Emotional Intelligence and Academic Burnout: An Academic Sector

Cumulative emotional labor difficulties in the educational profession have destructively obstructed teachers performance resulting in great amount of stress, burnout, and at last exiting the profession. Abundant studies have discovered Academic stress amongst teachers in different countries. After analyzing previous researches, a study on positive perception towards Emotional intelligence and academic burnout is required. Using multi-source data collection, this study explored the contribution of emotional intelligence (EI) on Teachers burnout (Surface Acting, Deep Acting, Emotional consonance & Emotional Dissonance). The purpose of this study was to ascertain the level of burnout and emotional intelligence in a teachers of Gujarat state. A Cross-Sectional survey was conducted with self-administered questionnaires. Total 1000 questionnaire were distributed out of that 567 participates were replied. Samples of teachers of public and private schools from rural and urban area were selected via cluster random sampling method. Participants completed Schuttes Emotional Intelligence Scale and Dutch Questionnaire Scale on emotional labor by individual method. Factor analysis discovered that five factors can be identified in the Emotional Intelligence Scale and four factors in D-QEL. Pearsons Correlation and Multiple regression analysis have been conducted. The results show moderate relationship between emotional intelligence and academic burnout.