Unmasking the Stress-Eq Connection: Exploring Emotional Intelligence and Perceived Stress in UAE’S Primary and Secondary Teachers

Dr. Sineena Ali*¹

*Correspondence to: Dr. Sineena Ali,

Copyright

© 2023 Dr. Sineena Ali. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: 04 July 2023

Published: 01 August 2023

Abstract

TEACHER" The term "teacher" denotes an individual who assumes the role of a "guru" by imparting their expertise, erudition, and competencies to others with the aim of fostering a more knowledgeable society. In addition to the potential for financial gain, there exist a multitude of benefits associated with the profession of teaching. Educators are widely recognized as key contributors to the development of a nation globally, as they function as surrogate guardians. The development of students' abilities, skills, and creativity is contingent upon the guidance and instruction provided by educators. As accurately pointed out, it is widely acknowledged that teaching is the skillful practice of facilitating the process of uncovering knowledge. The vocation of teaching is centered on the dissemination of knowledge and the cultivation of individuals across various fields of study. The field of education presents an expanding array of career opportunities that contribute to the growth and development of the nation. When assessing the quality of teaching professionals in relation to other professional service providers, they distinguish themselves by cultivating a strong rapport with students throughout their high school and primary school. The aim of this study is to investigate the correlation between alliance formation among teaching professionals working in primary and secondary schools, while taking into account their perceived stress levels and emotional intelligence. The study's sample size (N=150) will include both male and female participants. Samples will be drawn from teachers who are employed by schools based in the United Arab Emirates. Perceived Stress Scale Various assessment tools were utilized to collect the data, including the Sheldon Cohen's (1983) tests, the Emotional Intelligence Inventory (EAI), and Dr. Immanuel Thomas' (2000) measures. The statistical analysis will be continued using the SPSS20 software.

Keywords: Perceived Stress, Emotional intelligence, teachers

Introduction

Education plays a crucial role in fostering the natural and harmonious development of an individual. The primary aim of education is to foster the comprehensive development of children across all domains. Within the context of the pedagogical framework, wherein an individual undergoes a transformative process, the educator assumes a pivotal position as the principal exemplar. An educator exerts an impact. During their crucial developmental stages, boys and girls represent a valuable resource to society, and it is the responsibility of educators to shape them into the desired forms. In contemporary times, locating a proficient instructor has become a challenging task. An effective educator can ignite a student's curiosity towards acquiring knowledge, while an exceptional educator is able to cultivate and sustain that inquisitiveness into an enduring passion. To influence the motivation of students to engage in academic pursuits, it is imperative that educators possess the necessary skills, personality traits, and behaviors. To foster a love for learning, it is imperative that every student establishes a sense of connection with their instructor. Instructors' pedagogical approaches have evolved in response to contemporary demands, rendering the conventional practice of delivering lectures in a classroom setting obsolete. The individual desires to attain the highest quality of life achievable. While individuals may share a common aspiration to excel in their respective professions, the significance of emotional intelligence cannot be overstated in terms of career progression. Contemporary educators encounter difficulties in regulating their emotions within the confines of the classroom. They are experiencing heightened frustration due to a seemingly insignificant issue. This can be attributed to the growing workload of educators. In addition to designing and delivering courses, they are required to fulfill supplementary academic responsibilities. Moreover, individuals are impacted by their personal concerns. Consequently, all of these factors exert an immediate impact on the emotions of the educators. Moreover, a teacher's ability to fulfill their responsibilities efficiently is contingent upon their comprehension of their own and their students' emotional states. In order to determine the impact of emotional intelligence on the professional development of educators, the researchers examined the correlation between emotional intelligence and the professional growth of secondary school teachers. It is noteworthy that teaching professionals are distinguished within the school and college sector due to their extensive and rigorous training required to meet formal requirements. The professional identity of teachers distinguishes them from other professionals, as it is characterized by a self-portrait that embodies kindness and compassion.

Educators who impart knowledge and instill values in young individuals are commonly referred to as teachers. According to the user's statement, it can be inferred that the act of creating the entire globe is attributed to God, while the task of constructing an entire country is likened to that of a teacher. Thus, the user posits that teachers are a remarkable gift from God. The influence of a teacher on a student's life is significant as they shape the entirety of their being through their knowledge, empathy, and affection. The transmission of academic knowledge, moral values, and ethical principles by educators plays a crucial role in fostering the personal growth and development of students. They demonstrate transparency and strive to disseminate their personal experiences with the aim of fostering a more promising future. Educators possess diverse strengths that enable them to excel in multiple domains and positively impact the lives of their students. The educator possesses a considerable degree of cognitive ability. It was imperative to proficiently articulate the self-governing and spontaneous modus operandi of educators.

