Emotional Intelligence and Job Satisfaction among Public Secondary School Teachers: A Quantitative Analysis

Abstract

This study investigates how emotional intelligence relates to job satisfaction among public secondary school teachers. A sample of 50 teachers participated by completing two standardized questionnaires: The Brief Emotional Intelligence Scale and Paul E. Spector’s Job Satisfaction Survey. The data were analyzed using descriptive and inferential statistics, including mean, standard deviation, t-test, and Pearson correlation. The results showed a mean emotional intelligence score of 40.72 (SD = 5.34), representing average to above-average levels. The mean job satisfaction score was 118.64 (SD = 32.15), reflecting moderate overall satisfaction. Crucially, a significant positive correlation emerged between the two variables (r = 0.620, p < 0.01), proving that higher emotional intelligence strongly predicts greater job satisfaction. Furthermore, demographic analyses revealed distinct trends. While gender differences significantly influenced emotional intelligence scores, they had no impact on overall job satisfaction. Conversely, teacher age played a major role, with job satisfaction steadily increasing among older educators. These findings underscore the critical role of emotional competence in the educational sector. Teachers with strong emotional skills are better equipped to manage classroom stress, resolve workplace conflicts, and maintain a positive outlook. Consequently, this study highlights the urgent need for school boards to implement organizational interventions, such as targeted emotional intelligence training and professional wellness programs. Prioritizing these interventions can foster supportive work environments, ultimately boosting teacher retention and enhancing educational quality.