Program
Education Doctorate
Number of Pages
107
Year Approved
2024
First Advisor
Peggy McCormick
Second Reader
Joel Frederickson
Third Reader
Robbie Ludy
Abstract
Emotional intelligence (EI) can play a critical role in the well-being of teachers and may significantly impact the risk of burnout. Teachers with higher EI are better equipped to manage stress, regulate their emotions, and navigate challenges of the classroom, with the intended result to reduce teachers’ emotional exhaustion. Conversely, teachers with lower EI may struggle to cope with the emotional demands of the job, leading them to burnout in the profession they spent years preparing for. Recognizing this connection helps educators understand the importance of supporting teachers in developing EI skills, which could enhance their resilience and overall job satisfaction. Additionally, states, specifically Iowa, need to prioritize the well-being of teachers by consistently collecting and analyzing data to improve the educational system. Data-driven decision-making allows educators, administrators, and policymakers to identify areas of need, create professional development training, and support the retention of teachers. By regularly assessing teacher well-being, schools can implement targeted interventions to improve the learning environment, needs of teachers, and reduce burnout. Ultimately, fostering emotional intelligence in teachers and using data to inform decisions can lead to a more supportive and effective educational system for both educators and students. These findings emerged from the results of the study: All four emotional intelligence factors (Self-Emotion Appraisal, Regulation of Emotion, Use of Emotions, Others Emotion Appraisal) had some effect on the three burnout factors, but Emotional Appraisal was the only subscale that significantly predicted Emotional Exhaustion and Depersonalization across three multivariate regressions. The inability to understand the emotions of self and others could lead to exhaustion of oneself as individuals work to understand and respond to emotions.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Recommended Citation
Boettcher, E. M. (2024). Investigating the Relationship Between Emotional Intelligence and Burnout Among Special Education Teachers in Iowa [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1143
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
