The Relationship Between Emotional Intelligence and the Job Satisfaction of Special School Education Teachers

http://www.shanlaxjournals.com 101 £UP® Shanlax International Journal of Arts, Science and Humanities The Relationship Between Emotional Intelligence and the Job Satisfaction of Special School Education Teachers A. Sathya Ph.D., Research Scholar Department of Education, Annamalai University Dr. G. Arumugam Research Guide, Associate Professor Department of Education, Annamalai University Abstract The present study aimed to examine the relationship and impact of Social Intelligence of Managers on their Job Satisfaction in the select hotels of Northern India. To study the Social Intelligence and Job Satisfaction of the managers, a self-structured questionnaire was made and its reliability and validity were checked. After conducting the confirmatory factor analysis, the dimensions of Social Intelligence reduced from eleven to nine. The nine dimensions of Social Intelligence were namely Empathy, Tactfulness, Interpersonal Relationships, Social Awareness, Social Information Processing, Self-Actualization, Social Skills, Recognition of Social Environment and Sensitivity. These were treated as independent variables. The dependent variable namely Communication Satisfaction, Co-worker Satisfaction, Pay Satisfaction, Supervision Satisfaction incorporated in the study was Job Satisfaction. The eight dimensions of Job Satisfaction were, Atmosphere Satisfaction, Work Itself Satisfaction, Reward Satisfaction, and Operating Procedure Satisfaction. The socio demographic variables namely age, gender, marital status, academic qualification, years of experience, designation, and salary were included to examine their impact on Social Intelligence and Job Satisfaction. The results revealed that there is a positive correlation between Social Intelligence and Job Satisfaction. The findings of the study also revealed that all the dimensions of Social Intelligence were related to Job Satisfaction, also there is a positive correlation between overall Social Intelligence and overall Job Satisfaction. Keywords: Emotional Intelligence, Teachers Job Satisfaction, Social intelligence, School Environment Introduction Emotional intelligence (EI) and job satisfaction are increasingly recognized as essential factors in defining educational quality. Educators rely heavily on EI, which includes self-awareness, empathy, and effective communication, to build positive classroom settings, manage student behavior, and facilitate meaningful learning experiences. Job satisfaction affects teachers’ professional involvement, motivation, and overall well-being. Regardless of the challenges of the teaching profession, maintaining high job satisfaction is critical for retaining excellent educators and upholding teaching standards. The study investigates how teachers’ emotional intelligence and job satisfaction affect education quality in Misamis Oriental Division throughout the School Year 2023-2024, intending to inform policies and practices to improve teacher well-being. ©»º: 13 ]Ó¨¤uÌ: 2 ©õu®: ö\¨h®£º Á¸h®: 2025 P-ISSN: 2321-788X E-ISSN: 2582-0397 DOI: https://doi.org/10.5281/ zenodo.17313598 102 £UP® kupah fiy kw;Wk; mwptpay; (kfspu;) fy;Y}up> jpUney;Ntyp gz;ila tuyhWk; jkpou; gz;ghLk; The 2nd Congressional District faces a critical need for teachers to develop strong emotional intelligence skills. Emotional intelligence becomes paramount in diverse backgrounds, encompassing self-awareness, empathy, and effective communication. Positive classroom environments, effective behavior management, and meaningful learning experiences are all made possible by teachers who possess high emotional intelligence. Cultivating emotional intelligence among teachers is essential for nurturing inclusive and supportive learning environments that cater to each student’s unique needs and backgrounds. Job satisfaction among teachers is crucial to the success of any educational institution. It directly impacts teacher motivation, engagement, and overall well-being, eventually affecting the quality of education offered to students. However, the teaching profession frequently possesses a variety of problems, such as severe workloads, administrative demands, and limited resources, all of which can harm teacher satisfaction. Relationship between Emotional Intelligence and Job Satisfaction of Special School Teachers This definition is appropriately applicable to teaching professionals. Teachers have to deal with diverse personalities of students. Bar-On (2004) in his model supposed that high emotional social intelligence means effectively dealing with others and self, keeping good empathic understanding adjusting and coping with immediate situational problems. The emotionally intelligent teacher not only has to deal with the students different emotions but also they have to help the students to make strong interpersonal relations among student themselves. Job satisfaction: Job satisfaction varies from individual to individual and is based on the emotional feeling of dissatisfaction or satisfaction with work. In case of teachers it is expected from the society that teachers needs to be ideal and satisfied with their jobs. According to Locke (1976) “job satisfaction is an emotional reaction that results from the perception that one’s job fulfills or allows the