&lt;reflink idref=&quot;bib49&quot; id=&quot;ref91&quot;&gt;49&lt;/reflink&gt;]). Additionally, greater differences in perceived job burnout exist between genders in regions with conservative or progressive labor policies (Purvanova and Muros&#160;[&lt;reflink idref=&quot;bib63&quot; id=&quot;ref92&quot;&gt;63&lt;/reflink&gt;]). Lee ([&lt;reflink idref=&quot;bib35&quot; id=&quot;ref93&quot;&gt;35&lt;/reflink&gt;]) found in qualitative research that teachers in different roles, such as subject teachers, homeroom teachers, and administration supervisors, employ different methods to suppress negative emotional labor and that the sources of emotional labor and interpersonal interactions vary between men and women. Chen and Yu ([&lt;reflink idref=&quot;bib15&quot; id=&quot;ref94&quot;&gt;15&lt;/reflink&gt;]) showed that employees with postgraduate education performed better in self‐emotion appraisal and emotion use compared with those without postgraduate education. Hsing and Hung ([&lt;reflink idref=&quot;bib31&quot; id=&quot;ref95&quot;&gt;31&lt;/reflink&gt;]) found that age was inversely correlated with emotional exhaustion in teachers and that tenure was positively correlated with the sense of reduced personal accomplishment in job burnout. Therefore, the present study considered gender, educational attainment, current teaching role, and years of service as control variables.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-24&quot;&gt;Missing Data and Outliers&lt;/hd&gt; &lt;p&gt;Prior to analysis, the data were examined for missing values and outliers to ensure data quality. Missing data were managed using listwise deletion, with cases that had substantial missing information excluded to avoid biased results. Outliers were identified using z‐scores and assessed for their impact on the analysis. Extreme outliers that could significantly skew the results were removed to maintain robust statistical integrity.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-25&quot;&gt;Results&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0184274968-26&quot;&gt;Correlation Analysis Among Variables&lt;/hd&gt; &lt;p&gt;The correlation matrix of the main variables in this study showed significant relationships. Emotional intelligence was positively correlated with emotional labor (&lt;emph&gt;r&lt;/emph&gt; = 0.405, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.01) and negatively correlated with emotional blackmail (&lt;emph&gt;r&lt;/emph&gt; = −0.162, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.01). Additionally, emotional labor was positively correlated with emotional blackmail (&lt;emph&gt;r&lt;/emph&gt; = 0.104, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.01). The overall analysis results indicate that the relationships between the research variables were consistent with the anticipated direction of the research hypotheses.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-27&quot;&gt;Hypothesis Testing&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0184274968-28&quot;&gt;H1.&lt;/hd&gt; &lt;p&gt;Emotional intelligence significantly and negatively influences emotional blackmail.&lt;/p&gt; &lt;p&gt;Using SPSS statistical software and hierarchical regression analysis (Baron and Kenny&#160;[&lt;reflink idref=&quot;bib3&quot; id=&quot;ref96&quot;&gt;3&lt;/reflink&gt;]), this study explored the influence of emotional intelligence on emotional blackmail, the mediating effect of emotional labor on the relationship between emotional intelligence and emotional blackmail, and the moderating effect of job burnout on the relationship between emotional intelligence and emotional blackmail. In the hierarchical regression analysis, the study first controlled for gender, educational attainment, current teaching role, and years of service, converting these control variables into dummy variables. Gender was coded with men as 0 and women as 1; educational attainment was coded with undergraduate as 0 and postgraduate as 1; current teaching role was coded with homeroom teacher as 0 and non‐homeroom teacher as 1; years of service was coded with &amp;lt; 5 years as 0, 6–10 years as 1, 11–15 years as 2, and &amp;gt; 15 years as 3. Controlling for gender, educational attainment, current teaching role, and years of service, overall emotional intelligence had a negative effect on overall emotional blackmail (&lt;emph&gt;β&lt;/emph&gt; = −0.167, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001). Furthermore, a regression analysis between the overall dimensions of emotional intelligence and the four dimensions of emotional blackmail revealed that emotional intelligence had a negative effect on self‐worth and self‐confidence (&lt;emph&gt;β&lt;/emph&gt; = −0.371, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001) and fear of interpersonal interaction (&lt;emph&gt;β&lt;/emph&gt; = −0.204, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001), and that it had a positive effect on empathy for others (&lt;emph&gt;β&lt;/emph&gt; = 0.322, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001) and interpersonal security (&lt;emph&gt;β&lt;/emph&gt; = 0.097, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001) (Table&#160;1). Thus, H&lt;subs&gt;1&lt;/subs&gt; was supported.&lt;/p&gt; &lt;p&gt;1 Table Regression analysis of the effect of emotional intelligence on emotional blackmail and various dimensions.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr valign=&quot;bottom&quot;&amp;gt;&amp;lt;th&amp;gt;Variable&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Emotional blackmail&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Self&amp;amp;#8208;worth and self&amp;amp;#8208;confidence&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Fear of interpersonal interaction&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Empathy for others&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Interpersonal security&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr valign=&quot;bottom&quot;&amp;gt;&amp;lt;th&amp;gt;M1&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M2&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M3&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M4&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M5&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M6&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M7&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M8&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M9&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M10&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Gender&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.056&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.051&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.027&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.016&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.122&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.117&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.027&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.018&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.028&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.031&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Educational attainment&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.043&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.045&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.066&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.072&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.098&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.101&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.129&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.051&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.050&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Current teaching