Are Emotional Intelligence and Resilience Predicting Burnout among School Teachers?

Farjana Begum; Jhilick Hazra; Momtaz Sultana

doi:10.53103/cjess.v4i1.212

Authors

Farjana Begum University of Dhaka, Bangladesh
Jhilick Hazra University of Dhaka, Bangladesh
Momtaz Sultana University of Dhaka, Bangladesh

DOI:

https://doi.org/10.53103/cjess.v4i1.212

Keywords:

Emotional Intelligence, Resilience, Burnout, School Teachers

Abstract

As experiencing long-term occupational stress, school teachers have lower job satisfaction, which can lead to job burnout. A literature review demonstrated the scarcity of researches for measuring the impact of emotional intelligence and resilience on burnout in Bangladeshi school teachers. The present study was conducted to test whether emotional intelligence and resilience has any impact on burnout of school teachers. The participants of the present study consisted of 143 school teachers (female =73, male= 70) from grade 1 to 12 and the research was conducted according to the purposive sampling. Bangla version of the Maslach Burnout Inventory-Educators Survey, Connor-Davidson Resilience Scale and Emotional Intelligence Scale, along with personal Information Form were used. Result of the t-test of this study showed significant gender difference in burnout but in resilience and emotional intelligence, there were no significant gender differences. Result of Pearson’s correlation coefficients showed a significant negative correlation between emotional intelligence and burnout; also significant negative correlation between resilience and burnout but a significant positive correlation between emotional intelligence and resilience. The findings of regression showed that the resilience and emotional intelligence negatively predicted burnout. Burnout of the school teachers is negatively associated with their emotional intelligence and resilience.

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