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Correlation Between Emotional Intelligence and Work Engagement of Special Need School Teachers

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Background: Optimal job performance of special need school teachers is marked by high work engagement, which showed perseverance, enthusiasm, and absorption at work. Work engagement is influenced by several factors, one of them is personal resources. Personal resource that considered important in people’s success is emotional intelligence. The purpose of this study was to examine the relationship between emotional intelligence and work engagement of teachers at Sekolah Luar Biasa Negeri, a public special need school in Semarang. Method: The study was conducted in a cross sectional design. Data were collected from 60 teachers, using Work Engagement Scale (33 item; α = .93) and Emotional Intelligence Scale (32 item; α = .93). Results: Simple linear regression analysis showed that there was a positive correlation between emotional intelligence and work engagement, r = .87; (p < .001). Higher emotional intelligence is likely to lead to higher work engagement. Emotional intelligence contributed to 74.8% of the variance in work engagement. Conclusion: Teachers are expected to manage emotion better in order to achieve high work engagement.
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Keywords: Emotional Intelligence; Teachers of Special Need School; Work Engagement

Document Type: Research Article

Affiliations: Faculty of Psychology, Diponegoro University, Semarang, 50275, Indonesia

Publication date: April 1, 2017

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  • ADVANCED SCIENCE LETTERS is an international peer-reviewed journal with a very wide-ranging coverage, consolidates research activities in all areas of (1) Physical Sciences, (2) Biological Sciences, (3) Mathematical Sciences, (4) Engineering, (5) Computer and Information Sciences, and (6) Geosciences to publish original short communications, full research papers and timely brief (mini) reviews with authors photo and biography encompassing the basic and applied research and current developments in educational aspects of these scientific areas.
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