role&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.013&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.008&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.004&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.053&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.047&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.007&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;&amp;amp;#8201;5 years of service&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.013&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.025&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.014&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.021&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.035&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.046&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.004&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.007&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;11&amp;amp;#8211;15 years of service&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.059&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.061&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.086&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.091&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.021&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.024&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.010&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.014&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.043&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.042&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;&amp;amp;#8201;15 years of service&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.068&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.079&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.075&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.099&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.017&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.030&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.016&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.036&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.169&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.163&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Emotional intelligence&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.167&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.371&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.204&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.322&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.097&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;R&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.036&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.013&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.150&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.023&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.065&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.018&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.121&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.026&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.035&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;&amp;lt;math altimg=&quot;urn:x-wiley:00333085:media:pits23412:pits23412-math-0001&quot; display=&quot;inline&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics xmlns=&quot;&quot;&amp;gt;&amp;lt;mo mathvariant=&quot;bold&quot;&amp;gt;&amp;amp;#8710;&amp;lt;/mo&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt;&amp;lt;/p&amp;gt;R&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8212;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.028&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8212;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.137&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8212;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.042&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8212;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.103&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8212;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.009&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;&amp;lt;math altimg=&quot;urn:x-wiley:00333085:media:pits23412:pits23412-math-0002&quot; display=&quot;inline&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics xmlns=&quot;&quot;&amp;gt;&amp;lt;mo mathvariant=&quot;bold&quot;&amp;gt;&amp;amp;#8710;&amp;lt;/mo&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt;&amp;lt;/p&amp;gt;F&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.735&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;32.932&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.529&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;185.143&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.528&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;51.139&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.500&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;135.331&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.096&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.081&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Maximum VIF&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.386&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.387&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.386&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.387&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.386&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.387&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.386&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.387&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.386&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.387&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Minimum VIF&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.008&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.008&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.008&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.008&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.008&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.007&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;1 &lt;emph&gt;Note:&lt;/emph&gt; Numbers in the table are standardized &lt;emph&gt;β&lt;/emph&gt; coefficients.&lt;/p&gt; &lt;ulist&gt; &lt;item&gt;2 * &lt;emph&gt;p &lt;/emph&gt;&amp;lt; 0.05&lt;/item&gt; &lt;item&gt;3 ** &lt;emph&gt;p &lt;/emph&gt;&amp;lt; 0.01&lt;/item&gt; &lt;item&gt;4 *** &lt;emph&gt;p &lt;/emph&gt;&amp;lt; 0.001.&lt;/item&gt; &lt;/ulist&gt; &lt;hd id=&quot;AN0184274968-29&quot;&gt;H2.&lt;/hd&gt; &lt;p&gt;Emotional labor mediates the relationship between emotional intelligence and emotional blackmail.