Emotional intelligent and job satisfaction among technical and vocational teachers: a case study on Malaysia southern zone technical and vocational college

Abstract

Emotional intelligent (EQ) could be used as an additional tool to creating a quality education and the acquisition of knowledge as a basis for a teacher in his duty as a teacher. However, do gender, age and experience as educators affect their emotional intelligence when facing with educational transformation? Therefore, the purpose of the study was to examine the relationship between emotional intelligence and job satisfaction among teachers of vocational and technical colleges in the Southern Zone, Malaysia, using Goleman Model of self-awareness, self-regulation, self-motivation, empathy and social skills. Simple random sample selection was done and a total of 138 technical teachers were selected as respondents. Data were analyzed using the Statistical Package for the Social Sciences version 19.0 for descriptive analysis and inferential analysis. The mean value was calculated to determine the level of emotional intelligence among the teachers. The findings showed that the respondents' emotional intelligence and job satisfaction were at a moderate level. Meanwhile, the results showed a significant relationship between the level of emotional intelligence and job satisfaction. In addition, the level of emotional intelligence varied according to the work experience. However, there was no difference in the level of emotional intelligence in terms of gender and age. Generally, there was a positive relationship between emotional intelligence and job satisfaction. It could be concluded that EQ does affect the teachers' job satisfaction level.