Emotional Intelligence and Self Efficacy: Influencing the Psychological Well Being of Teachers

Abstract

The current study looked into how self-efficacy and emotional intelligence relate to psychological well-being.   The study used a correlational design.  440 academic members from recently established universities were selected as a sample.  The sample consisted of 286 students from the University of Sargodha and 154 students from the University of Gujarat.   The proportionate stratified random sampling technique was used to choose the sample.  The constructs were measured using the Ryff & Keyes (1995) Psychological Well-Being Scale, the Schwarzer & Jerusalem (1995) General Self Efficacy Scale, and Khan & Kamal (2010) Self Report Measure of Emotional Intelligence. Regression analysis was used to analyze the findings.  According to the analysis, psychological well-being was predicted by emotional intelligence and self-efficacy.  According to the investigation, the combined influence of general self-efficacy and emotional intelligence was the reason of the difference in teachers' psychological well-being.  Emotional intelligence and psychological well-being did not significantly correlate at the individual level, although general self-efficacy did. The current study also found that the combination of all factors—emotional intelligence, general self-efficacy, manner of living, sex, marital status, and mode of residence—explains the shift in psychological well-being. However, the role of general self-efficacy is significant and individually other factors resulted as non-significant. Moreover, females found to have better psychological well-being as compared to males. Mode of residence in form of native and non-native has been identified that non-native teachers have better psychological well-being than native teachers. These differences are not statistically significant.