Emotional intelligence and its relationship with teachers' job performance

Abstract

In the current work context, characterized by changing, competitive, and highly demanding environments, emotional intelligence has become a fundamental competency for professional development, harmonious coexistence, and the achievement of institutional goals. The general objective of the study is to determine the relationship between emotional intelligence and job performance among professors at the National University of San Martín, 2021. The type of study is applied with a non-experimental design. The sample consisted of 60 professors, and the instrument used was a questionnaire. Emotional intelligence shows a significant relationship with the dimensions of job performance, with a bilateral significance of 0.000 and correlation levels of 0.759, 0.320, and 0.797. There is a significant relationship between emotional intelligence and job performance among the institution's professors, with a significance level of 0.000 and a correlation coefficient of 0.741 (considerable positive correlation). The null hypothesis is rejected, and the alternative hypothesis is accepted, which states: There is a significant relationship between emotional intelligence and job performance.