fulfillment of one’s important job values, providing and to the degree that those values are congruent with one’s needs”. Other factors which affect vice a versa on job satisfaction are relationship with colleagues, internal motivation organizational climate, and type of organization such as government or private and also wages (Herzberg et al., 1959; Lane, 2010; Neog & Barua, 2014; Akhtar et al., 2017). Emotional intelligence and job satisfaction: An emotionally intelligent teacher is precise in conveying the information consequently it leaves the effective impact on teaching skills which may increase student’s academic achievements. Consequently, it gives job satisfaction to the teacher. If we consider teachers job satisfaction and teachers effectiveness, previous literature shows an evidence of direct relationship between these two (Kwong et al., 2010). On the other hand, people with high emotional intelligence give meaning to the perceptions and can experience job satisfaction. An emotionally intelligent teacher get pleasure from satisfaction in job because of the one dimension of emotional intelligent such as identifying own emotions. There is an interconnection between emotional intelligence and job satisfaction. Joshi et al., (2015) found a strong positive correlation with emotional intelligence and job satisfaction. In this context Farh et al., (2012) also conducted a study on two hundred twelve professionals from different industries. The findings showed that emotional intelligence has a strong correlation with job performance. However dissimilar findings were noticed by Aghdasi et al., (2011) their study showed that there is no direct or indirect effect of emotional intelligence on job satisfaction. Interested findings on linkage between job satisfaction and mental health was reported by Maheshbabu (2012) on secondary school couple teachers (N=50) of Karnataka state and the findings showed positive correlation between job satisfaction and mental health. One more study conducted by Kaneez (2002) according to geographical regions and type of institution. The population was secondary school teachers. Results found that there is high job satisfaction among rural http://www.shanlaxjournals.com 103 £UP® Shanlax International Journal of Arts, Science and Humanities teachers however no gender difference was found on job satisfaction. Researcher has considered urban and rural work settings. It was found that secondary teachers working in rural setting are more satisfied than urban settings. In case of private and government schools there was no difference found on job satisfaction among Urdu medium school teachers. However compare to private schools settings government school teachers were score high on job satisfaction. For English medium schools, there was no difference found on job satisfaction. Hindi medium teachers were found more satisfied with job. On the other hand Rambabu (2014) revealed that working experiences, administration, locality and other demographic details doesn’t have any relation with job satisfaction. The recent study conducted by Patel (2017) on college teachers revealed that there is a positive and significant correlation between emotional intelligence and job satisfaction. Social Intelligence and Personality Development Theorists disagree on the role social intelligence plays in personality. Some strictly define it as just one form of intelligence, which was outline by Howard Gardner’s theory of multiple intelligences, which has been simplified to Karl Albrecht’s six dimensions of intelligence, known as A.S.P.E.A.K, where each letter stands for a particular kind of intelligence, including: · Abstract, or logical reasoning, mathematics, and symbolic information processing · Social, or interaction with others · Practical, or problem solving for real-life situations · Emotional, or self-awareness and ability to control one’s emotional and behavioral reactions · Aesthetic, or an understanding of relationships between objects, design skills, and comprehension of form · Kinesthetic intelligence, or awareness and skill in moving the body or controlling objects through space However, other theorists see social interaction as a manifestation of an individual’s personality because it employs many cognitive processes integral to personality formation, such as perception, memory, and problemsolving skills. Those ascribing to the cognitive view of personality, the belief that personality is composed of perception, memory, and problem-solving cognitive systems, tend to explain differences in personality as different sets of knowledge and skill seen most clearly when people interact with one another. The original definition by Edward Thorndike in 1920 is “the ability to understand and manage men and women and boys and girls, to act wisely in human relations”. It is equivalent to interpersonal intelligence, one of the types of intelligence identified in Howard Gardner’s theory of multiple intelligences, and closely related to theory of mind. Some authors have restricted the definition to deal only with knowledge of social situations, perhaps more properly called social cognition or social marketing intelligence, as it pertains to trending socio-psychological advertising and marketing strategies and tactics. Social intelligence is a person’s competence to optimally understand one’s environment