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The main purpose of this research is to establish the relationships between emotional self-efficacy and workplace psychological health for emergency dispatchers.

A correlational design was used to validate results of the study. Between December 2018 and February 2019, a secure online questionnaire was sent to dispatchers through four emergency call centers. Participation was voluntary. A total of 257 emergency dispatchers participated in this study. Gilbert et al.’s (2011) scale of workplace psychological health and Deschênes et al.’s (2019) scale of emotional self-efficacy were used. Multiple linear regression and Pearson's correlation tests were run using the SPSS 25 program in order to establish relationships between the two variables.

A total of three emotional competencies positively affect workplace psychological well-being (PWB), i.e. self-efficacy beliefs on managing one's own emotions, on managing other people' emotions and on using one's own emotions. As regards to psychological distress (PD), it is negatively correlated to self-efficacy beliefs on managing and using one's own emotions.

One of the study's theoretical contributions is to broaden the scientific knowledge of emergency service dispatching, in addition to opening up a new field of study in workplace people management.

These scientific findings therefore show the importance of emotional self-efficacy in the workplace. The manager or the dispatch leader should focus on developing the following three emotional skills: self-efficacy in managing emotions, managing the emotions felt by others and using emotions. Training allowing the development of these emotional skills should be considered and would be beneficial for emergency dispatchers to maximize their well-being at work.

To the best of the authors’ knowledge, no other study has focused on emergency dispatchers and included the emotional self-efficacy and workplace mental health variables.

This research investigates the relationship among a team's emotional intelligence, the team leader's emotional intelligence, and team performance. Twenty‐six customer service teams and their leaders were studied using the three components of Salovey and Mayer's (1990) conception of emotional intelligence: Understanding emotion, managing emotion, and identifying emotions. Team members and two corporate directors assessed team performance using customer service, accuracy, productivity, and continuous improvement as performance indicators. Of the three components of emotional intelligence (EI) studied, only understanding emotion and managing emotion positively correlated with some measures of team performance. However, no correlations occurred between identifying emotions and any performance measure. Of the six positive correlations between team EI and team performance, three were between EI and customer service. No EI components correlated with productivity or continuous improvement performance measures. Study results also indicate that team leader EI has a neutral to negative relationship with team performance from the team members' perspectives. The data show, overall that a negative relationship exists between team leader EI and team performance as rated by individuals. The only positive correlation was between team leader understanding emotion scores and customer service, as rated by managers. This result is consistent with the findings stated previously that team EI positively correlates with customer service.

Typical organizations comprise members whose behaviors range from the minimum possible to maintain membership, to those discretionarily engaging in job-related behaviors above that expected or required. These discretionary behaviors are beyond the job description and often are not recognized by the formal reward system. Possibly, individuals with high emotional intelligence are more prone to engage in discretionary behaviors. The relationship between the dimensions of emotional intelligence and discretionary citizenship behaviors has not previously been explored. Using samples of nursing and business university professors, this study investigates the relationship between discretionary behaviors of educators and the four branch model of emotional intelligence. Discretionary behaviors comprised a set of traditional organizational citizenship dimensions, and those behaviors beyond the expected unique to higher education. Salovey and Mayer's four branch model was used to assess emotional intelligence. Data were analyzed with correlation analysis and multiple regressions. The regression results indicate that managing emotion (the ability to manage one's emotions and emotional relationships) had the greatest number of significant positive relationships with discretionary behaviors in both samples. Perceiving emotions and understanding emotions produced negative relationships with sportsmanship in the nursing sample. The nursing sample produced more relationships between emotional intelligence and discretionary behaviors than the business faculty sample. Overall results support the idea that emotional intelligence is linked to discretionary citizenship behavior. The study results provide evidence to support the organizational value of emotional intelligence. Also, the results provide ideas for fruitful further research which may hold promise for increasing organizational effectiveness and efficiency.

This study aimed to assess emotional intelligence (EI) among young adults across three Arab countries: Egypt, Jordan and the United Arab Emirates.

