A Correlational Study between Emotional Intelligence and Teachers’ Well-Being among Public Secondary Schools

Abstract

This study dealt with the influence of emotional intelligence and teachers’ well-being among teachers in Mawab District secondary schools. The primary goal of the study was to determine the level of in terms of emotional intelligence and teachers’ well-being their respective indicators, the significant relationship between emotional intelligence and teachers’ well-being, and what domains of emotional intelligence substantially influence teachers’ well-being. Also, this study utilized a quantitative-correlational design with 103 respondents among teachers in Mawab District secondary schools. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a very high level of emotional intelligence among teachers in terms of appraisal of others’ emotion, appraisal of own emotion, and social skills. Likewise, results showed a very high level of teachers’ well-being in Mawab District Secondary schools regarding teacher active support towards students, classroom social climate, and teacher co-operation. In addition, there is a high correlation, and a significant relationship between emotional intelligence and teachers’ well-being. Hence, this leads to the rejection of the null hypothesis. Also, all domains of emotional intelligence showed very high ratings as perceived by teachers.