&lt;/p&gt; &lt;p&gt;To test H&lt;subs&gt;2&lt;/subs&gt;, which posits that emotional labor mediates the relationship between emotional intelligence and emotional blackmail, this study followed the mediation effect model of Baron and Kenny ([&lt;reflink idref=&quot;bib3&quot; id=&quot;ref97&quot;&gt;3&lt;/reflink&gt;]) and comprised four conditions: a significant relationship between emotional intelligence and emotional blackmail, a significant relationship between emotional intelligence and emotional labor, emotional labor must be significantly correlated to emotional blackmail when both emotional intelligence and emotional labor are predictors in a regression analysis, and the regression coefficient of emotional intelligence on emotional blackmail in the mediation model should be smaller than that in the direct model. Accordingly, we first examined the relationship between emotional intelligence and emotional blackmail, revealing that emotional intelligence has a negative effect on emotional blackmail (&lt;emph&gt;β&lt;/emph&gt; = −0.167, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001). We then assessed the relationship between the independent variable and the mediator, finding that emotional intelligence has a positive effect on emotional labor (&lt;emph&gt;β&lt;/emph&gt; = 0.413, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001; Model 2 in Table&#160;3). Model 5 in the table below indicates that emotional labor mediates the relationship between emotional intelligence and emotional blackmail (&lt;emph&gt;β&lt;/emph&gt; = 0.215, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001), specifically mediating the relationship between emotional intelligence and the following dimensions of emotional blackmail: fear of interpersonal interaction (&lt;emph&gt;β&lt;/emph&gt; = 0.226, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001), empathy for others (&lt;emph&gt;β&lt;/emph&gt; = 0.234, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001), and interpersonal security (&lt;emph&gt;β&lt;/emph&gt; = 0.186, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001). Emotional labor did not mediate the relationship between emotional intelligence and the dimension of self‐esteem and self‐confidence (&lt;emph&gt;β&lt;/emph&gt; = 0.048, &lt;emph&gt;p&lt;/emph&gt; &amp;gt; 0.05). The analysis also showed that in the mediation model, the regression coefficient of emotional intelligence on emotional blackmail (&lt;emph&gt;β&lt;/emph&gt; = −0.255, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001) was smaller than that in the direct model (&lt;emph&gt;β&lt;/emph&gt; = −0.167, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001). Nonetheless, emotional intelligence had a positive effect on fear of interpersonal interaction (&lt;emph&gt;β&lt;/emph&gt; = −0.301, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001) and empathy for others (&lt;emph&gt;β&lt;/emph&gt; = 0.220, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001), a negative effect on self‐esteem and self‐confidence (&lt;emph&gt;β&lt;/emph&gt; = −0.391, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001), and no effect on interpersonal security (&lt;emph&gt;β&lt;/emph&gt; = 0.020, &lt;emph&gt;p&lt;/emph&gt; &amp;gt; 0.05) (Table&#160;2). These results support H&lt;subs&gt;2&lt;/subs&gt;, indicating a partial mediation effect of emotional labor on the relationship between emotional intelligence and emotional blackmail, with three of the four dimensions of emotional blackmail achieving statistically significant results.&lt;/p&gt; &lt;p&gt;2 Table Regression analysis of the mediating effect of emotional labor on the relationship between emotional intelligence and emotional blackmail.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr valign=&quot;bottom&quot;&amp;gt;&amp;lt;th&amp;gt;Variable&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Emotional labor&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Emotional blackmail&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Self&amp;amp;#8208;worth and self&amp;amp;#8208;confidence&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Fear of interpersonal interaction&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Empathy for others&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Interpersonal security&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr valign=&quot;bottom&quot;&amp;gt;&amp;lt;th&amp;gt;M1&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M2&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M3&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M4&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M5&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M6&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M7&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M8&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M9&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M10&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M11&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M12&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M13&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M14&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M15&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M16&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M17&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Gender&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.027&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.039&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.056&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.051&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.043&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.027&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.016&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.014&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.122&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.117&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.108&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.027&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.018&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.027&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.028&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.031&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.023&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Educational attainment&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.062&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.068&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.043&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.045&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.060&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.066&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.072&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.075&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.098&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.101&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.117&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.124&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.129&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.112&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.051&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.050&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.062&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Current teaching role&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.011&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.019&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.013&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.017&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.000&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.008&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.004&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.000&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.053&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.047&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.051&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.011&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;&amp;amp;#8201;5 years of service&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.022&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.035&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.014&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.13&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.025&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.027&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.014&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.021&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.029&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.035&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.046&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.037&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.004&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.000&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;11&amp;amp;#8211;15 