Teachers’ Emotional Intelligence and Work Engagement: A Correlational Study

Ahsaan Siddique, Dr Rizwan Akram Rana


This study aimed to investigate the relationship between emotional intelligence (EI) and work engagement (WE) of secondary school teachers in Punjab, Pakistan. The study was descriptive-correlational and quantitative in nature directing the positivistic paradigm. Multi-stage random sampling technique was used to select the individuals as sample. The sample was consisted of 300 male and female teachers from secondary schools. Two closed-ended questionnaires were adopted for data collection. A pilot study was conducted to ensure validity and reliability of the research instruments. Data were analyzed by using inferential statistics such as Pearson r, independent sample t-test, linear regression and one-way ANOVA. The study’s outcomes revealed that teachers’ emotional intelligence was positively correlated with work engagement. Male and female teachers were having difference in mean scores of emotional intelligence and work engagement. The study’s results indicated that teachers had no difference in mean scores of emotional intelligence and work engagement based on teaching experience. The results also revealed that teachers’ emotional intelligence had a strong significant effect on their work engagement at the secondary level. Based on the study’s results, it is recommended that teachers should be emotionally intelligent to enhance their level of work engagement.

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DOI: http://dx.doi.org/10.21015/vtess.v9i4.819


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