Teaching satisfaction is a crucial indicator of effective talent cultivation and institutional development in higher education. This study focuses on the context of mainland China, where university teachers face increasing pressures leading to high stress levels and potentially impacting teaching satisfaction. Previous research suggests a link between emotional intelligence (EI) and teaching satisfaction, and that physical activity can positively influence self-esteem, self-concept, and stress reduction. This study proposes a model where job stress negatively affects teaching satisfaction, with EI mediating this relationship and physical exercise moderating the job stress-EI connection. The research aims to understand how these factors interact to influence teaching satisfaction among Chinese university teachers, offering valuable insights for educators and administrators.

The literature review examines the established relationship between job stress and teaching satisfaction, noting that various factors such as workload, lack of resources, and conflicting expectations contribute to teacher stress and negatively impact job satisfaction, particularly in the demanding context of Chinese higher education. The role of emotional intelligence (EI) in influencing teaching satisfaction and its relationship with job stress is explored, noting inconsistencies in previous research findings based on different EI models and measurement tools. Existing literature also highlights the positive correlation between physical exercise and EI and the protective effects of physical activity against stress. However, the combined effects of job stress, EI, physical exercise, and teaching satisfaction within the Chinese university context remain under-researched, forming the basis for this study.

This quantitative study employed a survey design involving 2500 university teachers from 25 public universities in Sichuan Province, China. Data was collected online using four standardized scales: the College Work Stress Scale (CWSS) for job stress; the revised Chinese version of the Emotional Intelligence Scale (EIS) for EI, measuring self-emotion appraisal, use of emotions, and regulation of emotions; a modified IPAQ item for physical exercise frequency; and the Teaching Satisfaction Scale (TSS) for teaching satisfaction. Confirmatory factor analysis (CFA) was used to assess the validity and reliability of the scales. Pearson correlation analysis and linear regression were used to examine relationships between variables. Structural equation modeling (SEM) with bootstrap techniques was employed for mediation and moderated mediation analyses to test the hypotheses. The sample included a diverse representation of gender, professional rank, and experience levels.

CFA confirmed the reliability and validity of the scales (Cronbach's alpha ranging from 0.785 to 0.892). Correlation analysis revealed significant negative relationships between job stress and EI, job stress and teaching satisfaction, and positive relationships between EI and teaching satisfaction. The SEM results supported the hypotheses: job stress was negatively related to teaching satisfaction (β = -0.454, p < 0.001); job stress was negatively related to EI (β = -0.551, p < 0.001); EI positively predicted teaching satisfaction (β = 0.418, p < 0.001); EI significantly mediated the relationship between job stress and teaching satisfaction (β = -0.230, p < 0.001). Moderated mediation analysis showed that physical exercise positively moderated the relationship between job stress and EI (b = 0.265, t = 18.609, p < 0.001), with a stronger negative correlation between job stress and EI observed in the low physical exercise group. The difference in mediation effect sizes between low and high physical exercise groups was significant (0.274, 95% CI [0.239, 0.311]), indicating that physical exercise enhances the positive influence of EI on teaching satisfaction by mitigating the negative impact of job stress on EI.

The findings demonstrate the significant negative impact of job stress on teaching satisfaction among Chinese university teachers, highlighting the importance of EI as a mediator. Teachers with higher EI are better equipped to manage job stress and maintain higher teaching satisfaction. The moderating role of physical exercise underscores its crucial role in buffering the negative effects of job stress on EI. Engaging in regular physical activity may enhance teachers’ ability to regulate emotions, cope with stress, and ultimately improve their teaching satisfaction. This suggests that interventions aimed at promoting physical activity and enhancing EI can have a significant positive impact on teacher well-being and overall teaching effectiveness within the Chinese higher education system.

This study provides crucial empirical evidence for the interconnectedness of job stress, emotional intelligence, physical exercise, and teaching satisfaction among Chinese university teachers. The findings highlight the mediating role of EI and the moderating effect of physical exercise, emphasizing the importance of interventions that promote both physical and emotional well-being to enhance teacher satisfaction and overall effectiveness. Future research could explore longitudinal relationships, examine the role of specific demographic factors, and utilize objective measures of physical activity to further refine the understanding of these complex interactions.

The cross-sectional nature of the study limits causal inferences. The reliance on self-reported data for physical activity and EI might introduce bias. Future research should employ longitudinal designs and objective measures to address these limitations. Additionally, the study focused on a specific region in China, limiting the generalizability of the findings to other geographical areas and cultural contexts. Further research is needed to explore the impact of different types of physical activity and the role of other contextual factors in the relationships examined.