| This study investigated the relationship Between Emotional Intelligence (EI) and teacher burnout in a sample of 64 secondary high school teachers in a suburban, public school system. Emotional Intelligence was measured using the BarOn Emotional Quotient Inventory: Short Development Edition (BarOn EQ:i:S; Bar-On, 2004). Teacher burnout was measured using the Maslach Burnout Inventory-Educator's Survey (MBI-ES; Maslach, Jackson, & Leiter, 1996). The participants completed a demographic questionnaire. The first research question assessed whether a relationship exists between burnout and Emotional Intelligence. No significant relationship was found between Emotional Exhaustion, Depersonalization, and Emotional Intelligence total score. However, a significant difference was found between the Emotional Intelligence total score and one aspect of burnout, Personal Accomplishment. Further analyses revealed a positive relationship between Personal Accomplishment, and Intrapersonal, Interpersonal, and General Mood subscales of Emotional Intelligence. The second research question examined whether differences exists between demographic variables and burnout. No significant differences were found between three aspects of burnout, and any of the demographic variables under investigation. The third research question examined whether differences exists between demographic variables and Emotional Intelligence total score. Results showed a statistical difference between age, years of teaching experience, and Emotional Intelligence total score. However, additional analyses showed no significant differences exists between age subgroups and the Emotional Intelligence total score. Significant differences were found between years of teaching experience and the Emotional Intelligence total score. The fourth research question examined whether differences exists between demographic variables and subscales of Emotional Intelligence. Additional analyses showed a statistical significance between age, Stress Management, and General Mood subscales of Emotional Intelligence. Further analyses revealed statistical differences between years of teaching experience and Intrapersonal, Stress Management, and Adaptability subscales. Limitations of this investigation, implications for practice, and future research areas were discussed. |
