Analysis of Relationship between Burnout and Emotional Intelligence of Special School Teachers

Abstract

This study used the MBI-GS and EIS to investigate the status of burnout and its relationship with the emotional intelligence of 146 special school teachers. The results showed that : (1) the burnout score of special school teachers was slightly higher than the theoretical median, and their burnout level was above the average, which was 60.27%. (2) There are significant differences in the total score of burnout and the emotional intelligence level of each dimension. The higher the emotional intelligence level is the less likely to show burnout related symptoms. (3) The dimensions of emotional intelligence, such as emotion perception, regulating the emotions of others, and emotion application, are negatively correlated with the dimensions of burnout. (4) Regression analysis showed that emotion perception could negatively predict emotional exhaustion and low personal accomplishment, whereas regulating the emotions of others could negatively predict low personal accomplishment. Emotional intelligence of special school teachers can be used as one of the predictors of burnout. Emotional intelligence training can effectively alleviate burnout of special school teachers.