years of service&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.031&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.036&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.059&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.061&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.068&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.086&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.091&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.092&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.021&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.024&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.032&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.010&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.014&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.005&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.043&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.042&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.048&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;&amp;amp;#8201;15 years of service&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.062&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.088&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.068&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.079&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.098&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.075&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.099&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.103&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.017&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.030&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.050&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.016&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.036&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.014&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.169&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.163&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.179&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Emotional intelligence&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.413&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.167&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.0255&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.371&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.391&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.204&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.301&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.322&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.220&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.097&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.020&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Emotional labor&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.215&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.048&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.234&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.249&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.186&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;R&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.008&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.178&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.036&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.075&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.013&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.150&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.152&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.023&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.065&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.110&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.018&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.121&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.172&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.026&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.035&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.064&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;&amp;lt;math altimg=&quot;urn:x-wiley:00333085:media:pits23412:pits23412-math-0003&quot; display=&quot;inline&quot; xmlns=&quot;http://www.w3.org/1998/Math/MathML&quot;&amp;gt;&amp;lt;semantics xmlns=&quot;&quot;&amp;gt;&amp;lt;mo mathvariant=&quot;bold&quot;&amp;gt;&amp;amp;#8710;&amp;lt;/mo&amp;gt;&amp;lt;/semantics&amp;gt;&amp;lt;/math&amp;gt;&amp;lt;/p&amp;gt;R&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8212;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.170&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8212;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.028&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.038&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8212;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.137&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.002&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8212;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.042&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.045&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8212;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.103&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.051&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8212;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.029&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;F&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.575&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;35.616&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.735&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.233&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.588&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.529&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;28.963&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;27.703&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.528&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.356&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;17.732&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.500&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;22.682&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;29.883&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.096&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.989&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9.776&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;ulist&gt; &lt;item&gt;5 &lt;emph&gt;Note:&lt;/emph&gt; Numbers in the table are standardized &lt;emph&gt;β&lt;/emph&gt; coefficients.&lt;/item&gt; &lt;item&gt;6 * &lt;emph&gt;p &lt;/emph&gt;&amp;lt; 0.05&lt;/item&gt; &lt;item&gt;7 ** &lt;emph&gt;p &lt;/emph&gt;&amp;lt; 0.01&lt;/item&gt; &lt;item&gt;8 *** &lt;emph&gt;p &lt;/emph&gt;&amp;lt; 0.001.&lt;/item&gt; &lt;/ulist&gt; &lt;hd id=&quot;AN0184274968-30&quot;&gt;H3.&lt;/hd&gt; &lt;p&gt;Job burnout moderates the relationship between emotional intelligence and emotional blackmail.