Exploring the Interrelationships among Emotional Intelligence, Job Satisfaction, and Job Performance in Senior High School Teachers: An Empirical Study
Emmanuel Ofosu Mardi
*
Department of Education, Bia-lamplighter College of Education, Debiso, Ghana.
Emmanuel Larbi Mantey
Department of Education, Our Lady of Apostles (OLA) College of Education, Cape Coast, Ghana.
Regine Kwaw Nsiah
Department of Education, Enchi College of Education, Enchi, Ghana.
Anaadumba Helen-Zilfah
Centre for Educational Innovation and Leadership, Faculty of Education, University of Development Studies, Tamale, Ghana.
William Kwasi Agyei
Department of Education, Seventh Day Adventist College of Education, Asokore- Koforidua, Ghana.
*Author to whom correspondence should be addressed.
Abstract
Aim: This study employs a quantitative research approach to assess the relationships between emotional intelligence, job satisfaction, and job performance among teachers in the Senior High Schools of the Bia West District in the western north region of Ghana.
Methodology: The study population comprised teachers at Bia Secondary/Technical School and Adjoafua Senior High School. These institutions were selected due to their status as less endowed schools with consistently poor performance in the West Africa School Certificate Examination. A descriptive survey design was utilised, with a target population of 143 teachers, from which a sample of 102 was drawn. Data collection instruments included the Emotional Intelligence Scale, a Job Performance Scale, and a Job Satisfaction Questionnaire, each validated for reliability. The Emotional Intelligence Scale, translated by Alejandra Salazar, consists of 24 items measuring emotional attention, clarity, and repair. Job performance was assessed using a three-item scale with a Cronbach's alpha of 0.92, while job satisfaction was measured through a 21-item questionnaire developed by Kofodimos. Data analysis was conducted using Pearson Product Moment Correlation and multiple regression techniques to explore the relationships among the variables.
Conclusion: Emotional intelligence is a significant psychological power that propels individuals and organisations to achieve their goals. Teachers with higher emotional intelligence were found to perform better on the job. The study's findings also revealed that an emotionally intelligent individual is satisfied with their job. It is recommended that The Ghana Education Service, in collaboration with the Ghana Psychology Council, periodically organise emotional intelligence workshops to boost teachers' ability to understand and adaptively manage their emotions. It is also recommended that the Ministry of Education introduce incentive packages that will help motivate teachers.
Keywords: Emotional, satisfaction, intelligence, performance