INTRODUCTION

Teaching is one of the most demanding professions,requiring not only intellectual

engagement but also emotional resilience and interpersonal sensitivity ( Brackett,
2010).In the current educational climate,teachers are frequently exposed to heavy
workloads,high expectations,limited resources,and increasing accountability,all of
which place them under considerable psychological pressure .The ability to
understand and regulate emotions is known as Emotional Intelligence, which plays a
significant role in shaping teacher’s behavior, motivation, and relationships
(Goleman, 1995). Teachers with high emotional intelligence can handle classroom
stress, communicate effectively, and create a positive learning environment (Salovey
& Mayer, 1990).Job satisfaction refers to the level of contentment teachers feel about
their job roles, work conditions, and professional growth (Locke, 1976). It influences
their motivation, teaching effectiveness, and overall well-being. Studies have shown
that teachers with higher emotional intelligence tend to experience greater job
intelligence on job satisfaction in teaching is essential to enhance teacher
performance, reduce burnout, and promote a healthier educational environment.

Teachers constantly experience various emotional and cognitive demands while

managing students’ behavior, maintaining discipline, and fostering a positive learning
environment. Emotional intelligence enables teachers to understand and regulate their
emotions and to respond sensitively to students’ needs (Goleman, 1995). Similarly,
motivation determines a teacher’s commitment, enthusiasm, and persistence in the
face of challenges (Deci & Ryan, 1985). When teachers possess healthy psychological
traits such as self-confidence, empathy, and emotional balance, they are more likely to
experience job satisfaction and build supportive relationships with students and
[Link] the other hand, psychological stress, burnout, or emotional exhaustion
can negatively affect teaching quality and job satisfaction. Therefore, understanding
the psychological factors that influence teachers’ performance is crucial for promoting
mental well-being, professional effectiveness, and a healthy educational environment.
Focusing on these psychological elements helps not only in improving teachers’
personal growth but also in enhancing students’ academic and emotional
development.
EMOTIONAL INTELLIGENCE

Emotional Intelligence is a psychological construct that has gained significant

attention in educational research due to its influence on teacher’s professional
effectiveness and emotional well-being. The concept was first introduced by Salovey
and Mayer (1990), who defined emotional intelligence as the ability to perceive,
understand, and regulate emotions in oneself and others, and to use this emotional
information to guide thinking and action. They described it as a form of social
intelligence that enables individuals to monitor their own and others’ feelings,
discriminate among them, and use this information to direct one’s [Link],
Goleman (1995) expanded the framework of emotional intelligence and emphasized
its importance in personal and professional success. He identified five major
dimensions of emotional intelligence: self-awareness, self-regulation, motivation,
empathy, and social skills. These components collectively help individuals recognize
emotions, control impulsive behaviors, stay motivated, show empathy towards others,
and maintain positive relationships. In the context of teaching, these dimensions are
crucial because teaching is a highly interpersonal profession that requires emotional
balance, patience, and effective communication.

For teachers, emotional intelligence is not merely an additional skill but an integral
part of their professional identity. Teachers are required to interact daily with students
of diverse backgrounds, manage classroom conflicts, handle performance pressure,
and meet academic goals—all of which demand strong emotional competence. High
emotional intelligence enables teachers to remain calm under stress, understand
student behavior more deeply, and respond with empathy and composure.

Effects of Emotional Intelligence among School and College

Teachers

Emotional intelligence has wide-ranging effects on teachers’ personal, social, and

professional functioning. The following points summarize its major influences:
Improved Classroom Management and Discipline-Teachers high in emotional
intelligence can interpret students’ emotional cues and respond appropriately,
preventing conflicts before they escalate. Their self-regulation allows them to remain
calm during disruptive incidents, setting a model for emotional control. Such teachers
apply empathy-based discipline rather than punitive approaches, fostering respect and
trust within the classroom (Brackett & Katulak, 2007).

Strengthened Teacher–Student Relationships-Emotionally intelligent teachers can

connect with students at an emotional level. By understanding students’ moods, stress
levels, and motivations, they can modify teaching methods to suit diverse emotional
and cognitive needs. This leads to stronger teacher–student bonds, higher student
engagement, and improved academic outcomes (Jennings & Greenberg, 2009).

Enhanced Job Satisfaction-Emotional intelligence contributes to teachers’ ability to

cope with job-related pressures and emotional demands. Teachers with high EI can
manage stress, maintain optimism, and find meaning in their work, leading to higher
levels of job satisfaction (Huang, Yin, & Lv, 2019). They are more likely to
experience professional fulfillment, lower absenteeism, and reduced turnover
intentions.

Reduction in Stress and Burnout-Teachers often experience stress due to workload,

classroom behavior issues, and institutional pressures. Emotional intelligence helps
them manage these challenges through emotional regulation and positive coping
strategies. Studies indicate that emotionally intelligent teachers show lower levels of
emotional exhaustion and depersonalization (Chan, 2006).

Improved Collaboration and Collegial Relationships-Emotional Intelligence fosters

cooperation and empathy in professional interactions. Teachers with strong social
skills communicate effectively with colleagues, administrators, and parents, creating a
supportive working environment. Such collaboration enhances problem-solving,
teamwork, and school culture (Corcoran & Tormey, 2013).

