Emotional Intelligence and Work Performance among Higher Secondary School Teachers

Abstract

Emotional intelligence has emerged as a significant factor influencing the professional effectiveness of employees across various occupational settings, including education. Teaching, being an emotionally demanding profession, requires educators to manage their own emotions while responding sensitively to the emotional needs of students, colleagues and parents. Emotional intelligence encompasses dimensions such as self-awareness, self-regulation, motivation, empathy and social skills - all of which may influence how effectively a teacher performs professional responsibilities. The present study examines the relationship between emotional intelligence and work performance among higher secondary school teachers. A sample of 210 higher secondary school teachers was considered for the study. Data were analysed using percentage analysis, descriptive statistics, correlation analysis, one-way ANOVA, t-test and regression analysis. The illustrative findings indicate that teachers with higher levels of self-awareness, self-regulation, motivation, empathy and social skills demonstrate comparatively higher work performance and that emotional intelligence dimensions significantly predict overall teaching effectiveness. Teachers with lower emotional regulation reported greater difficulty in classroom management and interpersonal interactions, which negatively affected their perceived performance.