Emotional Intelligence, Burnout, and Satisfaction with Life among University Teachers: A Correlational Study

Abstract

Teaching is a demanding profession that can take a toll on educators’ well-being. This study examines how emotional intelligence (EI) influences burnout and life satisfaction (LS) among university teachers. A survey of 100 female teachers from Amity University Uttar Pradesh, Lucknow Campus, was conducted using the Quick Emotional Intelligence Assessment, Maslach Burnout Inventory, and Satisfaction with Life Scale. The findings reveal that, teachers with higher emotional intelligence—particularly in emotional awareness, emotional management, and relationship management—tend to experience less emotional exhaustion and depersonalization. Additionally, those with strong emotional awareness report greater life satisfaction. Interestingly, personal accomplishment, a component of burnout, has a more complex relationship with life satisfaction, suggesting that feelings of achievement may not always directly translate to overall well-being. These results highlight the importance of supporting educators through emotional intelligence training and psychological resources to help them manage stress and maintain a fulfilling professional and personal life. This study reinforces the idea that fostering emotional intelligence can be a valuable tool in enhancing teachers’ overall well-being and job satisfaction.