Team conflict constitutes one of the most prevalent team processes in the workplace (Benítez et al., 2011; De Dreu, 2010), especially in competitive organizational contexts, such as, university organizations (Matthiesen & Einarsen, 2007). De Wit, Greer, & Jehn (2012) 's methanalysis showed that, team conflict is not always negative for employees well-being. Its effects are depending on the conflict type and conflict contexts. In this sense, research has shown that, task conflict could be positive for job satisfaction and, relationship conflict consequences of well-being could be buffer when team members have good skills to solve conflicts (De Dreu et al., 2004; Seong & Choi, 2014). Emotional intelligence has come to be seen as a key concept for the development of organizations. Especially in professions that require continuous management of interpersonal relationships, such as, teachers (Extremera & Fernández-Berrocal, 2004, Jiménez & López-Zafra, 2007). When individuals are in a conflict situation, whatever the type, they face the same ones influenced by their emotional state (Barry & Fulmer, 2004; Montes 2014). Therefore, employees with high emotional intelligence may be better able to cope with conflict-induced stress than people who do not have such a skill (Armstrong et al., 2011). However, despite the existence of empirical evidence on the influence of emotional intelligence on the adequate management of conflict, there are few studies that have analyzed the moderating role of emotional intelligence in the relationship between both types of conflict (task and relationship conflict) and burnout. This study extends the conflict literature by examining the moderating role of emotional intelligent on the relationship between two conflict types (task conflict and relationship conflict) and burnout core (emotional exhaustion and depersonalization)
