The Relationship between Emotional Intelligence and Burnout Syndrome in Greek Teachers in Remote Learning Situation

Abstract

Organizational changes in the educational systems around the world during the period of pandemic and post-pandemic, imposed by the distance form of education, are related to changes in the psychosocial functioning of teachers. This article presents the study of the relationship between professional burnout and emotional intelligence in a Greek sample of teachers. Dimension of Personal Achievement was found to correlate positively with all dimensions of emotional intelligence: Regulation of emotion, Other’s emotion appraisal, Self emotion appraisal, and Use of emotions. Emotional exhaustion and depersonalization in the context of burnout are negatively related to the dimensions of emotional intelligence. High emotional intelligence is significantly associated with low emotional exhaustion and a low degree of depersonalization in teachers. This study supports the predictive role of emotional intelligence concerning burnout.