Abstract:
Teaching is a profession that is highly linked with emotions. Teachers should be more
aware of their emotions and the way students' emotions are dealt with. This research
talks about the relationship between Emotional intelligence and job performance by
selecting 212 teachers from the central province, Sri Lanka. Previous studies have
been conducted in various cultural contexts and identified the relationship between
emotional intelligence and job performance, but these studies' results were
inconsistent. It is suggested that cultural context can be a reason for this inconsistent
result. Convenient sampling is used and it is quantitative research. Data was collected
through a questionnaire survey and a significant correlation emerges from the data
between emotional intelligence and job performance. The four main dimensions of
Emotional intelligence, self-regulation, self-motivation, self-awareness, and social
skill, are tested with job performance. The research found a significant relationship
among emotional intelligence, self-awareness, self-motivation, self-regulation and
social skill with job performance. Overall, this research contributes to the emotional
intelligence literature by providing meaningful management implications to the
school administrators and Sri Lankan higher education system.
