Teachers Emotional Intelligence And Organizational Commitment:A Study Of Public-primary School Teachers In Liberia

This current descriptive-correlational design study was purposed for examining the relationship between the self-perceived-emotional intelligence of public-primary school teachers' and their organizational commitment within the context of their teaching profession.The study was framed based on Mayer & Salovey(1990)emotional intelligence model and the 3-dimensions organizational commitment model Meyer & Allen(1997).Participants of the study were drawn from a population of public primary school teachers who have spent at least two years in practical teaching.A total of 200 public primary school teachers participated in the study.Through the use of a Pearson correlation analysis,finding shows that a statically positive significant relationship exists between public primary school teachers' emotional intelligence and their organizational commitment.Similarly,data show that there were no statically significance difference between public primary school teachers' emotional intelligence and organizational commitment based on variation in demographic variables such as age,gender,tenure an education.Furthermore,participants showed a higher level of emotional intelligence in the regulation of emotion than the other two emotional intelligence dimensions,appraisal/expressing and utilization of emotion;while it was also found that participants exhibit more affective commitment,than continuance and normative commitments to their organizations.Based on the statically significant association between the two variables and the predictive impact of the independent variable on the dependent variable in the current study,it is recommended that emotional intelligence be considered during training,and in the assessment and hiring of teachers as a basis of having a committed teaching workforce which enhances retention and student learning outcomes.