Emotional Intelligence as a Predictor of Work-Family Conflict Among School Teachers in North Central Province in Sri Lanka
The IUP Journal of Organizational Behavior, Vol. XIII, No. 3, July 2014, pp. 53-68
Posted: 9 May 2015
Date Written: May 6, 2015
Quality teachers are valuable assets of any country in the process of developing human capital for a knowledge-based economy. The level of emotional intelligence and balancing of work and family responsibilities are much more important especially for teachers in improving their quality. A perusal of the Sri Lankan research literature showed that there was no investigation that focused on the impact of emotional intelligence on work-family conflict among school teachers in North Central Province in Sri Lanka. This paper investigated the impact of emotional intelligence on workfamily conflict among the school teachers in North Central Province in Sri Lanka. A sample of 325 school teachers were selected from Anuradhapura and Polonnaruwa districts using the convenience sampling technique. A structured questionnaire was used to measure emotional intelligence and work-family conflict. The data collected were analyzed using correlation coefficient and regression analysis. The results showed that the level of emotional intelligence had a significant negative relationship with work-family conflict. The teachers who have high emotional intelligence show less work-to-family conflict and family-to-work conflict. It is concluded that the possession of high emotional intelligence is more important when balancing workfamily responsibilities.
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