Assessing job satisfaction and emotional intelligence in public school teachers

Abstract

Education is a profession that has been particularly prone to teacher turnover. Educators in today's educational system face a slew of unreasonable demands and expectations, including increasing responsibility, a lack of funding, parental disengagement, a lack of positive student attitudes, a low regard for their profession, and meagre compensation. Many instructors are dissatisfied with their jobs as a result of the pressures they are under. 50 percent of new instructors quit during the first five years, according to Colbert and Wolff (1992). Emotional intelligence, according to Daniel Goleman's latest writings (1995, 1998), is a predictor of success and contentment in the workplace. Emotional intelligence and teacher work satisfaction have not been studied to date. This study invited instructors to take Baron EQ-i Self Report Scale, Job Descriptive Index (JDI) in order to examine this phenomenon in the context of teachers. The questionnaires were sent out to 101 teachers, and a total of 101 responses were received. Emotional intelligence plays a factor in teachers' self-reported job satisfaction, according to data analysis. did confirm linked to job satisfaction and the number of years of teaching experience. There are several ideas for future research that are brought forward.