%0 Journal Article %T Emotional Intelligence as a Mediator between Teachers¡¯ Emotional Mistreatment and Long-Term Emotional Impact on Students %A Bat Katzman %A Niva Dolev %A Meni Koslowsky %J Psychology %P 304-319 %@ 2152-7199 %D 2021 %I Scientific Research Publishing %R 10.4236/psych.2021.122020 %X Teacher emotional mistreatment, which includes both verbal and nonverbal abusive behaviors, is a widespread and harmful experience for school students. However, its long-term emotional impacts remain relatively unexplored. This study explored the mediating role of emotional intelligence (EI) on the association between teacher¡¯s emotional mistreatment towards school children and the long-term emotional impact on the students. A total of 377 Israeli Arab students in different stages of their university training completed the Psychological Maltreatment Subscale Questionnaire on teacher¡¯s mistreatment while they were in school, and the Wong and Law EI Scale. The long-term emotional impact was measured using a tool developed especially for the study. Results revealed that 31% of the participants reported being mistreated by teachers at least once. The most reported long-term emotional impacts were feeling defensive, feeling a constant need to prove their worth, and fearing not to be perceived as lazy. Teacher mistreatment had significant long-term emotional impacts and was negatively correlated with EI. EI further acted as a significant mediator in the links between teacher mistreatment and its long-term emotional impact, with an indirect effect of .03. Raising awareness among teachers as to possible long-term emotional effects of abusive behaviors may help decrease mistreatment in the future. Determining the long-term impact of emotional mistreatment on social-emotional skills can help explain and prevent various types of negative outcomes in those students at a later stage in life. %K Emotional Intelligence (EI) %K Emotional Mistreatment %K Long-Term Emotional Impact %K Teacher Behavior %U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=107408