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Global Trait Emotional Intelligence Predicts Psychological Safety in Multilingual and Multicultural Schools: Scale Validation and Implications for Educator Well-Being.

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Title: Global Trait Emotional Intelligence Predicts Psychological Safety in Multilingual and Multicultural Schools: Scale Validation and Implications for Educator Well-Being.
Authors: Barragán-Ortiz, María J (AUTHOR), Casas, José A (AUTHOR), Tan, Kevin (AUTHOR), Rey, Rosario Del (AUTHOR)
Source: Children & Schools. Jul2026, Vol. 48 Issue 3, p154-162. 9p.
Subjects: Cross-sectional method, Scale analysis (Psychology), Psychology of teachers, Cronbach's alpha, Research methodology evaluation, Emotional intelligence, Schools, Questionnaires, Statistical sampling, Psychological safety, Structural equation modeling, Chi-squared test, Psychological well-being, Multilingualism, Surveys, Factor analysis, Confidence intervals, Data analysis software, Cultural pluralism
Geographic Terms: Illinois
Abstract: Compounding disruptions to the U.S. educational context continue to pose a threat to educators' psychological well-being. Validating context-specific measures is essential for identifying conditions that promote teachers' psychological safety (PS) in contemporary educational settings, particularly as they relate to intrapersonal processes such as trait emotional intelligence (TEI). This study examined 174 PreK–12 educators working in multilingual and multicultural schools across Illinois. The majority identified as female (80.2 percent) and White (68.6 percent), with 22.3 percent born outside the United States. The study addressed three objectives: (1) to validate an adapted version of the Psychological Safety in School Scale for use with educators, (2) to validate the global TEI construct, derived from the Trait Emotional Intelligence Questionnaire–Short Form, and (3) to analyze the predictive relationship between global TEI and PS dimensions. Confirmatory factor analysis supported a four-factor model of PS and a unidimensional model of TEI, both demonstrating strong reliability and model fit. As a novel finding, structural equation modeling revealed that global TEI significantly and positively predicted all PS dimensions. [ABSTRACT FROM AUTHOR]
Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Global Trait Emotional Intelligence Predicts Psychological Safety in Multilingual and Multicultural Schools: Scale Validation and Implications for Educator Well-Being.
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  Data: <searchLink fieldCode="JN" term="%22Children+%26+Schools%22">Children & Schools</searchLink>. Jul2026, Vol. 48 Issue 3, p154-162. 9p.
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  Data: <searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Scale+analysis+%28Psychology%29%22">Scale analysis (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Cronbach's+alpha%22">Cronbach's alpha</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology+evaluation%22">Research methodology evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+intelligence%22">Emotional intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+safety%22">Psychological safety</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+well-being%22">Psychological well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Compounding disruptions to the U.S. educational context continue to pose a threat to educators' psychological well-being. Validating context-specific measures is essential for identifying conditions that promote teachers' psychological safety (PS) in contemporary educational settings, particularly as they relate to intrapersonal processes such as trait emotional intelligence (TEI). This study examined 174 PreK–12 educators working in multilingual and multicultural schools across Illinois. The majority identified as female (80.2 percent) and White (68.6 percent), with 22.3 percent born outside the United States. The study addressed three objectives: (1) to validate an adapted version of the Psychological Safety in School Scale for use with educators, (2) to validate the global TEI construct, derived from the Trait Emotional Intelligence Questionnaire–Short Form, and (3) to analyze the predictive relationship between global TEI and PS dimensions. Confirmatory factor analysis supported a four-factor model of PS and a unidimensional model of TEI, both demonstrating strong reliability and model fit. As a novel finding, structural equation modeling revealed that global TEI significantly and positively predicted all PS dimensions. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1093/cs/cdag012
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 154
    Subjects:
      – SubjectFull: Cross-sectional method
        Type: general
      – SubjectFull: Scale analysis (Psychology)
        Type: general
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Cronbach's alpha
        Type: general
      – SubjectFull: Research methodology evaluation
        Type: general
      – SubjectFull: Emotional intelligence
        Type: general
      – SubjectFull: Schools
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Psychological safety
        Type: general
      – SubjectFull: Structural equation modeling
        Type: general
      – SubjectFull: Chi-squared test
        Type: general
      – SubjectFull: Psychological well-being
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Factor analysis
        Type: general
      – SubjectFull: Confidence intervals
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Cultural pluralism
        Type: general
      – SubjectFull: Illinois
        Type: general
    Titles:
      – TitleFull: Global Trait Emotional Intelligence Predicts Psychological Safety in Multilingual and Multicultural Schools: Scale Validation and Implications for Educator Well-Being.
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          Name:
            NameFull: Barragán-Ortiz, María J
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          Name:
            NameFull: Casas, José A
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            NameFull: Tan, Kevin
      – PersonEntity:
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            NameFull: Rey, Rosario Del
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            – D: 01
              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
          Identifiers:
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              Value: 48
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            – TitleFull: Children & Schools
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