Emotional intelligence and its relationship to Strategies in Facing Work Stress by Teachers of Students with Intellectual Disabilities

• Main Author: Ibraheem A. Almuaqel
• Format: Article
• Language: Arabic
• Published: King Saud University 2016-11-01
• Series: Journal of Educational Sciences
• Subjects: Prediction of Emotional intelligence; Social Harmony; Career Success
• Online Access: https://jes.ksu.edu.sa/sites/jes.ksu.edu.sa/files/v28n32016-5_0.pdf
• ISSN: 1658-7863; 1658-7677

The aim of this study was to investigate the relation between emotional intelligence and strategies in facing work stress by teachers of students with intellectual disabilities, and detect differences in emotional intelligence depending on the years of experience, gender, and predictability of work stress methods. The research sample included 53 teachers (29 male, 24 female), at The Intellectual Education Institutes (east and west of Riyadh). Participants were assigned to complete the list of Bar-On of emotional intelligence scale: translated and preparation by (Ajwa, 2003), and strategies in facing work stress scale (as perceived by teachers of students with intellectual disabilities) Prepared by the researcher. Results showed that: there were significant differences at the Results showed that: there were significant differences between emotional intelligence and strategies to cope with the pressures of work. In addition, there were significant differences in emotional intelligence among teachers of students with intellectual disabilities attributed to differences in gender; for female. There were no significant differences in strategies to cope with pressures of work attributed to the years of experience. The implications of these results and recommendations for future research are discussed.