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Comparative Study

| Published: June 20, 2017

A Study on the Impact of Emotional Intelligence on Occupational Stress of Secondary School Teachers

Ayesha Anjum ,

Research Scholar, Department of Psychology, Bharathiar University, Coimbatore, Tamil Nadu, India Google Scholar More about the auther

Dr. P Swathi

Research Guide. Head, Department of Psychology, Osmania University, Hyderabad, Andhra Pradesh, India Google Scholar More about the auther

DIP: 18.01.114/20170403

DOI:10.25215/0403.114

ABSTRACT

Emotional Intelligence (EI) refers to “The capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships.” (Goleman, 1995). Occupational stress is the stress that an employee experiences due to his occupation. It is also called as Work Stress. Stress is the response of the body in a threatening situation. The objective of the study is to find out the relationship between emotional intelligence and occupational stress among secondary school teachers. In the present study, the sample consists of 60 secondary school teachers’ from Hyderabad within the age range of 20 to 60 years. They were divided into 30 teachers with high emotional intelligence and 30 with low emotional intelligence using emotional intelligence scale by Shutte, 1998. Then, the occupational stress index was administered to these two groups. Correlational Analysis and t-ratio was used to test the significant difference between both groups. The result shows that there is a difference of occupational stress levels in the two groups. It was proved that teachers with low emotional intelligence have high levels of occupational stress and the teachers with high emotional intelligence have low levels of occupational stress. The results also show a negative correlation between emotional intelligence and stress.
Responding Author Information

Ayesha Anjum @ ayesha_anjum85@yahoo.co.in

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ISSN 2348-5396

ISSN 2349-3429

DIP: 18.01.114/20170403

DOI:10.25215/0403.114

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Published in   Volume 04, Issue 3, April-June, 2017

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