Document Type : research paper
Authors
1
Instructor, Department of Educational Sciences, Farhangian University, Tehran, Iran
2
Department of Persian Language and Literature, Farhangian University, Tehran, Iran
3
.Graduated from the University of Qom, Qom, Iran
10.48310/tpd.2024.14812.1512
Abstract
This study aimed to investigate the relationship between emotional intelligence and organizational commitment among secondary school teachers in District 15 of Tehran during the 2023-2024 academic year. The research method was applied in terms of purpose and descriptive-correlational in terms of implementation. The statistical population of the research included all secondary school teachers in District 15 of Tehran, totaling 1248 individuals (485 men and 763 women). Based on Cochran's formula, 295 participants (115 men and 180 women) were selected based on simple random sampling method. To collect data, the standard questionnaires of Emotional Intelligence (EQ-i) by Shoring (1996) with a reliability of 0.94 and Organizational Commitment (OCQ) by Porter (1980) with a reliability of 0.90 were used. The validity of both questionnaires was also confirmed by several expert professors. For data analysis, two levels of descriptive and inferential statistics were used via SPSS software. In the descriptive level, frequency, percentage, mean, and standard deviation indices were used, and in the inferential level, Pearson's correlation coefficient, one-way ANOVA, and multiple regression were used. The results showed that the mean organizational commitment of teachers was higher than the average of the society, while the mean emotional intelligence of teachers was lower than the average of the society. There was a significant relationship between each of the components of emotional intelligence (self-awareness, self-control, self-motivation, social skills, and social awareness) and organizational commitment. Emotional intelligence, through the four components of self-control, empathy, motivation, and social skills, can predict the organizational commitment of teachers; Therefore, it is recommended that the ground for strengthening all components of emotional intelligence of teachers be provided.
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