RELATIONSHIP OF EMOTIONAL INTELLIGENCE OF UNIVERSITY TEACHERS AND JOB STRESS

Abstract

The emphasis of the research was on exploring the relationship among the EI of university teachers with work-related stress. The nature of the study was correlational and a survey method was used to collect the responses. Furthermore, teachers from the Department of Social Sciences (Islamic Studies, Pakistan Studies, Psychology, Education, Sociology, and Anthropology) were the population of the study. The probability technique of sampling (random sampling) was used to select 116 university instructors. Amongst them 46 were male and 54 were female university teachers from public sector universities of Rawalpindi and Islamabad. Data was compiled and summarized using a purely descriptive approach as well as an inferential style to support the claims. Furthermore, data was analyzed on SPSS 23, mean, SD, and Pearson Correlation were calculated for obtaining the relationship between two variables (job stress, emotional intelligence). It was shown that university teachers who have high levels of emotional intelligence and expertise reported lower levels of stress. It is recommended that to enhance or build up the capacity of university teachers, the institute may give them training in different dimensions which decreases the level of job stress and enhance their capability. It is also been suggested that mentoring programs should be designed in which they learn strategies to overcome occupational job stress. The low status of employees is also a source of job stress among teachers. It is suggested that teachers should be rewarded. It will boost their motivation. As the current research also indicates that it also evolves stress among teachers, which affects their performance as well.