Increased Teaching Effectiveness and Student Outcomes-Emotionally intelligent

teachers adapt their teaching methods to students’ emotional states, enhancing
motivation and participation. A positive emotional climate encourages curiosity,
creativity, and confidence among students. Research suggests that teachers with
higher EI tend to foster better academic performance and socio-emotional skills in
their students (Dolev & Leshem, 2016).

Greater Leadership and Professional Growth-In both schools and higher education
institutions, teachers often serve as mentors or leaders. Emotional intelligence
enhances leadership qualities such as empathy, vision, and communication. Teachers
with high EI are more likely to inspire colleagues and students, contributing to
institutional development and professional learning communities (Cherniss, 2010).

Positive School Climate and Institutional Effectiveness-Emotionally intelligent

teachers contribute to a positive organizational culture where mutual respect,
cooperation, and open communication thrive. This improves morale among staff and
students and enhances the overall effectiveness of the institution. Schools and colleges
that encourage emotional intelligence training experience reduced conflicts and higher
staff retention (Vesely, Saklofske, & Leschied, 2013).

Models of Emotional Intelligence

According to researchers, emotional intelligence can be understood through three

major models: the Ability Model, the Trait Model, and the Mixed Model.

The Ability Model proposed by Mayer and Salovey (1997) defines emotional
intelligence as a form of true intelligence. It emphasizes four core abilities: perceiving
emotions, using emotions to enhance thinking, understanding emotions, and managing
emotions effectively.

The Trait Model developed by Petrides and Furnham (2001) views emotional
intelligence as a collection of personality traits that exist within the broader
framework of personality. This model includes components such as emotional self-
perception, empathy, assertiveness, and overall well-being.

The Mixed Model, introduced by Daniel Goleman (1995), integrates emotional skills
with social and motivational competencies. Goleman identified five key elements of
emotional intelligence: self-awareness (recognizing one’s own emotions), self-
regulation (controlling disruptive feelings and impulses), motivation (maintaining
persistence toward goals despite challenges), empathy (understanding and recognizing
others’ emotions), and social skills (developing and maintaining positive interpersonal
relationships).

Importance Of Emotional Intelligence In Teachers

Improves Classroom Climate: Teachers with high emotional intelligence create a

positive and supportive environment that enhances student engagement and learning.

Strengthens Relationships: Emotional Intelligence helps teachers build trust and

empathy with students and colleagues, improving communication and cooperation.

Reduces Stress and Burnout: Emotionally intelligent teachers manage their emotions
better, handle pressure calmly, and maintain overall well-being.

Enhances Job Satisfaction and Effectiveness: Emotional Intelligence increases

motivation, job satisfaction, and teaching performance, leading to more meaningful
and successful teaching experiences.

Emotional intelligence plays a crucial role in the professional and personal lives of
teachers. Among both school and college educators, Emotional Intelligence enhances
self-awareness, strengthens interpersonal relationships, reduces stress, and increases
job satisfaction. It not only improves teaching performance and classroom climate but
also contributes to long-term well-being and institutional harmony. Developing
emotional intelligence through teacher training programs, workshops, and self-
reflective practices can significantly enhance educational quality. Therefore, fostering
emotional intelligence should be a central objective of teacher education and
professional development initiatives.

Factors Influencing Emotional Intelligence

A. Biological factors

. Brain development (amygdala,prefrontal cortex)

. Genetic temperament
B. Environmental factors

. Family upbringings

. Childhood experiences

. Education and socialization

. Cultural expectations

C. Personal factors

. Personality traits

. Mental health

. Self-esteem and coping styles

JOB SATISFACTION

Job satisfaction is one of the central concepts in psychology and organizational

behavior, as it reflects the extent to which individuals feel happy, content, and
fulfilled in their professional roles. It encompasses both emotional and cognitive
aspects of how employees perceive and evaluate their work. According to Locke
(1976), job satisfaction is defined as “a pleasurable or positive emotional state
resulting from the appraisal of one’s job or job experiences.” This definition
highlights that job satisfaction arises from an individual’s emotional reaction to their
job and their evaluation of how well the job meets their personal needs, values, and
expectations.

In the field of psychology, job satisfaction is regarded as a multidimensional

construct, involving not only how individuals feel about their job but also how they
interpret and appraise their work conditions, achievements, and growth opportunities.
It serves as a key indicator of psychological well-being and organizational
effectiveness. The level of job satisfaction among employees often determines their
motivation, performance, and overall commitment to their organization.

Job satisfaction is influenced by a wide range of intrinsic and extrinsic factors.

Intrinsic factors include the nature of the work itself, opportunities for creativity and
professional growth, autonomy in decision-making, and recognition for achievements.
These aspects contribute to a sense of fulfillment and personal accomplishment.
Extrinsic factors, on the other hand, consist of salary, job security, promotion
opportunities, supervision quality, physical work environment, and interpersonal
relationships with colleagues. Both sets of factors interact to shape an employee’s
overall job satisfaction and emotional connection to their work.

