scholarly journals http://habibiaislamicus.com/index.php/hirj/article/view/226

2021 ◽  
Vol 5 (2) ◽  
pp. 60-72
Author(s):  
Muhammad Yousuf Sharjeel ◽  
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Organizational Commitment ◽  
Secondary School ◽  
Organizational Behavior ◽  
Quantitative Research ◽  
Secondary School Teachers ◽  
Primary Data ◽  
Survey Method ◽  
School Teachers

This study examines the association between job satisfaction, organizational commitment and emotional intelligence of secondary school teachers of District Lasbela. The study adopted quantitative research methodology with survey method of research. A total of 150 respondents, selected through stratified random sampling participated in the study. Primary data were collected through three various constructs. The collected data were analysed using various techniques of SPSS (v22). The study finds a significant relationship between organizational commitment, emotional intelligence and job satisfaction of secondary school teachers in the district of Lasbela. The study, in the light of its findings, recommends that a proper system of reward and appreciation be mechanized to motivate teachers towards their professional commitments while they perform their professional duties. The study will contribute in formulation of incentive and reward system in public sector education as well as help educational management to understand the organizational behavior of secondary teachers in Lasbela.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

scholarly journals RELATIONSHIP BETWEEN JOB SATISFACTION, EMOTIONAL INTELLIGENCE, MOTIVATION AND ORGANIZATIONAL COMMITMENT AMONG SECONDARY SCHOOL TEACHERS IN TAMBUNAN DISTRICT

2020 ◽  
Vol 5 (36) ◽  
pp. 70-93
Author(s):  
Nur Afny Juati ◽  
Mohamad Nizam Nazarudin ◽  
Zakiah Noordin ◽  
Jumadi Musa ◽  
Hujaimah @ Siti Syafiqah Juhumin
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Organizational Commitment ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Stable State ◽  
School Teachers ◽  
Gender Based

School teachers need organizational commitment so that they can contribute their services, efforts, and energy to the organization. This study aimed to examine the relationship between job satisfaction, emotional intelligence, motivation, and organizational commitment among secondary school teachers in Tambunan District. A total of 175 teachers from four secondary schools were involved in this study. The questionnaire containing 97 items of five Likert scales was used to measure respondents' responses. Statistical methods Pearson correlation, t-test, and one-way analysis of variance (ANOVA) were used. The results showed that a) there was no difference in job satisfaction, emotional intelligence, and gender-based motivation, b) there was no difference in job satisfaction based on the duration of service and there were differences in emotional and motivational intelligence based on service duration and c) there was a significant relationship between job satisfaction, intelligence emotions and motivation with organizational commitment. Based on this finding, teachers need to have high levels of work satisfaction, emotional intelligence, motivation, and commitment to remain in a stable state and thus develop students' potential through effective teaching and learning.

scholarly journals Impact of Teachers Personal Characteristics on Their Job Satisfaction in Khyber Pakhtunkhwa, Pakistan

2019 ◽  
Vol IV (IV) ◽  
pp. 224-231
Author(s):  
Iqbal Amin Khan ◽  
Munir Khan ◽  
Mohammad Naseer ud Din
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Quantitative Research ◽  
Secondary School Teachers ◽  
Personal Characteristics ◽  
Strong Relationship ◽  
Satisfaction Level ◽  
School Teachers ◽  
Khyber Pakhtunkhwa ◽  
The Government

Job satisfaction has mostly been investigated in both developed and developing countries because it has a strong relationship with job outcomes. This paper focuses on investigating the job satisfaction level and also explores impact of some selected personal characteristics of teachers on job satisfaction in Khyber Pakhtunkhwa province. The study used quantitative research design. From the seven divisional headquarter districts, researchers selected 744 senior secondary school teachers (SSST) through a stratified random sampling method. The teachers job satisfaction level was found high. The findings revealed that teachers gender, age, experience, academic and professional qualifications have significant effect on their job satisfaction. These personal characteristics have significant impact and predict teachers job satisfaction. It is suggested that the government should bring such reforms in the service structure which leads to increase the social status of teaching occupation and positive feelings among secondary school teachers opting to teach as a career.

