Relationship between Emotional Intelligence and Job Performance of teachers at Higher Secondary School Level

Abstract

This study focuses on uncovering the relationship between job performance and emotional intelligence levels among higher secondary school teachers. A survey technique was employed to collect data, which remained solely descriptive. The education sector in Islamabad City operates 55 higher secondary schools employing 6200 teachers, including 3000 male instructors and 3200 female instructors. The model higher secondary schools of Islamabad provided 90 male and 115 female instructors through a stratified random-selection process. The study utilized Schutte’s assessment of emotional intelligence scale alongside Ching et al. ’s (2016) teacher job performance work satisfaction scale by Ching et al. (2016) which is organized into four and five categories. The research team performed statistical data analysis using the Statistical Package for Social Sciences (SPSS). The mean was used to determine the results for descriptive analysis, while Pearson’s correlation provided the analysis of inference. The study found that teachers working at the higher secondary level displayed positive attitudes toward both job performance and emotional intelligence. The research led to a substantial positive relationship linking better job performance outcomes to emotional intelligence levels among secondary teaching staff. The installation of emotional intelligence skill improvement content into teacher training programs for aspiring and established teachers will result in better performance outcomes.

Keywords: Job performance, Emotional Intelligence, Relationship, higher secondary level.