Several psychological theories help explain the underlying mechanisms of job

satisfaction. Herzberg’s Two-Factor Theory (1959) distinguishes between motivators
(such as achievement, responsibility, and recognition), which lead to satisfaction, and
hygiene factors (such as salary, company policies, and working conditions), which
prevent dissatisfaction but do not necessarily create satisfaction. Maslow’s Hierarchy
of Needs (1943) also provides insight, suggesting that as employees fulfill higher-
level psychological and self-actualization needs at work, their job satisfaction
increases. Likewise, Equity Theory (Adams, 1965) highlights that fairness in rewards,
compared to peers, significantly influences satisfaction levels.

The importance of job satisfaction extends far beyond individual happiness. It plays a
crucial role in improving organizational efficiency, enhancing employee motivation,
and fostering psychological well-being. High levels of job satisfaction are linked with
increased productivity, organizational commitment, and a stronger sense of purpose.
Conversely, job dissatisfaction often leads to absenteeism, turnover, burnout, and
psychological problems such as anxiety, emotional exhaustion, and depression.

In the teaching profession, job satisfaction holds particular significance. Teachers’ job
satisfaction not only influences their mental health, motivation, and retention but also
directly affects classroom quality and student learning outcomes. According to
Skaalvik and Skaalvik (2010), satisfied teachers demonstrate greater enthusiasm,
emotional stability, and commitment, which foster a more positive and effective
learning environment. Therefore, understanding the factors that influence teachers’
job satisfaction is essential for improving educational quality and sustaining teacher
well-being.

Effects of Job Satisfaction Among Teachers

Job satisfaction has a significant influence on teachers’ professional performance,

emotional health, and the overall effectiveness of the school system. When teachers
are satisfied with their jobs, they display higher levels of enthusiasm, commitment,
and creativity in classroom teaching. It enhances instructional quality, student
engagement, and academic outcomes. Satisfied teachers maintain positive
relationships with students and colleagues, creating a supportive and productive
school [Link], job satisfaction reduces stress, burnout, absenteeism,
and turnover, promoting teachers’ psychological well-being and institutional stability.
Teachers who feel valued and supported are more likely to remain in the profession,
seek professional growth, and contribute to school improvement initiatives.
Conversely, dissatisfaction can lead to low morale, emotional exhaustion, and
decreased performance, ultimately affecting student learning and institutional success.

Factors influencing Job Satisfaction

Job satisfaction is shaped by a combination of intrinsic and extrinsic

factors that influence how employees evaluate their work
experiences. These factors determine whether individuals feel
motivated, valued, and fulfilled in their professional roles. The major
factors influencing job satisfaction are as follows:

1. Intrinsic Factors-Intrinsic factors are internal to the job itself

and relate to the nature of the work teachers perform.

[Link] of Work-Meaningful, engaging, and intellectually stimulating

work enhances satisfaction. In teaching, positive interactions with
students and the ability to influence learning outcomes increase
intrinsic motivation.
[Link]-Teachers who have freedom in planning lessons, using
teaching methods of their choice, and making decisions in the
classroom experience higher satisfaction.

[Link] and Achievement-Receiving appreciation from students,

parents, colleagues, and school administration boosts teachers’
morale and emotional fulfillment.

[Link] Growth-Opportunities for skill development, training,

promotions,

and career advancement play a major role in improving job

satisfaction.

2. Extrinsic Factors-Extrinsic factors relate to the environment and

conditions surrounding the job.

a. Salary and Financial Benefits-Adequate pay, timely increments,

job security, and benefits significantly affect satisfaction, especially
in regions where teachers are underpaid.

b. Work Environment-A positive, supportive, and resource-rich

environment helps teachers work efficiently and reduces stress.
Poor infrastructure or heavy workloads decrease satisfaction.

c. Leadership and Supervision-Supportive, fair, and approachable

school leadership increases satisfaction. Autocratic or unsupportive
leadership contributes to dissatisfaction.

3. Organizational Factors-These structural elements of the institution also

influence satisfaction.

a. School Policies and Administration-Clear, fair, and transparent

policies improve satisfaction, while inconsistent or rigid policies
create frustration.
b. Opportunities for Participation-Teachers who can participate in
decision-making feel more valued and satisfied.

c. Job Security-Stable employment and long-term contracts promote

satisfaction and reduce stress.

4. Personal and Psychological Factors

a. Emotional Intelligence-Teachers with strong emotional

intelligence cope better with stress, manage classroom challenges
effectively, and report higher job satisfaction.

b. Personality Traits-Optimism, resilience, patience, and self-efficacy

positively influence job satisfaction.

c. Work–Life Balance-Teachers who maintain balance between

professional and personal life experience greater satisfaction and
lower burnout.

Consequences of Job Satisfaction

1. Positive Outcomes- Higher productivity,Increased

motivation,Commitment to organization,Lower turnover
intentions,Less absenteeism,Better mental well-being.
2. Negative Outcomes- Burnout,Emotional exhaustion,Stress,Poor
performance,Conflict at workplace,High turnover.

