Abstract

In this study, 145 special education teachers from 11 special education schools were investigated using the “Assessment of Implicit Theories”, “Special Education Teachers’ Occupational Wellbeing Questionnaire”, “The Utrecht Work Engagement Scale “, and “Wong and Law Emotional Intelligence Scale (WLEIS)” questionnaires. Through this study, there were significant positive correlations between special education teachers’ beliefs, work engagement, emotional intelligence, and occupational well-being, with the highest correlations between teachers’ occupational well-being and work engagement and emotional intelligence, respectively. The mediating effect of special education teachers’ emotional intelligence between special education teachers’ beliefs and occupational well-being was established; the chain mediating effect of emotional intelligence and work engagement between special education teachers’ beliefs and occupational well-being was established.

Keywords: Special education teacher, Teacher beliefs, Occupational well-being