Emotional Intelligence and Teaching Satisfaction: The Mediating Role of Emotional Labor Strategies

Abstract

The study examines the direct effect of four “emotional intelligence” attributes on teachers’ job satisfaction in Karachi’s private teaching institutions. The study also investigates the mediating effects of “emotional labor strategies” on teachers’ job satisfaction. We have used the questionnaire adopted from earlier studies. We distributed 550 questionnaires to respondents, of which we received 499 useable responses. The study has used Smart PLS version 3.3 for data analysis. Our results support only six hypotheses, including two direct and our indirect. This study has contributed to the body of knowledge in the following ways. First, it has measured the effects of the four attributes of emotional intelligence on job satisfaction. Second, most studies have examined the mediating effect of emotional labor strategies on emotional intelligence and other job satisfaction antecedents. Perhaps this is the first study that has examined the direct impact of the sub-factor of emotional intelligence on teachers’ job satisfaction. Additionally, it also looks at the mediating effect of emotional labor strategies on teachers’ satisfaction. There are several implications for managers. For example, the teaching institutes should provide counseling and training to teachers for enhancing their emotional intelligence. Emotional labor strategies help individuals control and monitor their emotions; therefore, educational institutions may also encourage their teachers to adopt these strategies.