Analyzing the Impact of Emotional Intelligence (EI) on Workplace Stress Among Malaysian Teachers

PREPARED BY :LEE HSIAO YEN

PROJECT PAPER IN EDUCATIONAL PSYCHOLOGY

MASTER OF EDUCATION

(JANUARY To APRIL 2025)

BACKGROUND OF THE STUDY

• Introduces the concepts of Emotional Intelligence (EI) and work stress in the context of Malaysian teachers.

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• Discusses the challenges faced by teachers in Malaysia, such as workload, administrative duties, and student behavior.

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• Explores how EI can help manage these stressors and improve well-being.

The Research Problem

• Define the problem: Increasing teacher burnout and its impact on educational outcomes.

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• Identify the gap: Limited research on the specific role of EI in Malaysian teachers.

Objectives of the Study

• Analyze the relationship between EI and work stress among Malaysian teachers.

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• To identify which components of EI (e.g., self-awareness, self-management) most influence workplace stress.

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• Assess the predictive ability of EI in managing teacher stress.

Research Questions

• What is the relationship between EI and work stress among Malaysian teachers?

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• Which EI factors (e.g., self-awareness, self-management, social awareness) have the greatest impact on teacher stress levels?

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• Can EI predict work stress levels among Malaysian teachers?

Significance of the Study

• Academic Significance: Expands literature on EI and teacher stress, particularly in Malaysia.

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• Practical Significance: Offers insights for school leaders and policymakers to implement effective stress management programs.

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• Policy Implication: Supports the development of EI-based teacher training and professional development programs.

Limitations of the Study

• Potential limitations in sample size or regional focus.

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• Self-reported data may introduce subjective bias.

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• Short study duration may limit longitudinal insights.

LITERATURE REVIEW�2.1 Theoretical Framework

Theories of Emotional Intelligence:

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• Salovey and Mayer’s Ability Model (perceiving, using, understanding, and managing emotions)

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• Goleman’s Mixed Model (self-awareness, self-regulation, social skills, empathy, motivation)

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• Bar-On’s Emotional-Social Intelligence Model (interpersonal skills, stress management, adaptability)

LITERATURE REVIEW�2.1 Theoretical Framework

Theories of Workplace Stress:

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• Demand-Control-Support Model (Karasek,1979)

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• Person-Environment Fit Theory (Edwards and Cooper,1990)

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• Cognitive Activation Theory of Stress (Ursin and Eriksen, 2004)

LITERATURE REVIEW�2.2 Emotional Intelligence and Teacher Performance

• Positive impacts of EI on job satisfaction, classroom management, and student outcomes.

eg: In a study by Chong et al. (2021) ,Lim & Hassan (2020)

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• EI’s role in reducing burnout and improving teacher resilience.

eg: In a Study by Rahim et al. (2022) , Singh & Patel (2021)

LITERATURE REVIEW�2.3 Emotional Intelligence and Teacher Stress

• Correlations between high EI and lower stress levels.

eg: In Study by Ahmad & Noor (2021)

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• The role of EI in managing conflicts with students, parents, and colleagues.

eg: In Study by Wong et al. (2020) , Karim & Lee (2022)

LITERATURE REVIEW�2.4 Empirical Studies Related to Teachers

• Examples of studies on teacher stress in Malaysia and Southeast Asia.

eg: Ahmad et al. (2021) , Tan & Lee (2020)

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• Studies on EI and teacher well-being in different educational contexts.

eg: Rahman & Ismail (2022) , Nguyen (2019)

LITERATURE REVIEW�2.5 Research Gaps

• Limited studies on Malaysian teachers specifically.

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• Insufficient research on individual EI components' impact on teacher stress..

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• Lack of large-scale quantitative research in the Malaysian context.

Methodology�3.1 Research Design

• Methodology: Quantitative study with a correlational design.

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• Research Type: Cross-sectional survey.

Methodology�3.2 Population and Sampling

• Participants: Primary school teachers in SJKC Yoke Kuan

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• Sampling Method: Stratified random sampling

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• Sample Size: Aiming for 40 participants.

Methodology�3.3 Data Collection Methods

• Emotional Intelligence: Wong and Law Emotional Intelligence Scale (WLEIS)

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• Workplace Stress: Perceived Stress Scale (PSS) by Cohen et al.

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• Scoring: Likert 7-point scale (1 = Strongly Disagree, 7 = Strongly Agree)

Methodology�3.4 Data Analysis Techniques

• Descriptive Statistics: Mean, frequency, and standard deviation.

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• Correlation Analysis: Pearson correlation to test the relationship between EI and stress.

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• Regression Analysis:
• Simple Linear Regression: Examines EI as a predictor of stress.
• Multiple Linear Regression: Tests the influence of different EI components (self-awareness, self-management, social awareness) on stress levels.

Methodology�3.5 Ethical Considerations

• Obtained informed consent from all participants.

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• Ensured confidentiality and anonymity of participant data.

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• Stored data securely and anonymized for analysis.

Presented By: LEE HSIAO YEN

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