Abstract
The concept of emotional intelligence has observed a rapidly growing interest among the society. However, there has been a regrettable lack of attention on the emotional intelligence construct especially in an education setting. This paper was aimed to examine the relationship between emotional intelligence and job performance among school teachers. This study used a quantitative research methodology involved survey questionnaire to collect data. A total of 384 school teachers from the academic primary and secondary schools involved in this study. Emotional intelligence was assessed by Wong and Law Emotional Intelligence Scale (WLEIS). The findings of this empirical study found that all the four dimensions of emotional intelligence (self-emotional appraisal, others' emotional appraisal, use of emotion, and regulation of emotion) were positively significant associated with job performance. Overall, this research has makes several theoretical contributions to the emotional intelligence literatures, and provides some meaningful managerial implications to the school administrators. Several recommendations for future research were drawn from this research as well.
Highlights
The role of a teacher in today's world has become more complex and diverse (Williams & Burden, 2000)
The Wong and Law Emotional Intelligence Scale (WLEIS) consists of 16 items which divided into four dimensions: The Self Emotional Appraisal (SEA), The Others' Emotional Appraisal (OEA), The Use of Emotion (UOE), and The Regulation of Emotion (ROE)
The results revealed that 52.3 percent of the sample group were in the low level category of emotional intelligence (EI) while 47.7 percent were in the high level category
Summary
The role of a teacher in today's world has become more complex and diverse (Williams & Burden, 2000). Teachers are directly responsible for educating future generation and shape the personality and life of a student. Schools have always focused on teacher's performance as Stronge et al (2007) had identified an important relationship between competent teachers and student achievement. Employ highly qualified teachers that obtain specified professional qualification from a university or college, appropriate credentialing, and have showed enthusiasm in their teaching assignments is a major focus among schools in the nation (Mosley, 2006). Mortiboys (2005) suggested emotional intelligence should be developed and employed to complement with both the theoretical content and teaching pedagogy in teacher education. Emotional intelligence is seen as a great instrument which can evaluate a teacher performance, achievement and qualities (Birol et al, 2009)
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