Assessment on Emotional Intelligence Among High School Teachers in Selected High Schools

Abstract

Background: Emotional intelligence (EI) has gained increasing importance in both educational and corporate settings as a key determinant of sustainable personal and professional development. Globally, EI is recognized as a crucial factor in human development. Teachers with high emotional intelligence are better equipped to motivate students, understand their behavioral and psychological well-being, and manage stressful situations that may affect students’ learning outcomes. Moreover, emotional intelligence enables teachers to effectively address challenges such as managing problematic student groups, handling overcrowded classrooms, and coping with low student motivation.

Aim: The present study aimed to assess the level of emotional intelligence and its components among high school teachers working in selected high schools of Kolar district.

Materials and Methods: A non-experimental descriptive survey research design was adopted for the study. The research was conducted in selected schools in and around Kolar district. A snowball sampling technique was used to select a sample of 60 school teachers who met the inclusion criteria. Data were collected using the Daniel Goleman Emotional Intelligence Questionnaire, consisting of 50 items, through a self-administered Google Form. Descriptive and inferential statistics were employed for data analysis.

Results: The findings revealed that the majority of teachers were aged 31 to 40 years, female, married, and working in private schools. Most participants had 5–10 years of teaching experience and had not received prior training in emotional intelligence. Regarding emotional intelligence, 53.3 percent of teachers had moderate levels, 36.7 percent had high levels, and only 10 percent had low emotional intelligence. The Chi-square analysis showed no significant association between emotional intelligence and most socio-demographic variables. However, a statistically significant association was found between emotional intelligence and previous training on emotional intelligence.

Conclusion: The study concludes that school teachers may benefit from structured training programs emphasizing emotional intelligence as a core competency. Developing emotional intelligence can help teachers function effectively as mentors, leaders, and guides, enabling them to regulate their emotions, maintain positivity, and build healthy relationships with students, colleagues, administrators, and parents. Emotional intelligence plays a vital role in enhancing teachers’ personal well-being and professional effectiveness.

DOI: https://www.doi.org/10.24321/2581.5822.202605

How to cite this article:
Rajesh R, Ramya M, Santhalakshmi S. Assessment on Emotional Intelligence Among High School Teachers in Selected High Schools. J Adv Res Psychol Psychother. 2026; 9(3&4): 6-14.