Understanding Emotional Intelligence and its Impact on Teacher Burnout

The purpose of this quantitative correlational predictive study was to examine if a

predictive relationship existed between emotional intelligence and the dimensions of

burnout among K-8 teachers in the United States. The trait emotional intelligence theory and the

Maslach burnout model provided the foundation for the study. The sample included 107

kindergarten through 8th grade teachers teaching in the United States for at least two years.

Participants were recruited via Facebook. The overarching research question asked, to what

extent does a predictive relationship exist between emotional intelligence as measured by

the TEIQue-SF and burnout (which includes three dimensions) as measured by the MBI-ES.

Three hypotheses were associated with the three dimensions of burnout: depersonalization,

emotional exhaustion, and personal accomplishment. Two self -report instruments were used

to collect primary data, the Trait Emotional Intelligence Questionnaire Short Form

(TEIQue-SF) and the Maslach Burnout Inventory - Educator's Survey (MBI-ES). Results of the

linear regression model predicting emotional exhaustion based on emotional intelligence were

significant, F(1, 103) = 39.22, p = .001, R2= .276, for predicting depersonalization were

significant, F(1, 103) = 32.06, p = .001, R2 = .237 and for predicting personal accomplishment

were also significant, F(1, 103) = 46.17, p = .001, R2 = .310. Based on the findings and previous

literature, school leaders interested in preventing burnout among their teaching staff should

invest in emotional intelligence professional development training.

Keywords: Trait emotional intelligence, burnout, emotional exhaustion,

depersonalization, personal accomplishment, teachers, Trait Emotional Intelligence

Questionnaire, Maslach Burnout Inventory.