NEED FOR THE STUDY

Teachers today work in increasingly demanding school

environments where they must manage academic responsibilities,
diverse classrooms, behavioral issues, and administrative pressures.
These challenges often impact their emotional well-being and
overall job satisfaction, making it essential to understand the
psychological factors that support teachers’ professional success.
Emotional Intelligence (EI) has emerged as a vital construct that
influences how teachers understand, regulate, and use their
emotions while interacting with students, colleagues, and
administrators. Prior research shows that teachers with higher
emotional intelligence experience lower stress, better classroom
management, stronger relationships, and healthier coping
strategies, all of which contribute to improved job satisfaction.
Numerous international and Indian studies indicate that emotional
intelligence is positively correlated with job satisfaction, burnout
prevention, and teacher effectiveness; however, findings also vary
across demographic groups, school types, and teaching experience.
Despite the significance of emotional intelligence in the teaching
profession, limited empirical work has focused on examining the
combined relationship between emotional intelligence and job
satisfaction among teachers in the Indian educational context,
particularly in the region where your study is conducted. This
creates a gap in localized understanding and the need to explore
whether emotional intelligence meaningfully predicts job
satisfaction within this population. Therefore, the present study is
necessary to generate region-specific evidence, assist school
administrators in planning emotional intelligence -based training
programs, enhance teacher well-being, and contribute to the
growing body of educational psychology research addressing the
emotional competencies required for teaching in the modern era.

REVIEW OF LITERATURE

A review of literature is a critical summary and evaluation of

existing research,theories,and scholarly writings related to a specific
topic or area of [Link] shows what has already been studied,what
gaps exist,and how your research will contribute something new. It
is an evaluation and synthesis of previous studies related to your
research [Link] helps place your study in the context of existing
knowledge. The purpose of literature is to understand what has
already been researched. To identify gaps,inconsistencies,or
limitations in previous [Link] synthesizing information from
books,journals,theses,and other credible sources,a literature review
helps researchers justify the significance of their study,refine their
research questions,and select appropriate methodologies.

EMOTIONAL INTELLIGENCE AND JOB SATISFACTION AMONG

TEACHERS

Chen and Xie (2025) investigated the relationships between job stress, emotional
intelligence, resilience, and job satisfaction among 1,020 college teachers using a
cross-sectional online survey. Standardized scales were used to measure all variables,
and PLS-SEM analysis assessed the relationships. The results showed that resilience
played a key mediating role, reducing the negative impact of job stress on job
satisfaction while strengthening the positive influence of emotional intelligence. The
study also identified gender differences in how these psychological factors affected
job satisfaction. Overall, the findings highlight resilience as a crucial protective factor
that enhances teachers’ job satisfaction by buffering stress and enhancing the benefits
of emotional intelligence.

Zhang (2025) investigated how teacher engagement relates to mental health among
1,264 Chinese college teachers, focusing on the mediating roles of emotional
intelligence and teacher-student relationship quality. The study found that higher
teacher engagement directly predicted better mental health. Mediation analyses
showed that emotional intelligence components attention and repair significantly
mediated this effect, while clarity alone did not. A sequential mediation revealed that
emotional intelligence clarity, together with high-quality teacher-student
relationships, enhances mental health, highlighting the importance of both emotional
skills and positive student relationships for teacher well-being.
Pandey (2024) conducted a scoping review to examine the role of emotional
intelligence in teachers’ well-being, job satisfaction, and professional performance
within the Indian context. The study reviewed more than 20 Indian research papers on
emotional intelligence among teachers. The results showed that teachers with higher
emotional intelligence demonstrated greater well-being, higher job satisfaction, and
better classroom performance. They were also more capable of managing stress,
preventing burnout, and maintaining positive relationships with students and
colleagues. The review further revealed that emotional intelligence enhances
motivation, emotional stability, and teacher retention. He emphasized the importance
of including emotional intelligence training in teacher education programs to
strengthen teachers’ emotional skills and professional effectiveness.

Usmani et al. (2024) conducted a study on 400 university teachers from public and
private institutions in Uttar Pradesh to examine the link between emotional
intelligence and job satisfaction. The objective was to find out whether teachers with
higher emotional intelligence experience greater satisfaction in their jobs. Using
standardized EI and job satisfaction scales, the study found a positive and significant
correlation (r = 0.164, p = 0.001) between EI and JS. The results showed that teachers
with higher emotional intelligence were more satisfied and motivated at work. The
researchers concluded that developing emotional intelligence can enhance teachers’
job satisfaction and overall performance.

Li, Cheng, and Liu (2024) investigated the relationship between teachers’ emotional
intelligence and job satisfaction, examining whether expression of naturally felt
emotion and perceived teacher–student closeness mediate this link. Using data from
503 Chinese primary and secondary school teachers, the study found that higher EI
was significantly associated with greater ENFE, which in turn predicted closer
perceived teacher–student relationships. This sequential mediation ultimately led to
higher job satisfaction. Structural equation modeling confirmed that emotional
intelligence indirectly influences JS through the chain of ENFE and teacher–student
closeness, highlighting that teachers with higher emotional intelligence experience
more authentic emotional expression, stronger relational bonds with students, and
greater job satisfaction.
Chauhan and Kumar (2023) conducted a study to examine emotional intelligence,
work engagement, job satisfaction, and perceived stress among 100 government-
school teachers in Chandigarh, India. Standardized tools—including the Schutte
Emotional Intelligence Scale, Utrecht Work Engagement Scale, Job Satisfaction
Scale, and Perceived Stress Scale—were used to collect data. The findings showed
that teachers with higher emotional intelligence reported significantly greater job
satisfaction and work engagement, along with lower levels of perceived stress.
Emotional intelligence emerged as a strong positive predictor of both job satisfaction
and engagement, highlighting its importance for teacher well-being and effectiveness.