A total of 1884 university students participated from the three countries and completed the Schutte Self Report Emotional Intelligence Test (SSEIT). Data were validated by confirmatory factor analysis using SPSS AMOS version 29. Path analysis, t-tests and analyses of variance were performed to understand the influence of background variables on the EI of the study participants.

The results provide theoretical support for the SSEIT and the hypothesized relationship between managing personal and others' emotions. Although significant differences were found between participants in terms of gender and grade point average (GPA), no difference was found between participants based on nationality. The results of this study indicate the need to prioritize EI in young adults and other implications.

The importance of EI in individuals' daily lives cannot be overemphasized. However, scholarly insights into the state of EI in the Arab context are scarce.

This chapter focuses on management of emotions in an emergency setting. More specifically, how do emergency call takers manage double-faced emotional management – i.e., their own and the caller's emotions – simultaneously? By triangulating interviews, observations, and organizational documentation with theories on emotional management multiple strategies were identified. The range of strategies included hiving (selecting and modifying) calls, elaborating on (by deploying attention and reshaping/reappraising) content of calls, auralizing (by externalizing an emotional barrier) as well as taming emotional expression. The set of emotional management strategies are concluded in a Heat-model. The model is further discussed in terms of performance efficiency; in terms of how emotional aspects may interfere with decision-making capabilities as well as how wellbeing can be maintained for call takers.

Organizational change is endemic and can be disruptive for leaders' emotions and subsequent behaviors. While many studies focus on employees' reactions to change, there are few that focus on leader responses to change. The focus of our study is on leaders. In this chapter, we outline a qualitative study examining a leader's emotion regulation during organizational change. The aim of our research is to better understand the emotions leaders experience during organizational change and what emotion regulation strategies they enact to support positive outcomes.

Data were collected through interviews with 25 middle and senior management who were involved in organizational change at the time of interviews. The day reconstruction method was used to evoke and more accurately capture leaders' memories of an emerging or actual change event, the emotions they experienced, and the emotional regulation strategies utilized. Conceptualizing the change as a disruptive affective event, we asked participants to recall scenarios related to the change that triggered an emotional response and drew on the process model of emotion regulation (Gross, 1998a) to interpret these data. To round off the interviews, we captured the leader's personal outcomes from the emotion regulation strategies enacted.

Based on the data, leaders managing organizational change processes described the experience as a series of disruptive affective events that were more often associated with experiences of negatively valanced emotions (compared to positive emotions). Further, leaders were most likely to respond to these affective disruptions with the specific emotion regulation strategy of suppression (i.e., masking negative feelings with neutral or positive affective displays). A major reason leaders report responding with suppression is to maintain their professionalism, even if this undermines their health and well-being.

Qualitative research seeking to understand a leader's emotion experiences during organizational change is rare. These findings provide a more nuanced understanding of the affective nature of leaders' experiences and responses when managing the disruptive processes of change. This knowledge can assist organizations to develop processes and tools to support leaders dealing with the emotional realities of change to enable better outcomes for themselves and their followers.

The evaluation of emotional management in police environments has impacts on their health and on their interventions (Monier, 2014; Van Hoorebeke, 2003). There are significant costs related to occupational diseases in the police force: absenteeism, turnover, deterioration of the work climate (Al Ali et al., 2012). Considering that policing involves a high level of emotional control and management (Monier, 2014; Al Ali et al., 2012; Dar, 2011) and that no study has yet examined the relationship between police officers’ emotional competencies and their psychological health at work (PHW), the purpose of this paper is to explore the relationship and influence of emotional self-efficacy (ESE) on PHW in policing.

