The Role of the Self-esteem, Emotional Intelligence, Performance Triad in Obtaining School Satisfaction

Abstract

Abstract School satisfaction represents the cognitive assessment of the school life quality including multiple components aimed at four directions of action: the students’ relationships with their colleagues, the relationships with their teachers, the relationships with the teaching-learning process and the relationships with their own school performance. Since quality of school life is closely related to the educational system and therefore to the teaching-learning system, the school is obliged to identify the student's needs and expectations. School satisfaction was positively associated with the increased motivation for learning, the students’ school performance being directly influenced by the ability of individuals to understand and regulate their emotions. In such cases, we identify the concept of emotional intelligence. Emotional intelligence can be described as a model of personality, behavior, which assumes that individuals know themselves and the social world in which they live. An essential component of emotional intelligence is self-esteem, which helps the individual to accurately and really relate to people and events around him, and to the performance obtained. This paper aims to decipher the triadic relationship of inter- conditioning between emotional intelligence, self-esteem and the performances achieved in obtaining the school satisfaction.