Abstract
The study examines the direct effect of four “emotional intelligence” attributes on teachers’ job satisfaction in Karachi’s private teaching institutions. The study also investigates the mediating effects of “emotional labor strategies” on teachers’ job satisfaction. We have used the questionnaire adopted from earlier studies. We distributed 550 questionnaires to respondents, of which we received 499 useable responses. The study has used Smart PLS version 3.3 for data analysis. Our results support only six hypotheses, including two direct and our indirect. This study has contributed to the body of knowledge in the following ways. First, it has measured the effects of the four attributes of emotional intelligence on job satisfaction. Second, most studies have examined the mediating effect of emotional labor strategies on emotional intelligence and other job satisfaction antecedents. Perhaps this is the first study that has examined the direct impact of the sub-factor of emotional intelligence on teachers’ job satisfaction. Additionally, it also looks at the mediating effect of emotional labor strategies on teachers’ satisfaction. There are several implications for managers. For example, the teaching institutes should provide counseling and training to teachers for enhancing their emotional intelligence. Emotional labor strategies help individuals control and monitor their emotions; therefore, educational institutions may also encourage their teachers to adopt these strategies.
Highlights
Educational institutes in many countries have adopted new technology but have implemented various educational reforms
The results show that the highest Pearson correlation value (R=0.428) is for the pair Surface Acting (SA) and deep surface acting (DSA)
Direct Effects We have proposed four direct hypotheses which we tested through Smart Partial least squares (PLS)
Summary
Educational institutes in many countries have adopted new technology but have implemented various educational reforms. Despite all these measures, they still face certain challenges related to teachers’ satisfaction (Ignat & Clipa, 2012). They still face certain challenges related to teachers’ satisfaction (Ignat & Clipa, 2012) These challenges are related to enhancing teachers’ job-related performance, improving student attitudes towards learning, and balancing the workloads of teachers (Mérida-López, Extremera & Rey, 2017). Many researchers have suggested a need to examine teachers’ emotions and their effect on classroom learning, students’ motivation, and teachers’ job satisfaction (Ignat & Clipa, 2012). Many researchers have suggested a need to examine teachers’ emotions and their effect on classroom learning, students’ motivation, and teachers’ job satisfaction (Ignat & Clipa, 2012). Nafukho (2009) argue that success in interpersonal relations and careers depends on how individuals learn to manage their emotions
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