PHW results from psychological distress at work (PDW) (irritability, anxiety, disengagement) and psychological well-being at work (PWBW) (social harmony, serenity and commitment at work) (Gilbert et al., 2011). ESE is defined as the individual’s belief in his or her own emotional skills and effectiveness in producing desired results (Bandura, 1997), conceptualized through seven emotional skills: the use of emotions; the perception of one’s own emotions and that of others; the understanding of one’s emotions and that of others; and the management of one’s emotions and that of others (Deschênes et al., 2016). A correlational estimate was used with a sample of 990 employed police officers, 26 percent of whom were under 34 years of age and 74 percent over 35. The ESE scales (a=0.97) of Deschênes et al. (2018) and Gilbert et al. (2011) on PWBW (a=0.91) and PDW (a=0.94) are used to measure the concepts under study.

The results of the regression analyses confirm links between police officers’ emotional skills and PHW. The results show that self-efficacy in managing emotions, self-efficacy in managing emotions that others feel, self-efficacy in using emotions and self-efficacy in understanding emotions partially explain PWBW (R²=0.30, p<0.001). On the other hand, self-efficacy in perceiving the emotions that others feel, self-efficacy in using emotions and self-efficacy in managing emotions partially explain PDW (R²=0.30, p<0.001).

This study provided an understanding of the correlation between police officers’ feelings of ESE and their PHW, particularly with PWBW. Beyond the innovation and theoretical contribution of such a study on the police environment, the results reveal the scope of the consideration of emotional skills in this profession.

This study examines students’ perspectives towards the utilization of information and communication technology (ICT), during this sudden shift to remote online education due to COVID-19 worldwide pandemic. The aim is to identify the predictors of learning outcomes and understand if they are here to exist as the new normal.

The independent variable motivation, managing emotion, and acceptability of ICT, are examined as potential determinants of perceived learning outcomes in remote online education. An aggregate of 220 responses from the students of management graduates in higher education were collected to examine the predictors of learning outcomes using regression model in SPSS software. In addition, ANOVA technique was used to compare and assess managing emotion, motivation, and ICT acceptability of male and female students in remote online education.

Results indicate that motivation, managing emotion and acceptability of ICT are significant predictors, which affect students’ perceived learning outcomes. Furthermore, the study reveals that managing emotions and motivation levels of female students are higher than male students in remote online education.

Research identifies the antecedents of student learning outcomes in management education. These finding may be useful for educators and management to understand the factors influencing students' learning outcomes and to develop various modules to make remote online learning effective.

This research contributes significantly in investigating the antecedents of students learning outcome and provide insights regarding student’s perspective towards sudden shift to remote online education due to COVID-19 worldwide pandemic.

Emotions are everywhere and, as multiple scholars have argued, can be considered a fundamental part of the human experience. Individuals are expected to behave in socially appropriate ways in a variety of public and private social situations, which often involve managing one's emotions. The management and regulation of emotions are also key components of effective school leadership. This chapter unpacks the emotional aspects of school leadership by exploring how the management of emotions is fundamental to the success of headmasters, principals, vice-principals, and other school-level leaders. I also provide the rationale for using the term ‘school-level leaders’ and call for emotional authenticity in educational leadership. Then I outline several benefits an increased scholarly and practical focus on the emotional aspects of school-level leadership offers for teachers and other school staff, school-level leaders themselves, and the students they serve on a daily basis. I also provide a short description of the methodology used for the participant quotes used to add richness and contextualize key themes explored in Chapters 4 and 5. The chapter concludes with an outline of how the rest of this book is organized and offers additional insight into the topics explored in the forthcoming chapters.

This introduction aims to highlight the special contributions made by the articles in this issue in understanding how emotions are implicated in the process of managing.

Presents a model as a means of framing the discussion of the articles included in this issue.

Argues that emotions and emotional skills are essential for everyday managerial work and that the traditional stereotype of the exclusively rational manager has been replaced by one in which managers are expected to create and nourish positive relationships by effectively managing their own emotions and those of their employees.

Managers need to be aware of the impact that their expressed emotions have on their work units' emotional climate, their employees' emotions, their effectiveness as well as that of their employees, and the organization's overall success.

The paper offers insight into the emotions of managing.