Emotional intelligence and its relation to job creativity in preschool teachers of at-risk children: A cross-sectional study

Abstract

This research investigated how emotional intelligence relates to job creativity in preschool teachers working with children who might have specific learning disabilities (SLDs). Earlier research indicates a strong link between emotional intelligence and factors like creativity, job satisfaction, engagement, and well-being. These factors are important in positive psychology, benefiting both teachers' and students' life and work quality. However, there's limited research on emotional intelligence's impact on job creativity in preschool education, particularly for teachers of children at risk for SLDs. This study aimed to address this lack of information by surveying 140 female preschool teachers. They were assessed using the Schutte self-reported emotional intelligence scale (SSREIS) and the job creativity scale (JCS). The findings showed that emotional intelligence accounts for 30% of the differences in job creativity. This was determined after considering factors like age, education level, kindergarten type, and teaching experience. The study found a positive, significant link between emotional intelligence and job creativity in these teachers. It emphasizes the need to improve emotional skills and job creativity in early childhood educators. This includes creating training programs and supportive environments. The study also suggests new research areas to enhance teaching effectiveness and student outcomes.