Emotional Intelligence and Self- Efficacy: A Comparative Study Between Primary and Secondary School Teachers

The purpose of this study is to examine the relationship between Emotional Intelligence (EI) and Self-Efficacy (SE) among primary and secondary school teachers. The research question aims to explore the nature and extent of the relationship between EI and SE for teachers in these educational levels. The study hypothesizes that EI is significantly related to SE for both primary and secondary school teachers and that the levels of EI and SE differ between these two groups. The research procedure involved obtaining permission from the relevant authorities and approaching teachers in the university sector. A survey method was employed to analyze creativity and stress among school students. Participants were provided with questionnaires and instructed to complete them honestly and sincerely. The data collected were analyzed using the Likert scale, with the Emotional Intelligence Scale consisting of 35 items and the General Self- Efficacy Scale consisting of 11 items. A random sample of 110 female teachers, including 55 primary school teachers and 55 secondary school teachers, aged between 25 and 40 years, participated in the study. The questionnaire included a section on demographic details to provide information about the participants. The results of the Pearson correlation analysis indicate a moderate positive correlation between Emotional Intelligence and Self-Efficacy for both primary and secondary school teachers. This suggests that teachers who demonstrate higher levels of emotional intelligence also exhibit higher levels of self-efficacy. The independent sample t-test revealed no significant difference in emotional intelligence and self-efficacy scores between primary and secondary school teachers. In conclusion, this study emphasizes the importance of emotional intelligence and its relationship with self-efficacy among primary and secondary school teachers. Enhancing emotional intelligence skills may contribute to increased teacher efficacy, leading to more effective classroom management and instruction. The findings highlight the need for teacher training programs that incorporate emotional intelligence development to support teachers in their professional roles.