Gender and Emotional intelligence: A study of Secondary School Teachers in Khyber Pakhtunkhwa, Pakistan

Abstract

In the globalized context, the organizations have become much more competitive and efficient due to dynamic demands of society and industry. This has led to a more challenging and proficient role of the employees in their enterprises. Meeting such demands in the society, organizations need to have employees with knowledge, skills, values and emotional intelligence to play their assigned roles effectively. Among these emotional intelligence is a key factor that plays its role in the performance and overall productivity of organizations. Education is the most important enterprise and teachers are the key stakeholders in it. Therefore, the study aimed to explore the Emotional Intelligence (EI) of Secondary School Teachers (SSTs), evaluate gender wise differences in EI of teachers and develop strategies for EI coaching of teachers. The population of the study was all the SSTs of Khyber Pakhtunkhwa, Pakistan. A sample of 420 SSTs was selected through cluster random sampling for the study. The data were collected through Self Repot Measure of Emotional Intelligence (SRMEI) and demographic questionnaire. Tool was pilot tested and their reliability was established. The alpha coefficient of reliability for SRMEI was 0.91. The study revealed that more than 50% Secondary School Teachers were emotionally intelligent, gender wise there was no significant difference between teachers EI and recommended that school teachers’ performance may be enhanced by improving teachers emotional intelligence thorough emotional training/coaching.