and react appropriately for socially successful conduct. It is important to note the multiple definitions listed above, as there is yet to be a complete consensus on the operational definition of social intelligence. “Social intelligence shows itself abundantly in the nursery, on the playground, in barracks and factories and sales rooms, but it eludes the formal standardized conditions of the testing laboratory.” Now, almost a century later, “social intelligence” has become ripe for rethinking as neuroscience begins to map the brain areas that regulate interpersonal dynamics. Psychologists argue about which human abilities are social and which are emotional. Small wonder: The two domains intermingle, just as the brain’s social real estate overlaps with its emotional centers. The folded social intelligence into the model of emotional intelligence without making much of that fact, as has other theorists in the field. Simply 104 £UP® kupah fiy kw;Wk; mwptpay; (kfspu;) fy;Y}up> jpUney;Ntyp gz;ila tuyhWk; jkpou; gz;ghLk; lumping social intelligence within the emotional sort stunts fresh thinking about the human aptitude for relationship, ignoring what transpires as we interact. This myopia leaves the “social” part out of intelligence in great level achievement. The ingredients of social intelligence as, It can be organized into two broad categories: Social awareness, what we sense about others—and social facility, what we then do with that awareness. Social awareness refers to a spectrum that runs from primal empathy (instantaneously sensing another’s inner state) to empathic accuracy (understanding her feelings and thoughts) to social cognition (“getting” complicated social situations). But simply sensing how another feels, or knowing what they think or intend, does not guarantee fruitful interactions. Social facility builds on social awareness to allow smooth, effective interactions. The spectrum of social facility includes self -presentation, influence, concern, and synchrony (interacting smoothly at the nonverbal level). Recognition of social environment and sensitivity fosters one’s inquisitiveness which in turn accelerates one’s skills in life. Cocooperativeness and confidence level also are positive correlates in one’s Life skills. Thus, social intelligence and life skills are inherently related and help in one’s social adjustment and Achievement. As teaching is a complex and many sided task which demands a variety of human traits and ability, the ability to understand, to communicate, to inspire and motivate the students, create patience, enthusiasm, friendliness, good personality, high moral character, intelligence, caring, and sense of humor. Social Intelligence and Academic Achievement In addition to examining the main effects of social intelligence and academic achievement on socio-metric and perceived popularity, the interaction between social intelligence and academic achievement was tested. It is possible that students who are both socially intelligent and highly achieving are the most well-liked or the most popular students in their school. However, it is also possible that whereas social intelligence has a positive effect on perceived popularity, the effect of academic achievement may be neutral or even negative. In this case, the most popular students may be highly socially intelligent but not necessarily doing well in school. To clarify this matter, we also examined the interaction between social intelligence and academic achievement in the prediction of popularity. Role of Social Context It can be expected that social intelligence will always have a positive effect on popularity, no matter what the nature of the peer group is. Social intelligence implies adjusting one’s behavior to the norms of the group. No matter what these norms are, the socially intelligent adolescent is always expected to be able to read them accurately and adjust to them. This process is always expected to be beneficial to their status in the group. In contrast, the effect of academic achievement on peer status is expected to depend on the norms of the group. Academic achievement is expected to lead to higher status only if it is prioritized in the classroom. In peer groups where academic excellence is the norm, such as in classrooms with a high academic orientation, it is expected to lead to popularity. But in classrooms where other skills are prioritized, academic achievement may not lead to popularity or even be predictive of unpopularity. Different types of classrooms may thus have different associations between academic achievement and popularity. Conclusion It is difficult to lead a successful life in a society without social intelligence. Social intelligence helps an individual to develop healthy co-existence with other people. Socially intelligent people behave tactfully and prosper in life. Social intelligence is useful in solving the problems of social life and help in tackling various social tasks. Thus social intelligence is an important developmental aspect of education. It is recommended that Upcoming National Policy of Education should include some teacher training programmes in order to enhance Students’ social intelligence not only for classroom discipline but also to understand the problems related to students society and their family . 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