&lt;/p&gt; &lt;p&gt;This study then tested H&lt;subs&gt;3&lt;/subs&gt;, which examines whether job burnout moderates the relationship between emotional intelligence and emotional blackmail. The results presented in Table&#160;3 indicate that after incorporating the control variables, the interaction between emotional intelligence and job burnout significantly predicted emotional blackmail (&lt;emph&gt;β&lt;/emph&gt; = −0.163, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001). Regarding the moderating effect on the dimensions, except for fear of interpersonal interaction, negative moderating effects were found on the remaining dimensions (self‐worth and confidence, &lt;emph&gt;β&lt;/emph&gt; = −0.173, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001, fear of interpersonal interaction &lt;emph&gt;β&lt;/emph&gt; = −0.043, &lt;emph&gt;p&lt;/emph&gt; &amp;gt; 0.05, empathy for others &lt;emph&gt;β&lt;/emph&gt; = −0.120, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001, and interpersonal security). Therefore, job burnout moderates the relationship between emotional intelligence and emotional blackmail. We further segmented job burnout into high and low groups (Figure&#160;1) and found that the effect of emotional intelligence on perceived emotional blackmail was greater among teachers with high job burnout than among those with low job burnout. This indicates that when under higher job burnout conditions, teachers with low emotional intelligence will have higher perceptions of emotional blackmail than will teachers with high emotional intelligence, indicating job burnout has a negative moderating effect on the relationship between emotional intelligence and emotional blackmail. Thus, H&lt;subs&gt;3&lt;/subs&gt; is supported.&lt;/p&gt; &lt;p&gt;3 Table Regression analysis of the moderating effect of job burnout on the relationship between emotional intelligence and emotional blackmail.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr valign=&quot;bottom&quot;&amp;gt;&amp;lt;th&amp;gt;Variable&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Emotional blackmail&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Self&amp;amp;#8208;worth and self&amp;amp;#8208;confidence&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Fear of interpersonal interaction&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Empathy for others&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Interpersonal security&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr valign=&quot;bottom&quot;&amp;gt;&amp;lt;th&amp;gt;M1&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M2&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M3&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M4&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M5&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M6&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M7&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M8&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M9&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M10&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M11&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M12&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M13&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M14&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M15&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M16&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M17&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M18&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M19&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;M20&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Gender&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.056&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.051&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.048&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.046&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.027&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.016&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.013&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.010&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.122&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.117&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.114&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.114&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.027&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.018&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.018&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.020&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.028&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.031&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.030&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.028&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Educational attainment&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.043&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.045&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.010&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.066&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.072&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.028&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.031&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.098&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.101&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.067&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.068&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.124&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.129&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.131&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.129&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.051&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.050&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.041&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.043&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Current teaching role&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.013&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.012&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.004&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.003&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.011&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.008&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.004&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.005&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.053&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.047&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.047&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.041&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.002&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;&amp;amp;#8201;5 years of service&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.029&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.020&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.013&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.025&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.051&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.041&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.014&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.021&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.040&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.038&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.035&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.046&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.045&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.051&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.004&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.007&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.002&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.008&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;11&amp;amp;#8211;15 years of