Factors Responsible for Developing Emotional Intelligence Competence of Teachers in Pakistan: Academics’ Perceptive

Abstract

The research study was descriptive in nature and a quantitative method was used to conduct the study. The purpose of this study was to investigate the factors responsible for developing emotional intelligence competence of teachers. Total 2577 teachers of public and private elementary schools of district Khanewal were the population of the study. By using simple random sampling 610 elementary school teachers were selected as a respondent of the study. Questionnaire was used to collect data from respondents about the factors affecting their emotional intelligence skills. As per results, it was found that teachers were good at self-awareness. They were also self-motivated, self-regularized, socially competent and also had social skills. Moreover, female teachers were good at emotional intelligence skills as compared to male teachers regarding self-regulation. The results showed that there was no significant difference of opinion of teachers about the emotional intelligence competence by sector and qualification. Overall, the results showed that teachers were having high emotional intelligence skills. The study suggested that emotional intelligence training must be a part of professional development of teachers and professional learning communities must be fostered where teachers can share their experiences and learn from experiences of others. Moreover, support systems and resources must be provided to teachers in order to manage their stress effectively.