The purpose of the study was to examine the causal relationship between teachers' emotional intelligence, job satisfaction, professional identity, and work engagement. And to achieve this purpose, a questionnaire consisting of four scales was administered to 260 teachers selected from the Adentan Municipal in the Greater Accra Region. Exploratory factor analysis, structural equation modeling, and univariate statistical analyses were employed to analyze the data. Results of the analyses established that job satisfaction mediated the relationship between teachers' emotional intelligence and work engagement. The findings also revealed that emotional intelligence positively affected professional identity directly and indirectly through job satisfaction. It was further revealed that female teachers exhibited more professional identity and were more satisfied than their male counterparts. The study concluded with the recommendation that for Ghanaian teachers to be actively engaged with their job, they should be provided with the opportunity to develop and improve their emotional intelligence. It was also recommended that a module on emotional intelligence be included in the curriculum for training pre‐service teachers.

中文翻译：

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使用结构方程模型检查加纳教师的情商，工作满意度，职业身份和工作投入之间的关系

这项研究的目的是研究教师的情绪智力，工作满意度，职业身份和工作投入之间的因果关系。为了实现这一目的，对选自大阿克拉地区阿登坦市的260名教师进行了问卷调查，该问卷包括四个量表。探索性因素分析，结构方程建模和单变量统计分析用于分析数据。分析结果表明，工作满意度介导了教师的情商与工作投入之间的关系。研究结果还表明，情绪智力通过工作满意度直接或间接地正面影响了职业身份。进一步发现，女教师比男教师表现出更多的职业身份和满意度。该研究的结论是建议加纳教师积极参与工作，应为他们提供发展和改善情绪智力的机会。还建议在课程中包括一个有关情商的模块，以培训职前教师。