Singh (2023) conducted a study in India with 220 school teachers to examine how
emotional intelligence affects job satisfaction and student performance. The main aim
was to see whether emotionally intelligent teachers are more motivated and satisfied
in their work. Using Goleman’s Emotional Intelligence Inventory and a Job
Satisfaction Scale, the study found that teachers with higher emotional intelligence
were more satisfied, motivated, and better at managing stress. The results also showed
that emotional intelligence indirectly improved student performance by creating a
positive and supportive classroom environment. This study suggested that emotional
intelligence training should be part of teacher development programs to enhance both
teacher and student outcomes.

Oberes and Tan (2022) examined the influence of organizational commitment on

turnover intention among 220 senior high private-school teachers in Cebu City,
Philippines. Using purposive sampling and confirmatory factor analysis, the study
found that both affective commitment (teachers’ emotional attachment to their school)
and normative commitment (sense of obligation to stay) had significant negative
relationships with turnover intention. This indicates that teachers who feel
emotionally connected to their school or morally obligated to remain are less likely to
consider leaving. The authors emphasized the need for schools to strengthen teacher–
institution relationships to reduce turnover and suggested studying mediators such as
job satisfaction and employee empowerment.

Mérida-López, Extremera, and Rey (2022) conducted a study in Spain with 300
teachers to examine how emotional intelligence influences teacher well-being and job
satisfaction. Using the Trait Meta-Mood Scale and the Teacher Well-being
Questionnaire, the study found that teachers with higher emotional intelligence had
greater job satisfaction, better emotional support, and lower stress levels. The results
showed that emotional clarity and emotional regulation help teachers manage work
pressures effectively and maintain positive mental health. The researchers concluded
that emotional intelligence plays a key role in improving teachers’ well-being and
overall job satisfaction.

A study conducted in Tehsil Sarai Alamgir (District Gujrat) examined the relationship
between emotional intelligence and job satisfaction among 79 randomly selected
elementary school teachers. Using a self-developed questionnaire based on emotional
intelligence components (self-awareness, self-management, social awareness) and job
satisfaction components from the JDI, the results showed a significant positive
relationship between emotional intelligence and job satisfaction overall. Strong
associations were found particularly for self-awareness and job satisfaction, while
social awareness showed a moderate relationship. However, teachers with lower
qualifications (B.A/[Link]) and those with less than 10 years of experience showed a
negative correlation. Teachers with 11–20 years showed a moderate relationship, and
those with 20+ years showed a strong positive relationship between emotional
intelligence and job satisfaction.

Javed (2020) conducted a study among 180 private school teachers in Hyderabad,
India, to examine the relationship between emotional intelligence and job satisfaction.
The main objective of the study was to find out how emotional intelligence influences
teachers’ satisfaction, motivation, and ability to manage work-related stress. The
researcher used the Emotional Intelligence Appraisal and a Job Satisfaction
Questionnaire to collect [Link] results showed that teachers with higher emotional
intelligence reported greater job satisfaction, better emotional control, and higher
motivation levels. They were also more capable of maintaining positive relationships
with students and colleagues. The study concluded that emotional intelligence plays
an important role in improving teachers’ professional satisfaction and helps them
handle classroom and organizational challenges more effectively.

Wijayati, Kautsar, and Karwanto (2020) investigated the relationships between

emotional intelligence, work-family conflict, job satisfaction, commitment, and job
performance among junior high school teachers. Using a quantitative explanatory
research design and SEM analysis via AMOS, the study found that emotional
intelligence significantly influenced job satisfaction, and job satisfaction significantly
influenced commitment. However, when predicting job performance, only work-
family conflict had a significant negative effect, while commitment and job
satisfaction did not significantly affect performance. This suggests that while
emotional intelligence and job satisfaction support teachers’ commitment, external
factors like family conflict have a stronger impact on actual job performance.

Dr. Shaikh Shakeel Abdul Majeed (2020) conducted a study titled “Emotional
Intelligence and Job Satisfaction Among the Secondary School Teachers” to examine
the relationship between emotional intelligence (EI) and job satisfaction among
secondary school teachers in Amravati district, Maharashtra. A descriptive survey
design was used, with a sample of 200 teachers (100 male and 100 female). Data were
collected using the Emotional Intelligence Scale (Hyde, Pethe, & Dhar, 2007) and a
Job Satisfaction Scale by Dr. Meera Dixit, and analyzed using t-tests. The results
indicated that male teachers scored slightly higher than female teachers in both
emotional intelligence and job satisfaction. Statistical analysis revealed significant
differences between male and female teachers for both EI and job satisfaction.
Importantly, a positive and significant relationship was found between emotional
intelligence and job satisfaction, suggesting that teachers with higher EI are more
likely to be satisfied with their jobs. The study highlights that emotionally intelligent
teachers can manage their emotions effectively, interact positively with others,
perform better, and experience greater job satisfaction.

