Role of emotional intelligence on employee outcomes of special school teachers in Kerala

Abstract

The teaching profession demands a unique blend of intellectual, emotional, and social competencies, particularly in special education settings. Special school teachers in Kerala play a pivotal role in shaping the lives of children with diverse needs, such as physical, cognitive, or emotional disabilities. Beyond academic instruction, these teachers must foster an environment of inclusivity, patience, and understanding. The nature of their work necessitates exceptional emotional intelligence (EI), which profoundly influences their ability to connect with students, manage stress, and collaborate with colleagues and families. For teachers handling mentally impaired students, these demands are even more pronounced, as they navigate diverse challenges such as managing behavioral issues, addressing individual developmental needs, and fostering inclusive environments. Within this context, two critical factors—emotional intelligence (EI) and employee outcomes such as job commitment, job satisfaction, job performance and organisational citizenship behaviour—play a significant role in shaping the effectiveness and sustainability of their professional contributions. So, the present study focused on the effect of Emotional Intelligence skills on employee outcomes of special school teachers in Kerala.