Emotional Intelligence and Job Effectiveness among Special School Teachers in Kerala: A Descriptive and Comparative Study

Teaching in special education settings necessitates advanced emotional competence owing to the intricate emotional and behavioral requirements of pupils. This study investigates the emotional intelligence and job efficacy of special school teachers in Kerala, while also analyzing variations across certain socio-demographic characteristics. Employing a descriptive and comparative research approach, data were gathered from 606 special school instructors via a structured questionnaire. Emotional intelligence was evaluated through personal and social competence aspects, while job effectiveness was analyzed utilizing indications such as job dedication. Statistical analyses encompassed percentage analysis, one-sample t-tests, independent t-tests, and one-way ANOVA. The findings demonstrate that special school educators possess markedly elevated emotional intelligence and robust job dedication. There were big disparities in emotional intelligence based on gender, age, experience, and wealth. However, marital status had no effect. The results show that special school teachers are emotionally strong and stress the need for programs that help them enhance their emotional intelligence so they can do their jobs better and be happier at work.