Investigating the influence of emotional intelligence on job involvement of school teachers in Chennai

The role of school teachers extends beyond just teaching academic subjects. They also need to develop emotional intelligence in students, which means teachers themselves must have high emotional intelligence. As education changes, it is crucial to understand how teachers' emotional intelligence affects their job involvement. This understanding can improve education quality and create a better work environment for teachers. The research aims to study how different aspects of emotional intelligence influence job involvement among higher secondary school teachers in private schools in Chennai. The researcher used an exploratory and descriptive design with a mixed research methodology that includes both qualitative and quantitative approaches. Primary data was collected using Convenience Sampling with a structured questionnaire distributed to 150 higher secondary school teachers in private schools in Chennai. The study uses Wong and Law's Emotional Intelligence scale (2002), which includes four key components. The data analysis involved both descriptive and inferential statistical methods. The study discloses that Male Teachers have perceived more on the four components of Emotional Intelligence, have more positive Job Involvement than their counter-part. The Emotional Intelligence Components have strong and positive relationship with Job Involvement. Out of four dimensions of Emotional Intelligence, 'Self-Emotional Appraisal' has stronger influence and 'Use of Emotion' has weaker influence on Job Involvement of Higher Secondary School teachers serving in private sector in Chennai. This research not only contributes to the broader literature on emotional intelligence but also seeks to offer practical insights that can inform professional development programs and strategies to enhance the job involvement of school teachers in Chennai.