Jul 2026· International Journal of Creative and Open Research in Engineering and Management· Vol 02, pp. 1-9· 0 citations
Abstract
The present study investigated the emotional intelligence of secondary school teachers and examined its relationship with selected demographic variables, namely gender, school management, academic qualification, and professional qualification. The study adopted a descriptive survey research design and was conducted among 132 secondary school teachers working in government and private schools in and around Krishna District, Andhra Pradesh. Data were collected using a researcher-constructed Emotional Intelligence Questionnaire comprising 102 items measured on a five-point Likert scale. The instrument demonstrated high reliability with a Cronbach's alpha coefficient of 0.89. The collected data were analysed using descriptive statistics and independent-samples t-tests. The findings revealed a significant difference in emotional intelligence between male and female teachers, with male teachers exhibiting higher emotional intelligence than female teachers. However, no significant differences were found with respect to school management (government and private), academic qualification (graduation and post-graduation), or professional qualification (B.Ed. and M.Ed.). The study concludes that while gender influences emotional intelligence among secondary school teachers, educational and professional qualifications and school management do not significantly affect emotional intelligence. The findings highlight the importance of integrating emotional intelligence training into teacher education programmes and continuous professional development initiatives to enhance teachers' emotional competence, classroom effectiveness, and overall educational quality.
Keywords: Emotional Intelligence, Secondary School Teachers, Gender, Academic Qualification, Professional Qualification.
Emotional intelligence is considered an important determinant of teachers’ professional effectiveness, interpersonal relationships, and psychological well-being. This study aimed to assess the level of emotional intelligence among secondary school teachers and examine its relationship with selected demographic factors. A quantitative cross-sectional design was employed involving 259 secondary school teachers from southern Albania. Emotional intelligence was measured using Goleman’s Emotional Intelligence Questionnaire, assessing five dimensions: self-awareness, emotion management, self-motivation, empathy, and social skills. Descriptive statistics, Mann-Whitney U tests, one-way ANOVA, and Pearson correlation analyses were conducted. The findings revealed generally high levels of emotional intelligence among participants. Self-awareness (M = 39.44) and social skills (M = 39.27) demonstrated the highest mean scores, followed by self-motivation (M = 38.70), empathy (M = 37.80), and emotion management (M = 36.45). Inferential analyses showed no statistically significant gender differences across emotional intelligence dimensions (p > .05). Similarly, age was not significantly associated with self-awareness (F = 0.994, p = .478), emotion management (F = 0.914, p = .583), self-motivation (F = 0.571, p = .952), empathy (F = 1.038, p = .419), or social skills (F = 0.974, p = .506). No statistically significant differences were found according to marital status or educational level (p > .05). Pearson correlation analysis revealed a weak negative relationship between professional experience and self-awareness (r = –.142, p = .025), while no significant associations were found between years of experience and the remaining emotional intelligence dimensions. The findings suggest that emotional intelligence among secondary school teachers is relatively independent of demographic characteristics and may be influenced more by individual and professional factors. The study highlights the importance of incorporating emotional intelligence development into teacher education and professional development programs to enhance teachers’ well-being, professional effectiveness, and the quality of educational practice.
Received: 25 January 2026 │ Accepted: 27 May 2026 │ Published: 23 July 2026
The present study investigated the relationship between emotional intelligence and academic achievement among college students in Mayurbhanj District, Odisha. The study also examined differences in academic achievement with respect to gender, stream, and locality. A descriptive survey research design was adopted for the study. The sample comprised 100 undergraduate students selected through the simple random sampling technique from five degree colleges in Mayurbhanj District. Data were collected using the Emotional Intelligence Inventory (EII-MM) developed by Mangal and Mangal, while academic achievement was measured through students' university examination scores obtained from official college records. The collected data were analysed using descriptive statistics (mean, standard deviation, frequency, and percentage) and inferential statistics (Student's t-test and Pearson's Product Moment Correlation Coefficient). The findings revealed that the majority of the students possessed an average level of emotional intelligence. A significant difference in academic achievement was observed between boys and girls, with girls outperforming boys. Similarly, Science students demonstrated significantly higher academic achievement than Arts students. However, no significant difference was found between rural and urban students with respect to academic achievement. Furthermore, the study established a significant positive correlation (r = 0.322, p < 0.05) between emotional intelligence and academic achievement, indicating that students with higher emotional intelligence tend to achieve better academic performance. The study concludes that emotional intelligence plays a vital role in enhancing students' academic achievement. Therefore, educational institutions should promote emotional intelligence through counselling services, life skills education, and socio-emotional learning programmes to foster students' academic success and holistic development.
