Using Emotional Intelligence and Social Support to Predict Job Performance of Health Educators

Abstract

Background: The theory of emotional intelligence (EI) has been developed to evaluate and highlight the importance of emotional health, especially on job performance. Purpose: No study has examined EI's role on the performance of public health educators; therefore, this study examined the role of EI and social support on the performance of health educators. Methods: Constructs of EI reified in this study included self-awareness, mood management, self-motivation, empathy, and managing relationships. This study used a cross-sectional design. Researchers developed a valid and reliable 55-item instrument. After receiving Institutional Review Board approval, participants were solicited utilizing HEDIR, the health education online listserv (n = 151). Results: Only mood management was a significant predictor of skills of a health educator. Mood management, self-motivation, and managing relationships were significant in receiving merit pay increases, whereas self-awareness and self-motivation were significant in receiving awards. Discussion: Emotional intelligence constructs are important in career success of health educators and must be nurtured. Translation to Health Education Practice: Understanding the constructs of EI can help public health educators achieve health behavior change through interventions and initiatives by underscoring the importance emotions have on facilitating health behavior change.