service&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.059&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.061&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.039&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.035&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.086&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.091&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.066&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.062&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.021&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.024&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.005&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.004&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.010&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.014&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.015&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.017&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.043&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.042&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.037&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.035&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;&amp;amp;#8201;15 years of service&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.068&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.079&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.052&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.064&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.075&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.099&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.068&amp;lt;ext-link href=&quot;*&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.080&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.017&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.030&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.006&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.009&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.016&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.036&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.038&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.029&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.169&amp;lt;ext-link href=&quot;***&quot; 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/&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.083&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.078&amp;lt;ext-link href=&quot;**&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.322&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.330&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.345&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.097&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.127&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.140&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Job burnout&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;0.398&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.413&amp;lt;ext-link href=&quot;***&quot; 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/&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;19.902&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.031&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.096&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.989&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.249&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7.194&amp;lt;ext-link href=&quot;***&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;ulist&gt; &lt;item&gt;9 &lt;emph&gt;Note:&lt;/emph&gt; Numbers in the table are standardized &lt;emph&gt;β&lt;/emph&gt; coefficients.&lt;/item&gt; &lt;item&gt;10 * &lt;emph&gt;p &lt;/emph&gt;&amp;lt; 0.05&lt;/item&gt; &lt;item&gt;11 ** &lt;emph&gt;p &lt;/emph&gt;&amp;lt; 0.01&lt;/item&gt; &lt;item&gt;12 *** &lt;emph&gt;p &lt;/emph&gt;&amp;lt; 0.001.&lt;/item&gt; &lt;/ulist&gt; &lt;p&gt; &lt;img src=&quot;https://imageserver.ebscohost.com/img/embimages/rdk/PIS/01may25/pits23412-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS&quot; alt=&quot;pits23412-fig-0001.jpg&quot; title=&quot;1 Moderating effect of job burnout on relationship between emotional intelligence and emotional blackmail.&quot; /&gt; &lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0184274968-32&quot;&gt;Discussion and Suggestions&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0184274968-33&quot;&gt;Discussion&lt;/hd&gt; &lt;p&gt;This study aims to explore the relationship between emotional intelligence and emotional blackmail, the mediating role of emotional labor between emotional intelligence and emotional blackmail, and the moderating effect of job burnout on the relationship between emotional intelligence and emotional blackmail. By addressing gaps in previous research, this study highlights the role of emotional intelligence in reducing emotional blackmail, particularly in the teaching profession. While previous research has focused primarily on the influence of emotional intelligence on work stress or job satisfaction, this study is the first to systematically investigate the relationship between emotional blackmail and its associated variables, specifically examining the moderating role of job burnout in the context of emotional intelligence and emotional blackmail.&lt;/p&gt; &lt;p&gt;Firstly, the study found that emotional intelligence has a significant negative effect on emotional blackmail (&lt;emph&gt;β&lt;/emph&gt; = −0.167, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.01). Individuals with higher emotional intelligence can more effectively recognize, understand, and manage both their own and others&#39; emotions, making them less susceptible to emotional blackmail. This result is consistent with previous studies, supporting the hypothesis that emotional intelligence reduces emotional blackmail (Wong and Law&#160;[&lt;reflink idref=&quot;bib73&quot; id=&quot;ref98&quot;&gt;73&lt;/reflink&gt;]; Zhou, Yuan, and Kang&#160;[&lt;reflink idref=&quot;bib77&quot; id=&quot;ref99&quot;&gt;77&lt;/reflink&gt;]). Further analysis of emotional blackmail&#39;s subdimensions reveals that emotional intelligence significantly negatively impacts self‐worth and confidence (&lt;emph&gt;β&lt;/emph&gt; = −0.371, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001) and interpersonal fear (&lt;emph&gt;β&lt;/emph&gt; = −0.204, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001), while significantly positively affecting empathy towards others (&lt;emph&gt;β&lt;/emph&gt; = 0.322, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001) and interpersonal security (&lt;emph&gt;β&lt;/emph&gt; = 0.097, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001). These findings suggest that high emotional intelligence enhances individuals&#39; confidence and sense of security in interpersonal relationships while reducing fear‐driven emotional blackmail.&lt;/p&gt; &lt;p&gt;Secondly, emotional intelligence plays a mediating role between emotional intelligence and certain subdimensions of emotional blackmail, particularly in &quot;interpersonal fear&quot; (&lt;emph&gt;β&lt;/emph&gt; = 0.234, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001), &quot;empathy towards others&quot; (&lt;emph&gt;β&lt;/emph&gt; = 0.249, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001), and &quot;interpersonal security&quot; (&lt;emph&gt;β&lt;/emph&gt; = 0.186, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001). This indicates that emotional labor&#39;s impact on emotional blackmail should not be overlooked. Teachers, in adhering to role or organizational norms, may need to adjust their emotional intelligence and invest more in emotional labor, which could, in turn, exacerbate emotional blackmail. This finding aligns with previous research on the emotional exhaustion experienced by teachers in relation to emotional labor (N&#228;ring, Briēt, and Brouwers&#160;[&lt;reflink idref=&quot;bib54&quot; id=&quot;ref100&quot;&gt;54&lt;/reflink&gt;]; Wu and Wei&#160;[&lt;reflink idref=&quot;bib74&quot; id=&quot;ref101&quot;&gt;74&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Thirdly, job burnout significantly moderates the relationship between emotional intelligence and emotional blackmail (&lt;emph&gt;β&lt;/emph&gt; = −0.163, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001). Individuals with high job burnout, despite possessing high emotional intelligence, may see their emotional resources depleted due to ongoing work stress, weakening the protective effect of emotional intelligence against emotional blackmail. However, when individuals perceive lower levels of job burnout, emotional intelligence remains effective in reducing the influence of emotional blackmail. This finding emphasizes the need for vigilance regarding the potential weakening of emotional management capabilities in teachers, even those with high emotional intelligence, when facing high‐pressure environments.