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The Predictive Correlation Between Emotional Intelligence and Burnout Among Teachers.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Predictive Correlation Between Emotional Intelligence and Burnout Among Teachers./
Author:	Panagopoulos, Tina.
Description:	1 online resource (182 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798381375497

The Predictive Correlation Between Emotional Intelligence and Burnout Among Teachers.
Panagopoulos, Tina.

The Predictive Correlation Between Emotional Intelligence and Burnout Among Teachers. - 1 online resource (182 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2024.

Includes bibliographical references

The purpose of this quantitative correlational predictive study was to examine if a predictive relationship existed between emotional intelligence and the dimensions of burnout among K-8 teachers in the United States. The trait emotional intelligence theory and the Maslach burnout model provided the foundation for the study. The sample included 107 kindergarten through 8th grade teachers teaching in the United States for at least two years. Participants were recruited via Facebook. The overarching research question asked, to what extent does a predictive relationship exist between emotional intelligence as measured by the TEIQue-SF and burnout (which includes three dimensions) as measured by the MBI-ES. Three hypotheses were associated with the three dimensions of burnout: depersonalization, emotional exhaustion, and personal accomplishment. Two self-report instruments were used to collect primary data, the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and the Maslach Burnout Inventory - Educator's Survey (MBI-ES). Results of the linear regression model predicting emotional exhaustion based on emotional intelligence were significant, F(1, 103) = 39.22, p = .001, R2 = .276, for predicting depersonalization were significant, F(1, 103) = 32.06, p = .001, R2 = .237 and for predicting personal accomplishment were also significant, F(1, 103) = 46.17, p = .001, R2 = .310. Based on the findings and previous literature, school leaders interested in preventing burnout among their teaching staff should invest in emotional intelligence professional development training.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381375497Subjects--Topical Terms:

555998
Psychology.
Subjects--Index Terms:

BurnoutIndex Terms--Genre/Form:

554714
Electronic books.

The Predictive Correlation Between Emotional Intelligence and Burnout Among Teachers.
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520 $a The purpose of this quantitative correlational predictive study was to examine if a predictive relationship existed between emotional intelligence and the dimensions of burnout among K-8 teachers in the United States. The trait emotional intelligence theory and the Maslach burnout model provided the foundation for the study. The sample included 107 kindergarten through 8th grade teachers teaching in the United States for at least two years. Participants were recruited via Facebook. The overarching research question asked, to what extent does a predictive relationship exist between emotional intelligence as measured by the TEIQue-SF and burnout (which includes three dimensions) as measured by the MBI-ES. Three hypotheses were associated with the three dimensions of burnout: depersonalization, emotional exhaustion, and personal accomplishment. Two self-report instruments were used to collect primary data, the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and the Maslach Burnout Inventory - Educator's Survey (MBI-ES). Results of the linear regression model predicting emotional exhaustion based on emotional intelligence were significant, F(1, 103) = 39.22, p = .001, R2 = .276, for predicting depersonalization were significant, F(1, 103) = 32.06, p = .001, R2 = .237 and for predicting personal accomplishment were also significant, F(1, 103) = 46.17, p = .001, R2 = .310. Based on the findings and previous literature, school leaders interested in preventing burnout among their teaching staff should invest in emotional intelligence professional development training.
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