THE ROLE OF EMOTIONAL INTELLIGENCE IN DETERMINING JOB PERFORMANCE IN SECONDARY SCHOOL TEACHERS

Abstract

The landscape of education is undergoing rapid transformations globally, necessitating a multifaceted skill set among educators. Amidst paramount considerations such as job commitment and organizational loyalty, the role of emotional intelligence (EI) in shaping job performance emerges as a crucial but often understudied aspect. To bridge this gap in scholarly discourse, further inquiry is imperative to explore the nexus between EI and educators' efficacy. EI, delineated across four pivotal dimensions encompassing self-control, self-awareness, self-motivation, and social adeptness (relationship management), serves as the focal point of investigation. This study endeavors to elucidate this association by surveying a cohort of 100 instructors drawn from ten secondary schools in Haripur. Analysis of the data underscores a discernible correlation between emotional intelligence and job performance, particularly in the domain of fostering student support.

Hence, the focus of this research article is on emotional intelligence, furnishing actionable insights for educational administrators and practitioners alike.

Key words: Emotional Intelligence, Job Performance, School Teachers.