Publications

Introduction: Teachers are fundamental in the educational process and play an essential role in

molding the next generation. Schoolteachers handle children coming from various backgrounds,

and hence, it necessitates that they develop the kind of emotional intelligence (EI) which is

required to deal with these complexities. Aims: The aim of the study was to assess the EI among

the schoolteachers and its association with sociodemographic factors. Methodology: This was an

exploratory descriptive cross‑sectional study. One hundred and two teachers who met the inclusion

criteria of having work experience of more than a year in the selected three schools were included in

the study. The EI was assessed using the leadership toolkit EI questionnaire. The data were entered

in Microsoft Excel and were analyzed using the Statistical Package for the Social Sciences (SPSS)

(SPSS version 16). Results: Among the 102 teachers, 35 (34.3%) teachers were in the age group of

21–33 years, 72 (70.6%) teachers were female, 61 (59.8%) teachers had work experience of more

than 5 years, and 68 (66.7%) were permanent employees. Female teachers had better EI compared

to males, and this was statistically signicant with P < 0.05. Conclusions: More than half of the

teachers had “strength” with regard to self‑awareness, motivating oneself, empathy, and social skills

except managing emotions. Female teachers had signicantly higher EI scores compared to males.

There was no statistical signicance between age, marital status, years of experience, duration of

work in the present school, nature of employment, and E