Predicting the job Satisfaction of Teachers Based on Their Emotional Intelligence and Self-Efficacy

The purpose of this research was to study the relationship of emotional intelligence and self-efficacy with Job Satisfaction of high school teachers. The study population consisted of all high school teachers in Kermanshah and participants (including 142 males and 158 females) were selected by the multistage sampling method. Research tools included Shrinkʹs (1995) Emotional Intelligence questionnaire, Shererʹs (1982) Self-Efficacy and the Wysocki and Kromm’s (1994) Job Descriptive Index, respectively. Descriptive statistics, Pearson correlation, and stepwise multiple regression methods have been used for data analysis. Results showed that the correlations between emotional intelligence and job satisfaction (r =.204) and self-efficacy and job satisfaction (r =.21) are significant (P < .01). The stepwise regression showed that from the predictive variables, only the self-efficacy (4.4 percent) is a good predictor of job satisfaction. Out of the components of emotional intelligence, self awareness was the only one which was able to predict job satisfaction and explain some of its variance. These results indicate that the more EI (especially with the component of self awareness) and self-efficacy, the more job satisfaction in the selected sample.