scholarly journals Emotional Intelligence of Secondary School Teachers and Socio-Demographic Factors Nexus: An Empirical Investigation in the District Vehari

2021 ◽  
Vol 58 (2) ◽  
pp. 4936-4952
Author(s):  
Hafsah Batool Lahore, Nabeela Nazly
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Survey Method ◽  
Self Awareness ◽  
School Teachers ◽  
Five Factors ◽  
Significant Difference ◽  
Base Study ◽  
Socio Demographic Factors

The study was aimed to investigate the emotional intelligence of secondary school teachers. The descriptive research design was used in this study. Further, Survey method was applied to collect data using questionnaire. It was quantitative analysis base study. Secondary school teachers i.e. 890 of district Vehari were the population of the study out of whom 267 teachers were selected as sample. The sample was selected using cluster random sampling. Daniel Goleman (1995) was developed a structured questionnaire that is used in this study. It was consisted of 50 statements under five factors of EI i.e. self-awareness, managing oneself, managing emotions, empathy, and social skill. Th,e piloting of the instrument was also done. Cronbach Alpha value was found to be 0.74. The data were collected by the researcher herself and with the help of friends. The response rate was 93.6%. SPSS was used for database development and analysis. No significant difference was found between age, gender and experience for five factors of emotional intelligence. It was recommended that there should be a training program to develop EI in teachers.  

scholarly journals Model of organizational abilities among secondary school teachers

2020 ◽  
Vol 9 (2) ◽  
pp. 407
Author(s):  
Dona Ningrum Mawardi ◽  
C. Asri Budiningsih ◽  
Sugiman Sugiman ◽  
Habibi Habibi
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Secondary School ◽  
Job Performance ◽  
Rating Scale ◽  
Secondary School Teachers ◽  
Professional Commitment ◽  
Sampling Techniques ◽  
Correlation Model ◽  
School Teachers

This study confirms the correlation model constructed among organizational abilities variables of secondary school teachers. The organizational abilities variables are: organizational commitment, and professional commitment, job satisfaction, and job performance. The samples are secondary school teachers selected using purposive sampling techniques. Data were collected through a rating scale questionnaire (1-5) and analyzed using Lisrel 8.0 program. The results show that professional commitment has a significant effect on organizational commitment and job satisfaction with values of 2.72 and 2.60. Other findings that organizational commitment and job satisfaction have an effect on job performance with values of 2.36 and 2.02. Empirically, the results concluded that the correlation among the variables theoretically fulfilled the fit criteria.

scholarly journals A Study on Emotional Intelligence of Higher Secondary School Teachers in Chengalpattu District

2020 ◽  
Vol 9 (1) ◽  
pp. 146-151
Author(s):  
G Bhuvaneswari ◽  
D Baskaran
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Survey Method ◽  
School Teachers ◽  
Female Teachers ◽  
Significant Difference ◽  
Proper Training ◽  
Intellectual Capacity ◽  
Emotional Intelligence Inventory

In this paper, the investigator indicates the emotional intelligence plays an important role in life and contributes to the personal and social development of an individual. There is something beyond the intellectual capacity, which determines the success of a person. A survey of the study of emotional intelligence of the higher secondary school teachers should be analyzed and the investigator has launched the investigation. The sample was limited to 350 higher secondary school teachers only. The study was restricted to higher secondary Teachers only. The study was restricted to Chengalpattu Educational District only. Only the survey method is used to collect data. The Emotional Intelligence Inventory tool was used in the study. The tool was designed and developed by Thomas Alexander (2004). The investigator used the ‘test-retest’ method in establishing the reliability of the tool on emotional intelligence. The responses of both the test and retest were scored and the Correlation Coefficient of 0.74 was found between the test and retest. The means score value of male teachers 55.15 and the means score value of female teachers is 56.64. The table value 1.96 is lesser than the calculated value t value. There is no significant difference between male and female higher secondary school Teachers in their Emotional Intelligence. Hence the null hypothesis is accepted. Teachers also should have proper training in developing their Emotional Intelligence and in improving their Social attachment.

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