Correlation Between Emotional Intelligence and Work Engagement of Special Need School Teachers

Abstract

Background: Optimal job performance of special need school teachers is marked by high work engagement, which showed perseverance, enthusiasm, and absorption at work. Work engagement is influenced by several factors, one of them is personal resources. Personal resource that considered important in people's success is emotional intelligence. The purpose of this study was to examine the relationship between emotional intelligence and work engagement of teachers at Sekolah Luar Biasa Negeri, a public special need school in Semarang. Method: The study was conducted in a cross sectional design. Data were collected from 60 teachers, using Work Engagement Scale (33 item; = 93) and Emotional Intelligence Scale (32 item; = 93). Results: Simple linear regression analysis showed that there was a positive correlation between emotional intelligence and work engagement, r = 87; (p < 001). Higher emotional intelligence is likely to lead to higher work engagement. Emotional intelligence contributed to 74.8% of the variance in work engagement. Conclusion: Teachers are expected to manage emotion better in order to achieve high work engagement.

Emotional Intelligence and Well-Being of Special Education Teachers in China: The Mediating Role of Work-Engagement

“…Correlation analyses confirmed that there is a positive correlation between EI, work engagement, and general well-being. The positive association between EI and work engagement of special education teachers is consistent with previous studies by Lestari and Sawitri (2017) and Li (2016) . Those studies about special education teachers indicated that high spirit and work engagement of teachers are directed by their high EI.…”

“…Previous studies indicated that well-being and work engagement are positively associated, and they impacted each other ( Shimazu and Schaufeli, 2009 ; Shimazu et al, 2012 ; Upadyaya and Salmela-Aro, 2013 ). Special education teachers face high stress due to the limitations of students in the development of intellectual, physical, social, and emotional aspects resulting in their slow progress, while parents demanded quick results ( Lestari and Sawitri, 2017 ). Besides the influence of students, special education teachers in China who lack practical training and professional skills, working in schools with high student–faculty ratios and insufficient facilities ( Lai et al, 2016 ), are in severe stress.…”

The Mediating Role of Work Engagement in the Relationship between Emotional Intelligence and Organisational Commitment among Higher Education Institution Lecturers

“…Additionally, relationship between emotional intelligence and work engagement was also evident in this study. This finding is similar to the result obtained by Ravichandran, Arasu and Kumar (2011) and Lestari and Sawitri (2017) who reported that emotionally intelligent employees feel and view their work more positively and thus are more likely to demonstrate higher levels of work engagement. In the present research, this result is probably attributable to lecturers' ability to effectively identify, perceive, manage, and regulate their own emotions and of others in the workplace, which encourages positive behaviours like enthusiasm, dynamism, and attentiveness towards their work.…”

Relational dynamics amongst personal resources: Consequences for employee engagement

“…Toyama and Mauno (2017) showed similar results amongst 489 eldercare nurses in Japan. In a similar vein, Lestari and Sawitri (2017) found that amongst special need school teachers in Indonesia, there was a positive correlation between EI and work engagement. Turner and Stough (2019) claimed that EI plays a significant role in teacher effectiveness and that it has been shown to influence the behaviour, engagement and academic performance of learners, as well as have beneficial effects for teacher well-being, job satisfaction, collegial relations and a diminished likelihood of burnout.…”