Emotional Intelligence in Counterproductive Work Behaviour in a Sample of Primary School Teachers Experiencing Role-based Stress

Abstract

This study investigated the moderating role of emotional intelligence in role-based stress and counterproductive work behaviour in a sample of primary school teachers. One hundred and ninety nine participants comprising 57 males and 142 females between the ages of 22-59 years (M = 37.7, SD= 9.5) were drawn using three-stage (cluster, stratified and purposive) sampling technique from Udenu Local Government Primary School teachers. The study was a correlational study in which 10-item Emotional Intelligence Scale, 15-item Role-based Stress Scale and 10-item Counterproductive Work Behaviour Checklist were administered for data collection. Moderated hierarchical multiple regression analysis was used for data analysis. The results indicated that role-based stress positively predicted counterproductive work behaviour (β =.49, t = 7.60, p< .01). The dimensions of emotional intelligence (appraisal of own emotions, appraisal of other’s emotions, regulation of own emotions, regulation of other’s emotions and utilization of emotions) jointly predicted counterproductive work behaviour (β = -.06, t = -.17, p< .05). Regulation of other’s emotions dimension of emotional intelligence independently and negatively predicted counterproductive work behaviour (β = -.06, t = -.17, p< .05). Furthermore, the dimension of emotional intelligence (appraisal of own emotions, appraisal of other’s emotions, regulation of own emotions, regulation of other’s emotions and utilization of emotions) did not moderate the prediction of counterproductive work behaviour by role-based stress. The results of the study were discussed; the implications of the findings highlighted and suggestions were made for further study. It has been recommended that policy makers in the educational sector especially in primary schools should make policies that will reduce role-based stress in order to enhance productive work behaviours of teachers.