&lt;/p&gt; &lt;p&gt;In summary, this study deepens the understanding of the relationships between emotional blackmail and its related variables, revealing emotional intelligence&#39;s direct impact on emotional blackmail, emotional intelligence&#39;s partial mediating role, and job burnout&#39;s moderating effect. The study not only highlights the negative consequences of emotional blackmail in interpersonal interactions but also underscores the importance of emotional intelligence in mitigating these effects.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-34&quot;&gt;Suggestions&lt;/hd&gt; &lt;p&gt;Our results suggest that emotional intelligence is associated with a reduced perception of emotional blackmail. Providing emotional intelligence training can help teachers enhance their emotional regulation skills, thereby decreasing their likelihood of interpreting interactions as emotional blackmail. Emotional labor mediates the relationship between emotional intelligence and the perception of emotional blackmail, indicating that by alleviating the emotional labor demands on employees, the likelihood of perceiving emotional blackmail can be indirectly reduced. Additionally, job burnout moderates the relationship between emotional intelligence and emotional blackmail perceptions; thus, addressing job burnout can strengthen the protective role of emotional intelligence against feelings of emotional blackmail. The following specific practical recommendations elaborate on these findings.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-35&quot;&gt;Emotional Intelligence Training and Education&lt;/hd&gt; &lt;p&gt;Institutions could implement training to develop teachers&#39; emotional intelligence capabilities, such as empathy or sensitivity training, to enhance teachers&#39; awareness of their own and others&#39; emotions. This includes improving abilities in emotional awareness, emotion management, and emotion regulation, supplemented with communication and social skills training. This can enable teachers to better understand and manage their emotions in their interactions with peers, students, parents, or in teaching tasks, thereby fostering a more friendly teaching environment.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-36&quot;&gt;Mental Health Support Services&lt;/hd&gt; &lt;p&gt;Mental health support services should be made available to teachers experiencing emotional distress, interpersonal issues, or communication difficulties, and professional psychological counseling or consultation services should be made available to ensure that teachers have a safe space to express their emotions, to explore, and to relieve personal stress or emotional issues, reducing their work stress and alleviating job burnout and enhancing their emotional intelligence.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-37&quot;&gt;Development of Emotional Labor Skills&lt;/hd&gt; &lt;p&gt;Development of emotional labor skills could be emphasized to promote the expression of emotions between teachers and the organization in a reasonable manner. This can enable teachers to become more adept at handling emotional interactions with students, parents, and colleagues, including aspects such as emotional expression, empathy, and calm responses, contributing to a healthier teaching workplace environment.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-38&quot;&gt;Mental Health Education Workshops&lt;/hd&gt; &lt;p&gt;Workshops on emotional management and mental health issues, such as counseling knowledge seminars, mindfulness awareness workshops, and online emotional recognition courses could be organized to ensure teachers have a basic understanding of mental health and possess effective strategies for dealing with negative emotions in themselves and others.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-39&quot;&gt;Establishing a Supportive School Culture&lt;/hd&gt; &lt;p&gt;A supportive school culture with open and attentive channels for communication or feedback could be established to set up teacher peer support groups or teacher communities to encourage collaboration, communication, and mutual support among teachers. This can aid in reducing their work stress and improve the teaching workplace environment.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-40&quot;&gt;Promoting Teacher Self‐Care&lt;/hd&gt; &lt;p&gt;Teachers could be encouraged to practice self‐care, including engaging in regular rest, exercise, and artistic activities. Through activities such as art therapy sessions, staff trips, aromatherapy, teachers&#39; overall physical and mental health can be enhanced.&lt;/p&gt; &lt;p&gt;These practical suggestions aim to help schools create an environment conducive to teachers&#39; emotional health and teaching effectiveness. The practice of emotional intelligence and emotional labor in the field of education can play a considerable role in stabilizing teachers&#39; emotions, thereby positively influencing school atmosphere and student achievement.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-41&quot;&gt;Future Research Directions and Study Limitations&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0184274968-42&quot;&gt;Future Research Directions&lt;/hd&gt; &lt;p&gt;The challenges faced by teachers at private schools (enrollment pressure, a lack of resources, greater expectations from parents and management) are more complex than those faced by teachers at public schools. The emotional blackmail that occurs at private schools is also more complex than the blackmail that occurs at public schools (Lin&#160;[&lt;reflink idref=&quot;bib40&quot; id=&quot;ref102&quot;&gt;40&lt;/reflink&gt;]). Administrative stress, promotion stress, and stress related to one&#39;s role differs by role (i.e., assistant professor, associate professor, and tenured professor). Accordingly, future research could analyze and compare these different groups. Organizational support, culture, trust, and leadership styles of principals might influence teachers&#39; perceptions of job burnout, emotional labor, and emotional blackmail. Including more potential research variables or conducting cross‐level analyses may be useful in explaining how variables at different levels interact. This study used a quantitative approach. However, given the paucity of research on emotional blackmail, future studies could employ qualitative methods, such as grounded theory, semistructured interviews, textual analysis, and observation, to gain a deeper understanding of this topic and establish theories from varied data sources. Case studies focusing on teachers in one or more schools could explore real‐life experiences of emotional blackmail, which can aid in gaining deeper insights into the nature and contributing factors of emotional blackmail. This study revealed the importance of improving emotional intelligence among teachers; hence, future studies may design group programs for improving emotional intelligence among teachers. Such programs would involve needs assessment, goal setting, and appropriate training.