EMOTIONAL INTELLIGENCE AND WELL-BEING AMONG COLLEGE TEACHERS: A CORRELATIONAL AND PREDICTIVE STUDY

Abstract

Emotional intelligence (EI) is increasingly recognized as an important psychological resource associated with individuals’ positive functioning and well-being. The present study examined the relationship between emotional intelligence and well-being among college teachers in Nagaland, India. A descriptive, correlational, and predictive research design was employed with a sample of 180 college teachers from nine colleges across different districts of Nagaland. Data were collected using standardized measures of emotional intelligence and well-being. Descriptive statistics, independent-samples t-tests, Pearson’s product–moment correlation, and simple linear regression were employed for data analysis. The findings indicated that both emotional intelligence and well-being among college teachers were predominantly at an average level. Female teachers reported significantly higher levels of emotional intelligence than male teachers, whereas no statistically significant gender difference was observed in well-being. Pearson’s correlation revealed a significant positive relationship between emotional intelligence and well-being (r = .395, p < .001). Simple linear regression further demonstrated that emotional intelligence significantly predicted well-being, accounting for 15.6% of the variance in well-being (R² = .156, F (1, 178) = 32.909, p < .001). The findings provide context-specific empirical evidence regarding the association and predictive contribution of emotional intelligence to college teachers’ well-being.