Evaluating Teachers’ Burnout through the Lens of Emotional Intelligence and Positive Psychological Capital: Is it Predictable

Considering the important role of teachers in education, numerous research studies have attempted to examine teachers’ performance. It is believed that teachers’ performance is highly affected by their psychological traits. This issue has been addressed during the years repeatedly (e.g., Petrides, Perez-Gonzalez & Furnham 2007; Vanderberghe & Huberman, 1999) and burnout, emotional intelligence, psychological capital, and anxiety are among the most investigated and most influential factors. The necessity of examining such factors is twofold: a) it paves the way for providing quality instruction for students, and b) it helps teachers to show their best performance. Thus, the present study attempts to elaborate on the interaction between psychological capital and emotional intelligence as very influential psychological properties of teachers with their burnout level along with the predictability of burnout. Accordingly, eighty English teachers were selected in Neyshabur and were asked to answer the assessment scales of aforementioned traits. Concerning the predictability of burnout through psychological capital and emotional intelligence, based on regression analysis, it was found that none of these two variables is predictive of the construct of burnout significantly. Finally, some pedagogical implications of the study concerning the improvement of teachers’ performance at schools are presented and discussed.

Evaluating Teachers’ Burnout through the Lens of Emotional Intelligence and Positive Psychological Capital: Is it Predictable Keywords:

Emotional Intelligence , Positive Psychological Capital , Teachers’ Burnout