Waghchoure, B., Pathare, R., & Musale, S. (2019) conducted a study with 40
government school teachers to examine the relationship between Emotional
Intelligence (EI) and Job Satisfaction. They measured EI and job satisfaction with
standardized instruments and used the Pearson product-moment correlation to analyse
the data. The result showed a positive correlation (r = .39, p < .05) between emotional
intelligence and job satisfaction, indicating that higher EI is associated with higher job
satisfaction among the sampled teachers.

Pavithra (2018) conducted a study on 100 school teachers in India to examine the
relationship between emotional intelligence and job satisfaction. The objective of the
study was to understand how teachers’ ability to recognize and manage their own and
others’ emotions affects their satisfaction with their teaching profession. The
researcher used the Schutte Self-Report Emotional Intelligence Test to measure
emotional intelligence and the Job Satisfaction Survey to assess overall job
satisfaction [Link] results revealed a positive and significant relationship between
emotional intelligence and job satisfaction. Teachers with higher emotional
intelligence reported greater happiness at work, better classroom management, and
more positive relationships with students and colleagues. The study concluded that
developing emotional intelligence skills can enhance teachers’ well-being and job
satisfaction, contributing to a healthier school environment.

Teli and Baba (2017) conducted a study on 150 college teachers in Kashmir, India to
examine the relationship between emotional intelligence and job satisfaction. The
objective of the study was to determine how teachers’ emotional abilities—such as
self-awareness, empathy, and emotional regulation—affect their satisfaction and
commitment toward their profession. The researchers used the Emotional Quotient
Inventory to assess emotional intelligence and the Job Satisfaction Scale to measure
overall job satisfaction [Link] results showed a strong positive correlation
between emotional intelligence and job satisfaction. Teachers with higher emotional
intelligence were found to be more motivated, emotionally balanced, and satisfied
with their teaching roles. The study concluded that enhancing emotional intelligence
can improve teachers’ job satisfaction and performance, leading to a more positive
educational environment.

Nikoopour and Esfandiari (2017), studied 200 English teachers in Iran to find out how
emotional intelligence affects job satisfaction. Using the Schutte Emotional
Intelligence Questionnaire and the Job Satisfaction Survey, they found a positive link
between emotional intelligence and job satisfaction. Teachers with higher emotional
intelligence were happier, more motivated, and more committed to their work. The
study showed that emotional intelligence helps improve teachers’ performance and
satisfaction.

Kumar (2016) conducted a study to examine how emotional intelligence (EI) and
gender influence job satisfaction among primary school teachers in India. The
research involved 300 teachers (150 male and 150 female) who completed the
Emotional Intelligence Scale and Teachers’ Job Satisfaction Scale .The main
objective was to find out whether emotionally intelligent teachers experience greater
job satisfaction and if gender plays any role in this [Link] results showed a
significant positive relationship between emotional intelligence and job satisfaction—
teachers with higher emotional intelligence were more satisfied with their jobs.
However, there was no significant difference between male and female teachers in
terms of emotional intelligence or job satisfaction.

Choi, Yaacob, and Tan (2016) investigated the relationship between emotional
intelligence and job satisfaction among teachers, examining dimensions such as
emotional self-awareness, emotional expression, using emotions, understanding
emotions, emotional self-management, and managing emotions of others. The study
found a significant positive correlation between overall emotional intelligence and job
satisfaction. Specifically, emotional self-awareness and emotional management of
others were the emotional intelligence dimensions that most strongly influenced job
satisfaction, indicating that teachers who are aware of their own emotions and can
manage others’ emotions experience higher satisfaction in their work.

Yusoff, Muda, and Mohd Ishak (2016) investigated emotional intelligence and job
satisfaction among 168 Counseling Head Teachers from middle schools in Selangor,
Malaysia. Emotional intelligence was measured using the Malaysia Emotional
Quotient Inventory, and job satisfaction was assessed using the Job Descriptive Index
(JDI). Analysis using SPSS (descriptive statistics and Pearson correlation) revealed
that teachers scored high in EI domains such as self-awareness, self-regulation, self-
motivation, empathy, social skills, spirituality, and maturity, while moderate scores
were observed in subdomains like helping others, political awareness, change catalyst,
collaboration, teamwork, and communication. Correlation analysis indicated a
significant positive relationship between emotional intelligence and job satisfaction,
suggesting that higher EI is associated with greater satisfaction among school
counseling head teachers.

Ahmed Hafsa (2015) conducted a study titled “Emotional Intelligence and Job
Satisfaction among University Teachers” to examine the relationship between
emotional intelligence and job satisfaction among university teachers in Islamabad,
as well as the role of demographic factors such as age, gender, experience, and
qualification. Using a descriptive research design, a stratified random sample of 100
teachers (50 male and 50 female) from two public and two private universities was
selected. Data were collected through standardized questionnaires measuring
emotional intelligence—covering self-awareness, self-regulation, social skills,
motivation, and social awareness—and job satisfaction, and analyzed using SPSS 16.
The results indicated a strong positive correlation between emotional intelligence and
job satisfaction (r = 0.78), showing that teachers with higher EI reported greater job
satisfaction. Demographic variations were also noted: female teachers had higher EI,
male teachers reported higher job satisfaction, older and PhD-qualified teachers
showed higher EI and satisfaction, and private sector teachers exhibited higher EI
while public sector teachers had greater job satisfaction. The study highlights that
enhancing emotional intelligence can significantly improve teachers’ job satisfaction,
providing valuable insights for educators, psychologists, curriculum developers, and
education planners.

