Impact of Emotional Intelligence on Job Satisfaction and Perceived Stress Among Teachers of Special Education

Abstract

Teaching in special education is not so easy. It not only demands the IQ but also the EQ. Present study was conducted to explore the impact of emotional intelligence on job satisfaction and perceived stress among teachers of special education. 150 special education teachers were taken from special schools of Rawalpindi and Islamabad. For the assessment of emotional intelligence, Emotional Intelligence Scale (Schutte et al., 1998) was used, for the assessment of job satisfaction, Minnesota Satisfaction Questionnaire (MSQ) (Weiss, Davis, England & Lofquist, 1967) was used. And for the assessment of Perceived Stress (PSS-14) was used. It was hypothesized that there will be a significant positive relationship between emotional intelligence and job satisfaction. It was also hypothesized that there will be significant negative relationship between emotional intelligence and perceived stress. It was also hypothesized that there will be negative relationship between perceived stress and job satisfaction. Results revealed that there is a significant positive relationship between emotional intelligence and job satisfaction among teachers of Special Education. Results also revealed that there is a significant negative relationship between emotional intelligence and perceived stress among teachers of special Education. Results also revealed that there is a significant negative relationship between perceived stress and job satisfaction among teachers of special education. Results of regression analysis also revealed that Job Satisfaction and perceived stress significantly predicted through Emotional Intelligence. Results of present study have important implications in education sector, emotional intelligence assessment should be considered while hiring a teacher for special children.