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Item

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The Relationship Between Emotional Intelligence and Job Performance of Myanmar School Teachers

http://hdl.handle.net/20.500.12678/0000005153
a3f2146c-d61a-4198-9864-6ff979bc970a
e185804c-8bd9-412e-b659-37750c641141
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The The Relationship Between Emotional Intelligence.pdf (356 Kb)
Publication type
Journal article
Upload type
Publication
Title
Title The Relationship Between Emotional Intelligence and Job Performance of Myanmar School Teachers
Language en
Publication date 2016
Authors
Aye Aye Myint
Aye Aye Aung
Description
The primary purpose of this study was to investigate the strength of teachers’ emotional intelligence by
four dimensions: utilization of emotion, optimism/ mood regulation, expression/ appraisal of emotion
and emotional resilience. Next was to explore the relationship between emotional intelligence and job
performance of school teachers. A descriptive research survey design was taken in this study. A total
of 2014 school teachers from Yangon Region and Rakhine State participated by using multistage equal
stratifi ed random sampling technique. School teachers’ emotional intelligence and job performance
were assessed by using questionnaire survey method. In this study, out of four dimensions of EI,
utilization of emotion is found to be the highest whereas emotional resilience is found to be the weakest
among Myanmar school teachers. According to t-test result, gender and marital status are not related
factors for EI. But senior teachers have higher EI than primary teachers and junior teachers. Then,
more experienced teachers have higher EI than less experienced teachers. Comparing the two regions,
school teachers in Yangon Region had higher EI than those in Rakhine State. Working experiences and
job designation were related factors of teacher’s job performance whereas there were no marital status
and region differences in job performance. Primary teachers and junior teachers performed better than
senior teachers with regard to job designation. Multiple regression analyses revealed that emotional
intelligence was moderate predictor for job performance of school teachers. Optimism/ mood regulation
and expression/ appraisal of emotion had direct predictive contribution to teachers’ job performance.
Keywords
Emotion, Emotional Intelligence, Teacher Job Performance
Journal articles
1
AsTEN Journal of Teacher Education
16
Vol.1
0
0
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