Emotional Intelligence and Life Satisfaction of Teachers Working at Special Education Institutions of Bahawalpur, Pakistan

Abstract

The present study compared the level of life satisfaction and emotional intelligence of teachers employed at special education institutes, and teachers working at regular education institutes. The purposive sampling was used to select the sample for this study. The sample of the study was comprised of 100 teachers, 50 (male=25, female=25) working at special education institutions and 50 (male=25, female=25) regular education institutions of Bahawalpur, Pakistan. The age range of participants was 21-60 years. Satisfaction with Life Scale, Self-report measure of Emotional Intelligence and demographic information sheet were individually applied. Results showed that special education teachers have a higher level of life satisfaction and Emotional intelligence as compared to the teachers employed at regular education institutions. As for as demographic variables are concerned the results of the present study indicated that there was no significant difference in the level of life satisfaction and emotional intelligence with regard to the gender and age of teachers working at special education of teachers.

Psychological Functioning of Teachers Working in General and Special School Settings

“…The current study does not show significant gender differences in terms of presence of meaning in life and life satisfaction. Previously it has been shown that female teachers used to have high level of meaning in life (Bektas, 2012) but in terms of non-significant gender differences in life satisfaction, findings are consistent with a previous study conducted by Anjum et al (2020) and Deniz et al (2010). Because both male and female teachers have the same tasks and activities to perform at their workplace and they might also have equal opportunities to grow professionally that makes insignificant gender difference in terms of life satisfaction (Tin & Tun, 2020).…”

“…Current findings are consistent with previous study conducted by Kumar (2014) who found that there was non-significant difference regarding life satisfaction referring to the type of educational institutions. There also have been observed some contrary results in literature where teachers from special education systems used to have high life satisfaction (Anjum et al, 2020) and opposite to it special education teachers tend to be more dissatisfied than other teachers (Girgin & Baysal, 2002) but in present study, life satisfaction seems independent of educational settings.…”

“…Numerous findings support the positive relationship between age and life satisfaction (Gray & Calsyn, 2006). Teachers who belonged to older age group used to have high level of satisfaction (Anjum et al, 2020). Current findings can be interpreted in the same manner that as age of teachers increases their level of life satisfaction also rises.…”

“…Besides, with the idea of presence of meaning in life, it is perceived that there is a reasonable reason for the existence of the individual (Steger et al, 2006) and meaning in life leads to life satisfaction (Karatas et al, 2021). Anjum et al (2020) demonstrated a comparison between teachers in special and regular education institutes where they selected 200 teachers from both types of institutes. It showed non-significant relationship of life satisfaction and emotional regulation with respect to gender and slightly significant difference in life satisfaction with respect to age of teachers.…”