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-43&quot;&gt;Study Limitations&lt;/hd&gt; &lt;p&gt;Due to time and resource constraints, this study used convenience sampling and did not use stratified sampling. The majority of participants were public school teachers from northern and central Taiwan. Few respondents were from the tertiary education sector, potentially biasing results toward specific groups. Furthermore, the measurement scales were developed over a broad range of years through domestic and international studies. Instruments from different eras reflect the conceptual understanding and definitions of that time, which may result in conceptual discrepancies among different dimensions. Cultural differences in emotional expression could also affect results. However, the present study&#39;s confirmatory factor analysis and Cronbach&#39;s &lt;emph&gt;α&lt;/emph&gt; indicated high reliability, suggesting the questionnaires do not pose problems. Future research could use more contemporary scales and those developed specifically within the Chinese cultural context to obtain findings that reflect more closely the actual conditions and achieve a more consistent and comprehensive understanding of the research topic.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-44&quot;&gt;Author Contributions&lt;/hd&gt; &lt;p&gt;Yin‐Che Chen develops the main conception and design of the work, drafts the work, and integrates the work that has been appropriately investigated and resolved. Hui‐Chuang Chu revised the work, replies to the requests made by the reviewers, and editing the language. Chang‐Yu Chueh conducted the data analysis of the work, drafts the work, and ensures the accuracy of the work.&lt;/p&gt; &lt;hd id=&quot;AN0184274968-45&quot;&gt;Data Availability Statement&lt;/hd&gt; &lt;p&gt;The data that support the findings of this study are available from the corresponding author upon reasonable request.&lt;/p&gt; &lt;ref id=&quot;AN0184274968-46&quot;&gt; &lt;title&gt; References &lt;/title&gt; &lt;blist&gt; &lt;bibl id=&quot;bib1&quot; idref=&quot;ref11&quot; type=&quot;bt&quot;&gt;1&lt;/bibl&gt; &lt;bibtext&gt; Al‐Omari, A. A., Z. H. Al‐Zoubi, and A. M. Mahasneh. 2020. &quot; The Relationship Between Faculty Members&#39; Perception of Emotional Blackmail and Their Organisational Trust in Jordanian Universities.&quot; International Journal of Innovation, Creativity and Change 13, no. 10 : 994 – 1011.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib2&quot; idref=&quot;ref24&quot; type=&quot;bt&quot;&gt;2&lt;/bibl&gt; &lt;bibtext&gt; Alwesmi, M. 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  Label: Title
  Group: Ti
  Data: Effect of Teachers&#39; Emotional Intelligence on Emotional Blackmail at Work with Emotional Labor as the Mediating Variable and Burnout as the Moderating Variable
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Yin-Che+Chen%22&quot;&gt;Yin-Che Chen&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;http://orcid.org/0000-0001-9734-0762&quot;&gt;0000-0001-9734-0762&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Hui-Chuang+Chu%22&quot;&gt;Hui-Chuang Chu&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Chang-Yu+Chueh%22&quot;&gt;Chang-Yu Chueh&lt;/searchLink&gt;
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  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Psychology+in+the+Schools%22&quot;&gt;&lt;i&gt;Psychology in the Schools&lt;/i&gt;&lt;/searchLink&gt;. 2025 62(5):1583-1597.
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  Label: Availability
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  Data: Wiley. Available from: John Wiley &amp; Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 15
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  Label: Publication Date
  Group: Date
  Data: 2025
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  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
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  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Teacher+Characteristics%22&quot;&gt;Teacher Characteristics&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Emotional+Intelligence%22&quot;&gt;Emotional Intelligence&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Bullying%22&quot;&gt;Bullying&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Emotional+Response%22&quot;&gt;Emotional Response&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Teacher+Burnout%22&quot;&gt;Teacher Burnout&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Well+Being%22&quot;&gt;Well Being&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Mental+Health%22&quot;&gt;Mental Health&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Job+Satisfaction%22&quot;&gt;Job Satisfaction&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Stress+Management%22&quot;&gt;Stress Management&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Teaching+Conditions%22&quot;&gt;Teaching Conditions&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Taiwan%22&quot;&gt;Taiwan&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/pits.23412
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0033-3085&lt;br /&gt;1520-6807
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The psychological well-being of teachers is essential in education, as it directly impacts teaching effectiveness and student outcomes. Recently, emotional blackmail has emerged as a critical concern for both physical and mental health, yet empirical studies on this topic, particularly among teachers, remain limited. Teaching is a profession characterized by intensive emotional labor, which can increase vulnerability to burnout. Teachers with lower emotional intelligence may struggle to manage the pressures associated with emotional blackmail, leading to heightened stress and a potential decline in job satisfaction. This study examines the relationships among emotional intelligence, emotional labor, job burnout, and emotional blackmail among teachers in Taiwan. Analyzing responses from 1160 participants using hierarchical regression, the findings reveal a significant negative correlation between emotional intelligence and perceived emotional blackmail ([beta] = -0.167, p &lt; 0.001), partially mediated by emotional labor and moderated by burnout. These insights underscore the need for targeted emotional intelligence training and burnout mitigation strategies to foster healthier educational environments. Further investigation into situational and contextual factors influencing teachers&#39; emotional health is recommended to strengthen the study&#39;s implications for educational practice.
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  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1466190
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1466190
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/pits.23412
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 1583
    Subjects:
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Emotional Intelligence
        Type: general
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Teacher Burnout
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Effect of Teachers' Emotional Intelligence on Emotional Blackmail at Work with Emotional Labor as the Mediating Variable and Burnout as the Moderating Variable
        Type: main
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            NameFull: Yin-Che Chen
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            NameFull: Hui-Chuang Chu
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            NameFull: Chang-Yu Chueh
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              M: 05
              Type: published
              Y: 2025
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              Value: 1520-6807
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            – TitleFull: Psychology in the Schools
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