Chaudhury Samapika, Tikader Bikram, D. Sanjay· International Journal Of Rec...· 0 citations
This study investigated the relationship between emotional intelligence components (self-awareness, self-regulation, and social skills) and workplace adjustment of secondary school teachers in Uyo Local Government Area of Akwa Ibom State. The study adopted a correlational research design. The population comprised all secondary school teachers in the study area, while a sample of 562 teachers was selected using appropriate sampling techniques. Data was collected using a structured tool titled “Emotional Intelligence and Workplace Adjustment Questionnaire” (EIWAQ). The questionnaire was face-validated by experts. The reliability of the instrument was established using the internal consistency method. The data obtained were analyzed using Cronbach's alpha statistics, and an overall reliability coefficient of 0.81 was obtained. Pearson product-moment correlation statistics were used to analyze the data at a 0.05 level of significance. The findings revealed that self-awareness has a moderate positive and significant relationship with workplace adjustment (r = 0.52, p < 0.05), self-regulation has a strong positive and significant relationship (r = 0.73, p < 0.05), while social skills have a very strong positive and significant relationship (r = 0.83, p < 0.05) with workplace adjustment. Based on these findings, it was concluded that self-awareness, self-regulation, and social skills components of emotional intelligence play a crucial role in enhancing teachers’ ability to adapt effectively to workplace demands. The study recommended, among others, that educational authorities and school administrators in Akwa Ibom State should organize training programs to enhance teachers’ emotional intelligence skills and promote effective workplace adjustment.
I. Bassey, M. M. Akpan, N, E. Bassey et al.· TRANSNATIONAL JOURNAL OF EDU...· 0 citations
This study investigates how emotional intelligence relates to job satisfaction among public secondary school teachers. A sample of 50 teachers participated by completing two standardized questionnaires: The Brief Emotional Intelligence Scale and Paul E. Spector’s Job Satisfaction Survey. The data were analyzed using descriptive and inferential statistics, including mean, standard deviation, t-test, and Pearson correlation. The results showed a mean emotional intelligence score of 40.72 (SD = 5.34), representing average to above-average levels. The mean job satisfaction score was 118.64 (SD = 32.15), reflecting moderate overall satisfaction. Crucially, a significant positive correlation emerged between the two variables (r = 0.620, p < 0.01), proving that higher emotional intelligence strongly predicts greater job satisfaction. Furthermore, demographic analyses revealed distinct trends. While gender differences significantly influenced emotional intelligence scores, they had no impact on overall job satisfaction. Conversely, teacher age played a major role, with job satisfaction steadily increasing among older educators.
These findings underscore the critical role of emotional competence in the educational sector. Teachers with strong emotional skills are better equipped to manage classroom stress, resolve workplace conflicts, and maintain a positive outlook. Consequently, this study highlights the urgent need for school boards to implement organizational interventions, such as targeted emotional intelligence training and professional wellness programs. Prioritizing these interventions can foster supportive work environments, ultimately boosting teacher retention and enhancing educational quality.
Musu W. Davis, Manju Antil, Sam Siryon· Advanced International Journ...· 0 citations
The study investigated into the significant role and expression of emotional intelligence (EI) as a baseline determinant of effective administrative communication of public-school managers in the Imelda District, Schools Division of Zamboanga Sibugay. A quantitative descriptive-survey research design was used to collect empirical data from a purposively sampled cohort of 19 school administrators and 149 classroom teachers with at least three years of active tenure. A validated 4-point Likert scale questionnaire was developed based on the four dimensions of the Mayer-Salovey ability model of perceiving, managing, using, and understanding emotions to enable the collection of data. Statistical analysis was done using weighted means, composite means and independent-samples t test. The descriptive statistics revealed that school administrators “Always Manifested” all the four emotional intelligence behaviors with overall weighted means ranging from 3.77 to 3.92. Nevertheless, the inferential analysis showed a statistically significant difference between the self-evaluations provided by the school administrators and the objective evaluations provided by their respective teaching staff (p < 0.05), taking the definitive rejection of the null hypothesis. Both groups rated administrative emotional intelligence (EI) positively, but the administrators consistently rated their EI and communicative empathy higher than their teachers did. This discrepancy highlights a critical perceptual gap that, if left uncorrected, can produce subtle communication barriers and organizational friction. Therefore, it is recommended that structured leadership interventions and regular multi-source feedback mechanisms be implemented to align administrative perceptions with faculty needs.
Jesson Vitamor, Maria Rosie TAUTO-AN· International Journal For Mu...· 0 citations
The study assessed the influence of Emotional Intelligence on the Marital Stability of Secondary
School Teachers in Akwa Ibom North-West Senatorial District of Nigeria. In order to achieve the
purpose of this study, two research questions were posed and two null hypotheses formulated to
guide the study. The study population consisted of all the 1,859 secondary school teachers in the
86 public schools in Akwa Ibom North-West Senatorial District of Nigeria. The multi-stage
random sampling procedure was used in selecting 510 respondents for the study. Instruments used
for data collection were Daniel Goleman’s Emotional Intelligence Questionnaire (DGEIQ) and
the Researcher’s Marital Stability Questionnaire (RMSQ). Face validation from three experts was
used for the instruments, with a reliability coefficient of .86 and .88 respectively using Cronbach
Alpha Statistics for emotional intelligence and marital stability. Descriptive statistics such as mean
and standard deviation were used to answer research questions while the dependent t-test statistics
was used for testing the null hypotheses at .05 level of significance. The findings of the study
revealed that; self-awareness and self-regulation significantly influenced the marital stability of
secondary school teachers in Akwa Ibom North-West Senatorial District of Nigeria. Based on
these findings, the researcher recommended that professional counsellors in Local Government,
State Government, Federal Government and Non-governmental Organizations should set in
motion functional marital programmes for all intending couples and teachers which if pursued
would go a long way in boosting teachers’ productivity in their homes and the educational
institutions they work.
L. R. Uranta· INTERNATIONAL JOURNAL OF SOC...· 0 citations
