Teaching is performed in a complex environment, which hasmadesameto
be a stressing job. Emotionally intelligent teachers demonstrate positive
behaviour in all kind of academic tasks and show more resilient response in
stressful situation and less likely to react to stress.
The research was aimed at determining occupational stress, health, well
being and emotional intelligence, as well as their interdependence, in the
group of primary school teachers.
A survey was formed containing: COPSOQ II, AES, TEIQue-SF, SPANE,
SWLS
A total 325 primary school teacher filled out questionnaires. There were
determined high cognitive (69,52±17,01), emotional (59,62±18,69),
demands for hiding emotions (68,56±15,56), work pace (56,38±21,45) and
meaning of work (72,05±17,18). The scores of ability and trait emotional
intelligence were within the average for the general population. Stress,
burnout, stress and depressive symptoms, job insecurity, home-work
interface, sleep disorders, quantita...tive and emotional demands, were in a
negative correlation with the trait emotional intelligence. The positive
influence of ability emotional intelligence has been proven on the demands
for hiding emotions, influence on work, commitment to work, role clarity,
self-efficacy and social support as well as on cognitive demands, social
inclusiveness and meaning of work. The job satisfaction (69,88±15,86) was
positively correlated with awards, commitment to work, meaning of work
and justice. Work-family and role conflicts reduce job satisfaction. Selfrated
good health positively correlated with self-efficacy, and negatively
with burnout and somatic stress. The work influence and sense of
coherence were important determinants of life satisfaction. Positive
experience were related to cognitive demands, commitment to work, work
influence, possibilities for development, meaning of work, recognitions,
role-clarity, a sense of coherence, job satisfaction, mutual trust and support,
justice, health and self-efficacy.
Teachers are a resilient professional group can refer to a sense of
coherence, social support and trust, job satisfaction, commitment to work
and self-efficacy. Emotional intelligence learning can be a predictor of the
professionalism of a modern teacher, to whom the development of students'
personality is the main goal and result of education.
