WORK LIFE IMBALANCE AND EMOTIONAL INTELLIGENCE: A MAJOR ROLE AND SEGMENT AMONG COLLEGE TEACHERS

Abstract

Purpose: The purpose of this paper is to shed light on the elements that affect college instructors' worries about hierarchies. The measurable device utilized in this exploration is chi square and GARRETT positioning. The investigation came about that numerous educators feel that they will have peaceful work life and they will be able to manage work life if they are given proper awareness and training on handling Emotional Intelligence. Theoretical Framework: Emotional intelligence in teachers has been shown to influence their comfort level, self-efficacy, job happiness, and interpersonal interactions with pupils. Therefore, emotional intelligence has a direct impact on how pupils are taught and learn (Jennings & Greenberg, 2009). Design/methodology/approach: Data was Collected from 500 Respondents for this study using disproportionate stratified random sampling technique Findings: Analysis points that college teachers say EI “helps them to have a stress free work life and have proper balance if they are given awareness and training on Emotional Intelligence”. Future Implications: In order to ascertain the direct and indirect effects of stakeholder demands, awareness on the work life imbalance and training must be given in regular intervals, we first propose that future research make use of our framework and conduct research on teachers to train special children’s Originality Value: The Research Focuses on how work life imbalance and Emotional Intelligence are the key factors among the college teachers. This research will be reference for how Emotional Intelligence can make teachers to balance their work life.