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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)

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4. Result�4.1 Introduction

Objective:

Examine the relationship between emotional intelligence (EI) and teacher stress.

Test two hypotheses:

EI significantly correlates with teacher stress.

EI predicts teacher stress levels.

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4.2 Data Source

112 participants assessed using:

Wong & Law Emotional Intelligence Scale (WLEIS)

Teacher Stress Scale (TSS)

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4.4 Descriptive Statistics

Key Points:

EI scores were relatively high (M = 88.45).

Teacher stress levels were moderate (M = 3.16 on TSS).

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4.5: Testing Normality

Shapiro-Wilk Test Results:

Both EI and TSS violated normality assumptions:

EI: W(112) = 0.97, p = 0.018

TSS: W(112) = 0.96, p = 0.001

Implication:

Non-parametric tests (Kendall’s tau) were used for correlation analysis.

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4.6 Correlation Analysis

Interpretation:

Significant negative correlation (p < .05).

Higher EI is associated with lower teacher stress.

Hypothesis 1 supported

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4.7 Regression Analysis

Model Summary:

EI explains 4.1% of variance in stress (R² = .041).

Significant prediction: F(1,110) = 4.68, p = .033.

Hypothesis 2 supported.

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5: Discussion �5.1 Key Findings

Negative Relationship: Higher EI linked to lower stress (τ = -0.16).

Predictive Power: EI accounts for 4.1% of stress variability.

Statistical Significance: Both correlation and regression results are significant (p < .05).

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�5.2 Discussion of Findings

EI and Stress Reduction:

Aligns with prior studies (e.g., Mérida-López & Extremera, 2017; Kotaman et al., 2022), supporting EI’s role in mitigating burnout.

The negative relationship suggests EI competencies (e.g., self-regulation, empathy) help teachers manage stressors like workload and student behavior.

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5.2 Discussion of Findings

EI as a Predictor:

While statistically significant, the modest variance (4.1%) implies other factors (e.g., institutional support, workload) also influence stress.

Contrasts with studies showing stronger predictive power (e.g., Goleman’s model), possibly due to cultural or contextual differences in Malaysia.

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�5.3 Limitations

Limitations:

The small sample size limits generalizability.

Cross-sectional design restricts causal inference。

Self-report measures may introduce bias

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�5.4 Recommendation

For Teachers and Schools

Provide EI Training – Schools should offer workshops on self-awareness, stress management, and conflict resolution to help teachers handle emotions better.

Create Supportive Environments – Peer groups and mindfulness programs can help teachers share experiences and reduce burnout.

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�5.4 Recommendation

For Policymakers:

Include EI in Teacher Standards – EI skills (like empathy and self-control) should be part of teacher training and evaluations, similar to Malaysia’s education policies.

Fund Mental Health Programs – More resources should go to counseling and stress-relief programs, especially for overworked teachers.

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�5.4 Recommendation

For Future Research

Study More Diverse Groups – Future research should include teachers from different regions, school levels, and genders.

Use Mixed Methods – Surveys combined with interviews can give deeper insights into how teachers use EI in real life.

Examine Other Factors – Research should look at how school leadership and workload affect teachers’ EI and job performance.

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Presented By: LEE HSIAO YEN