Akomolafe and Ogunmakin (2014) conducted a study on 400 Nigerian secondary

school teachers to examine how emotional intelligence, occupational stress, and self-
efficacy predict job satisfaction. Using a correlational design and standardized
psychological scales, the researchers found that the three variables jointly predicted
job satisfaction. However, emotional intelligence was identified as the strongest and
most significant positive predictor, indicating that teachers with higher emotional
intelligence experienced greater satisfaction in their jobs. Self-efficacy also
contributed positively, although to a lesser extent. In contrast, occupational stress did
not significantly predict job satisfaction, suggesting that stress levels alone do not
fully explain teachers’ satisfaction. Overall, the study highlights the importance of
emotional intelligence and self-efficacy in enhancing job satisfaction among teachers.

Anari (2012) conducted a study on 120 teachers in Iran to examine the relationship
between emotional intelligence, job satisfaction, and organizational commitment. The
objective of the study was to find out whether teachers with higher emotional
intelligence experience greater satisfaction in their jobs and stronger commitment to
their institutions. The researcher used the Bar-On Emotional Quotient Inventory to
measure emotional intelligence and the Minnesota Satisfaction Questionnaire to
assess job [Link] results showed that emotional intelligence significantly
predicted both job satisfaction and organizational commitment. Teachers with higher
emotional intelligence were found to be more positive, emotionally stable, and
dedicated to their work. The study concluded that emotional intelligence helps
teachers cope better with stress, build healthy relationships, and stay more engaged
and satisfied in their profession.

Ignat and Clipa (2012) investigated the relationship between emotional intelligence ,
life satisfaction, and job satisfaction among Romanian teachers. The study aimed to
determine whether teachers’ emotional intelligence is associated with a positive work
attitude and overall job satisfaction. Results indicated that teachers with higher
emotional intelligence demonstrated a more positive attitude toward their work,
greater job satisfaction, and higher life satisfaction. The study concluded that
emotional intelligence plays a significant role in enhancing teachers’ satisfaction with
life and work, suggesting that fostering emotional intelligence can positively
influence both personal well-being and professional attitudes.

Shah and Murtaza (2012) conducted a study in Pakistan to investigate whether

emotional intelligence predicts job satisfaction among school teachers. Using
standardized emotional intelligence scales and job satisfaction questionnaires, the
researchers gathered data from a sample of school teachers across different schools.
The findings revealed that emotional intelligence was a significant and positive
predictor of job satisfaction. Among all EI components, self-management emerged as
the strongest predictor, indicating that teachers who could effectively regulate and
manage their emotions reported higher satisfaction with their job. The study
concluded that enhancing teachers’ emotional intelligence—especially self-
management skills—can improve overall job satisfaction and workplace well-being.

Skaalvik and Skaalvik (2011) conducted a study on 2569 Norwegian elementary and
middle-school teachers to examine how school context factors—value consonance,
supervisory support, relationships with colleagues and parents, time pressure, and
discipline problems—influence teachers’ job satisfaction, emotional exhaustion, sense
of belonging, and motivation to leave the profession. The results showed that all six
school context variables significantly affected job satisfaction and intention to leave,
mainly indirectly, through teachers’ feelings of belonging and emotional exhaustion.
Higher belonging increased satisfaction, while emotional exhaustion reduced it and
heightened the desire to quit teaching.
Brackett et al. (2010) conducted a study on 123 British secondary-school teachers to
examine how emotion-regulation ability (ERA)—measured using the MSCEIT—
relates to job satisfaction and burnout. The study also explored whether positive affect
and principal support act as mediators. The results showed that teachers with higher
ERA experienced greater positive affect, stronger principal support, higher job
satisfaction, and greater personal accomplishment (a burnout component). Path
analysis further revealed that positive affect and principal support independently
mediated the relationship between ERA and both job satisfaction and personal
accomplishment.

Platsidou (2010) conducted a study of Greek special-education teachers to examine

the relationship between trait emotional intelligence , burnout, and job satisfaction.
Using the Emotional Intelligence Scale and burnout and job satisfaction measures on
a sample of 127 special education primary school teachers, the study found that
teachers with higher perceived EI reported significantly less burnout and greater job
satisfaction. Regression analysis showed that higher emotional intelligence was
associated with lower emotional exhaustion and depersonalization, and higher
personal accomplishment and job satisfaction, confirming that emotional intelligence
functions as a protective factor in teacher’s professional well-being.

Adeyemo (2008) conducted a correlational study of 200 secondary school teachers in

Oyo State, Nigeria, to examine the relationship between emotional intelligence (EI)
and job satisfaction. Using standardized measures of EI and job satisfaction, the study
found a significant positive relationship between overall emotional intelligence and
teachers’ job satisfaction. Multiple regression analyses indicated that among the
emotional intelligence dimensions, motivation and empathy emerged as the strongest
positive predictors of job satisfaction, suggesting that teachers who are motivated and
emphatic report higher satisfaction with their work. The findings highlight the value
of developing emotional competencies to improve teacher well-being and workplace
outcomes.

