INTELIGENŢA EMOŢIONALĂ CA FACTOR PREDICTIV AL SINDROMULUI BURNOUT ÎN ACTIVITATEA DIDACTICĂ
EMOTIONAL INTELLIGENCE AS PREDICTOR OF BURNOUT IN TEACHING

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Summary/Abstract: The present study aims to investigate the relationship between Emotional Intelligence and Burnout in teaching. The importance of teacher burnout phenomenon is emphasised by the current reforms in the educational system of the Republic of Moldova. The study is built upon the theoretical model of Job Demands-Resources model, proposed by Demerouti et al., where burnout occurs when job demands exceed job resources for a prolonged period of time. Under this model burnout is viewed as an erosion of job involvement and manifests itself as a feeling of emotional depletion and reduction in job performance. Emotional Intelligence as per theoretical model of Mayer et al., refers to the ability to perceive, understand and manage emotions in itself and others. The research sample consists of 155 school teachers from urban and rural localities in the Republic of Moldova. They were administered OLdenburg Burnout Inventory and Schutte Emotional Intelligence Scale. The survey results indicate a significant negative correlation between Teacher Burnout and Emotional Intelligence. Based upon the obtained result we recommend educational programs in Emotional Intelligence to be integrated in pre-service and on-the-job teacher training. Another alternative is the school psychological service providing it is consolidated by additional resources in terms of qualified stuff, educational programs and exchange programs abroad.

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