The Relationship between Perceived Emotional Intelligence, Work Engagement, Job Satisfaction, and Burnout in Italian School Teachers: An Exploratory Study
Authors
Antonella D’Amico
University of Palermo, Department of Psychology, Educational Science and Human Movement, Palermo, Italy
Alessandro Geraci
University of Palermo, Department of Psychology, Educational Science and Human Movement, Palermo, Italy
Chiara Tarantino
University of Palermo, Department of Psychology, Educational Science and Human Movement, Palermo, Italy
Keywords:
emotional intelligence, burnout, work engagement, job satisfaction, teachers, education
Abstract
The study investigates the relationship between perceived emotional intelligence, burnout, work engagement, and job satisfaction in 238 Italian school teachers. The mean age was 50 years, ranged from 26 to 66 (SD = 9.16). The research protocol included a demographics data sheet, the Wong and Law Emotional Intelligence Scale (WLEIS; Wong & Law, 2002), the Copenhagen Burnout Inventory (CBI; Kristensen, Borritz, Villadsen, & Christensen, 2005), the Utrecht Work Engagement Scale (UWES; Schaufeli, Bakker, & Salanova, 2006), and the Organizational Satisfaction Scale (QSO; Cortese, 2001). Several international studies already demonstrated an association among these variables. Our results showed that perceived emotional intelligence positively correlates with work engagement and job satisfaction, and negatively correlates with burnout. Hierarchical regression analyses also point out that, among all the perceived emotional intelligence subdimensions, the use of emotion is the best predictor of the study variables, even when controlling for gender differences. These results suggest that emotional intelligence may have a protective role in preventing negative working experiences of teachers.