Chan (2006) conducted a study on 167 Chinese secondary school teachers in Hong
Kong to examine how different components of emotional intelligence—emotional
appraisal, positive regulation, emphatic sensitivity, and positive utilization—relate to
the three components of teacher burnout: emotional exhaustion, depersonalization,
and reduced personal accomplishment. Using structural equation modeling, the study
found that emotional exhaustion was the central burnout factor and was strongly
influenced by teachers’ emotional appraisal and positive regulation skills. Emotional
exhaustion then contributed to higher depersonalization and lower personal
accomplishment. Additionally, positive utilization of emotions independently
enhanced teachers’ sense of personal accomplishment. Overall, the study showed that
higher emotional intelligence reduces burnout risk and supports better professional
well-being.

RESEARCH METHODOLOGY

INTRODUCTION

Research methodology refers to the systematic plan and guiding framework used to
conduct a research study. It outlines how the researcher will collect, analyze, and
interpret data to answer the research questions. A good methodology includes the
research design (such as experimental, descriptive, correlational, or qualitative), the
sampling method used to select participants, and the tools or instruments applied for
data collection, such as questionnaires, interviews, or tests. It also explains the
techniques used for analyzing data, whether statistical or thematic. Research
methodology provides a clear rationale for choosing specific methods and ensures that
the study is carried out ethically, scientifically, and in an organized manner. Overall,
it serves as a blueprint that guides every step of the research process and ensures the
credibility and reliability of the findings.

METHOD

There are several methods of collecting data but the selection of method of research is
determined by the nature of the problem. The descriptive survey method is used in the
study after considering nature, need and purpose of present research. Descriptive
survey studies are conducted to collect the data of existing phenomena with the view
to employ data to justify current condition and practices or make intelligent plans
description of the tools and the sample is given under.

POPULATION

The population of the present study includes teachers working in schools and
colleges, both in government and private educational institutions.

SAMPLE

Sampling is the soul of scientific study.A good sample minimizes the

error of estimations is less time consuming,and economical in terms
of time and [Link] size of sample varies from study to study,
methods and nature of [Link] the present study, keeping
view the limitations of time the researcher has to be contended
within the limited samples. A total of 150 teachers will be selected
from different colleges and schools of Jammu District.

SAMPLING TECHNIQUE

The sampling technique used for the present study is random

sampling. In this method, every teacher in the population had an
equal and independent chance of being selected.

RESEARCH TOOLS AND IT’S DESCRIPTION

The selection of suitable tool is of vital importance for successful
[Link] tools are suitable for collecting different kinds of
information for various [Link] of tools for data
collections depends upon the nature of problem [Link] the
present investigation the investigator has used the following tools of
research:-

1. Brief Emotional Intelligence Scale (BEIS-10) -

The Brief Emotional Intelligence Scale (BEIS-10) is a short, self-report measure

developed by Davies, Lane, Devonport, and Scott (2010) to assess emotional
intelligence in adults. It is a concise version derived from the original emotional
intelligence frameworks and is widely used in research settings where time
efficiency is important. The BEIS-10 consists of 10 items designed to measure key
dimensions of emotional intelligence, including emotional awareness, emotional
regulation, emotional utilization, and empathy. Respondents are asked to indicate
their level of agreement with each statement using a Likert-type scale (commonly
ranging from strongly disagree to strongly agree). Higher scores reflect a higher level
of emotional intelligence. For scoring, responses to all 10 items are summed to obtain
a total emotional intelligence score. Some items are reverse-scored (as specified by
the scale manual) to control for response bias. After reverse scoring, higher total
scores indicate higher emotional intelligence, while lower scores reflect lower
emotional intelligence. The total score can be used for correlational and comparative
analyses. For the present study, the BEIS-10 is considered appropriate as it allows
efficient assessment of emotional intelligence among school and college teachers,
facilitating analysis of its relationship with job satisfaction.

2. Minnesota Satisfaction Questionnaire (MSQ)

The Minnesota Satisfaction Questionnaire (MSQ) is a widely used standardized

instrument developed by Weiss, Dawis, England, and Lofquist (1967) to measure job
satisfaction. It assesses the extent to which individuals are satisfied with different
aspects of their job and is commonly applied in organizational, educational, and
psychological [Link] measures satisfaction across intrinsic factors (such as
achievement, responsibility, independence, and use of abilities) and extrinsic factors
(such as supervision, salary, promotion, and working conditions). The MSQ is
available in both long (100 items) and short (20 items) forms; the short form is
commonly used in research due to its brevity and strong psychometric properties.
Each item is rated on a 5-point Likert scale ranging from 1 (Very Dissatisfied) to 5
(Very Satisfied). For scoring, responses are summed or averaged to obtain intrinsic,
extrinsic, and overall job satisfaction scores, with higher scores indicating higher job
satisfaction. In the present study, the MSQ is used to assess job satisfaction among
school and college teachers and to examine its relationship with emotional
intelligence.

STATISTICAL TECHNIQUE

The data in the present study will be analyzed using SPSS software. Descriptive
statistics (mean and standard deviation) will be used to summarize the data, while
inferential statistics such as Pearson’s correlation and t-test will be applied to examine
the relationship between emotional intelligence and job satisfaction and to compare
group differences.