Mediating Role of Self-Efficacy Between Emotional Intelligence and Job Satisfaction among Secondary Schools Teachers

Purpose: The goal is to look at how self-efficacy, emotional intelligence, and job satisfaction are related to each other in secondary school teachers. This exploratory study aims to ascertain the correlation between teachers' job satisfaction and their levels of self-efficacy and emotional intelligence Design/Methodology/Approach: The researcher employs a quantitative research methodology in this study, utilizing standardized measurements to obtain the numerical data requisite for statistical analysis. This approach is known as positivism, which is interested in facts or things that can be measured. In contrast, from a positivist standpoint, the research aim has been to examine the correlation between emotional intelligence, self-efficacy, and job satisfaction. Findings: The findings demonstrate that emotional intelligence positively affects teachers' job satisfaction. Teachers who possess emotional intelligence are more adept at managing the responsibilities and stresses associated with teaching, resulting in greater job satisfaction. Implications/Originality/Value: There has been limited research conducted in the District of Khanewal, one of the most impoverished areas in Pakistan, especially regarding job satisfaction. The current study has investigated the significant correlation between emotional intelligence, self-efficacy, and job satisfaction among secondary school teachers.