Emotional Intelligence, Resilience, and Job Satisfaction in Secondary School Teachers

Abstract

This study explores the relationships between emotional intelligence, resilience, and job satisfaction among secondary school teachers. The study aimed to examine whether emotional intelligence and resilience significantly influence job satisfaction. A correlational research design was used, and data was collected from 300 male and female secondary school teachers, aged above 25, working in public and private schools. A non-probability purposive sampling technique was employed. The assessment tools included a Demographic Information Sheet, Emotional Intelligence Scale, Brief Resilience Scale, and Minnesota Satisfaction Questionnaire. Data was analyzed using Pearson Product Moment Correlation and Linear Regression Analysis through SPSS. Results revealed a significant positive relationship between emotional intelligence and job satisfaction, as well as between resilience and job satisfaction. Regression analysis indicated that both emotional intelligence and resilience are significant positive predictors of job satisfaction among Secondary school teachers. Among demographic variables, factors such as age and teaching experience were found to have a significant influence on job satisfaction, whereas variables such as marital status and type of institution showed no significant effect. The study highlights the importance of enhancing emotional intelligence and resilience to improve job satisfaction and emphasizes the need for supportive work environments and professional development programs to promote teachers’ psychological well-being and effectiveness.