A Study on the Relationship between Emotional Intelligence and Professional Commitment among Secondary School Teachers
DOI:
https://doi.org/10.53573/rhimrj.2024.v11n1.024Keywords:
Emotional Intelligence, Professional Commitment, Secondary School TeachersAbstract
This study aimed to examine the relationship between emotional intelligence and professional commitment among secondary school teachers, considering factors such as locality, academic qualifications, and subjects taught at school level. A sample of 355 secondary school teachers was selected using stratified random sampling. Data were gathered through the Teacher's Emotional Intelligence Scale (TEIS) developed by Ashraf & Jamal (2021) and the Professional Commitment Scale for Teachers (PCST) created by Kaur et al. (2011). The analysis was conducted using the Fisher ‘Z’ function. The results indicated a significant relationship between emotional intelligence and professional commitment among secondary school teachers. Locality and subjects taught at school level do not significantly influence this relationship. Additionally, M.Phil.-qualified teachers differ significantly from PG-qualified teachers regarding the connection between emotional intelligence and professional commitment. In contrast, graduate-qualified teachers show no significant differences in this relationship when compared to PG- and M.Phil.-qualified teachers. The study concludes that a significant relationship exists between emotional intelligence and professional commitment among secondary school teachers. Locality and subjects taught at school level do not significantly impact this relationship. Notably, M.Phil.-qualified teachers demonstrate a distinct connection between emotional intelligence and professional commitment compared to PG-qualified teachers, suggesting that advanced qualifications may strengthen this link. In contrast, graduate-qualified teachers do not show significant differences in this relationship when compared to PG- and M.Phil.-qualified teachers. These findings highlight the role of emotional intelligence in enhancing professional commitment among educators and suggest that higher academic qualifications may contribute to this connection.
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