The influence of emotional intelligence and personality on career adaptability among teachers in special education schools in Johor Bahru

Abstract

Challenging and stressful working environment faced by teachers in special education schools are a reality which cannot be denied. Research showed that teachers’ ability to adapt into challenging working environment is correlated by certain level of emotional intelligence and their dominant personality. However, lack of research has been conducted to predict the role of emotional intelligence and personality towards teachers’ ability in fitting themselves into workplace among teachers in special education schools. This quantitative research investigates the influence of emotional intelligence and personality towards career adaptability among teachers in special education schools. Respondents involved in this research were 108 teachers from three special education schools in the state of Johor, Malaysia. Quantitative data were collected through questionnaire were analyzed inferentially. Research findings indicated that emotional intelligence, extraversion, conscientiousness and openness to experience were significant predictors of career adaptability in linear regression analysis. However, extraversion and openness to experience personalities were the most significant predictors of career adaptability in multiple regression analysis. The research has highlighted the important role of emotional intelligence and personality on career adaptability in the context of special education teachers in Malaysia. The findings of this research is important to provide an insight to teachers, schools and Ministry of Education in selecting suitable teachers in teaching students with disabilities.