Trait Emotional Intelligence of Greek Special Education Teachers in Relation to Burnout and Job Satisfaction

Abstract

This study investigates perceived emotional intelligence (EI) in relation to burnout syndrome and job satisfaction in primary special education teachers from Greece. EI was measured by the EIS developed by Schutte et al. (1998). Factor analysis revealed that four factors can be identified in the EIS. Results showed that Greek teachers reported fairly high scores in the specific factors and the overall EI. Perceived EI was significantly related to burnout syndrome and job satisfaction, indicating that teachers of high-perceived EI are likely to experience less burnout and greater job satisfaction. Regression analysis revealed that emotional exhaustion can be predicted by satisfaction with the job itself and with the principal subscales; depersonalization is predicted by satisfaction with the job and with prospective promotions; personal accomplishment is predicted by satisfaction with the job itself as well as by an EI factor, optimism/ mood regulation and a demographic variable, age. Results are compared to findings from international studies related to teachers and/or other professionals, and the associations of trait EI with burnout and job satisfaction are discussed.