Emotional Intelligence as a Predictor of Teachers’ Citizenship Behavior in Pakistani Context

Abstract

This study examined the relationship between emotional intelligence and organizational citizenship behavior among secondary school teachers in Punjab, Pakistan. The study was descriptive-correlational and quantitative, with a positivistic paradigm. The teachers were chosen as sample using a multi-stage random sampling process. The sample comprised of 306 male and female secondary school teachers. Two closed-ended questionnaires were used to collect data. A pilot study was carried out to ensure the validity and reliability of the research tools. Pearson r, independent sample t-test, linear regression, and one-way ANOVA were used to evaluate the data. According to the findings of the study, teachers’ emotional intelligence was strongly associated with organizational citizenship behavior. The mean emotional intelligence ratings of male and female teachers differed. According to the study’s findings, teachers' mean scores on organizational citizenship behavior and emotional intelligence were unaffected by teaching experience. The findings also demonstrated that teachers’ emotional intelligence substantially influenced their organizational citizenship behavior at the secondary level. According to the study’s findings, teachers should be emotionally intelligent in order to improve their organizational citizenship behavior.