Teachers’ Emotional Intelligence and its Effect on Organizational Citizenship Behavior at Secondary level

Abstract

This study aimed to investigate the relationship between emotional intelligence and organizational citizenship behavior among secondary school teachers in Punjab, Pakistan. Adopting a descriptive-correlational design within a quantitative framework, and guided by the positivist paradigm, the research employed a multi-stage random sampling technique to select participants. The final sample consisted of 306 male and female secondary school teachers. Data were gathered using two structured, closed-ended questionnaires, and a pilot study was conducted beforehand to ensure the validity and reliability of the instruments. The collected data were analyzed through Pearson correlation, independent samples t-test and linear regression. The results revealed a significant positive association between emotional intelligence and organizational citizenship behavior among teachers. Moreover, findings indicated that male and female teachers differed in their average emotional intelligence scores. Regression analysis further confirmed that emotional intelligence was a strong predictor of teachers’ organizational citizenship behavior at the secondary school level. The study concludes that the enhancement of teachers’ emotional intelligence is crucial, as it substantially contributes to improving their organizational citizenship behavior, thereby strengthening the overall school climate and professional effectiveness