Various factors come to mind when considering the experiences of individuals in the teaching profession, such as occupational demands, interpersonal strain, extended work hours, and exposure to practical realities. The experiences of educators demonstrate that teaching is a highly fulfilling and satisfying profession.

Individuals possessing robust cardiovascular systems, adept at effectively and enjoyably managing both their mental and physical well-being, represent the most suitable contenders for the esteemed vocation of teaching. The daily interactions they cultivate to enhance a child's well- being elucidate their vocational choice to aid children and prioritize positivity in them.

The attributes that define a teacher.

To enhance students' concentration on academic pursuits, an educator utilizes innovative techniques within the instructional setting. Individuals possessing patience and confidence can assume the responsibility for shaping the future of students and are a valuable source of knowledge. The sole concerns of the educators are the achievement of success and happiness for their students. Educators hold a prominent position in society and are responsible for enhancing the well-being and cognitive abilities of the public through the transformative power of education. The perception of teachers by parents is predominantly favorable. Teachers serve as surrogate parents for children by aiding them in achieving equilibrium in their lives and maximizing their developmental years. Similar to parental figures, educators hold a pivotal position in facilitating our personal growth and development towards our desired future selves. Students have full confidence in their professors. In the past, educators were the primary recipients of students' attention due to their extensive interaction with them. The role of the teacher varies between the classroom and recreational activities. A mentor is an essential component in an individual's life, and they may manifest in various forms. Their responsibility entails the creation of a future that is prosperous for all.

A teacher plays a pivotal role in all stages of life, not only for pupils. The individuals in question possess all the attributes that they impart to their students. An educator observes the aptitudes of individual pupils and tailors their instruction to align with their respective proficiencies, recognizing that learners do not possess identical abilities to absorb information. During the course of our existence, we have the potential to acquire a significant amount of knowledge and insight through the attentive reception of a teacher's teachings on topics such as sagacity, prosperity, and enlightenment. Each educator assists their students in selecting a career path. Teachers instruct their students to demonstrate reverence towards their elders. Teaching children about the distinction between respect and disrespect is among the various educational endeavors undertaken by parents. In order to facilitate consistent progress, educators furnish their students with knowledge, competencies, and positive behavior. Students acquire knowledge of time management and limitations from their educator. Competent instructors have a positive impact on students. According to the instructor, the act of imparting a lesson to the learner also involves bringing their attention to their errors when they occur. They inculcate in us the significance of fulfilling our professional obligations and the imperative of maintaining a presentable appearance, adhering to a healthy diet, refraining from consuming unhealthy food, and attending to filial responsibilities. Teachers are perceived as unique by their students for various reasons. Educators have a diverse range of duties to fulfill, serving as our confidants during periods of sorrow, our caretakers during times of distress, and our reliable sources of guidance. In instances where students produce exceptional work, educators may offer commendation. However, in situations where students acknowledge an error and recognize the need to discontinue a particular behavior, disciplinary action may be taken. The educational professionals who instruct children have a significant impact on both their current and future development. Throughout his lifetime of exemplary work in the field of education, he has also made significant contributions towards the establishment of a fair and equitable society. The nature of a student's affiliations and the milieu in which they operate can only be comprehended by their educator. Teachers can serve as inspiring role models. Teachers exert an influence on the decision-making process of students with regards to their academic choices. Dr. APJ Abdul Kalam, a highly esteemed former president of India, is recognized for his exceptional proficiency in the field of aerospace engineering, which he acquired through his educational pursuits. The teachings imparted by Mr. Siva Subramania Iyer regarding avian flight mechanics had a discernible influence on the societal contributions made by Dr. Kalam. There exist multiple occurrences wherein professors have exerted an impact on the professional trajectories of athletes, as well as their academic pursuits. Sachin Tendulkar, a renowned cricketer, is a notable illustration, and he attributes his accomplishments to Mr. Ramakant Achrekar, his mentor and trainer. There exist numerous occurrences of educators having a noteworthy impact on the personal and academic development of their students across diverse disciplines such as dance, music, drama, fine arts, and science.

The dynamic between students and educators is a crucial aspect of the educational experience.

In ancient times, the relationship between the teacher and student was considered sacred, despite the high level of education that was achieved. The establishment of a strong bond between students and teachers is a prominent motif in numerous biblical narratives. Eklavya's act of sacrifice, which demonstrated his affection for his teacher, is the most significant. Regrettably, there has been a recent decrease in this association. Currently, it is commonly perceived solely as a profession. The profession, which was once regarded as a noble vocation, has now transformed into a commercial enterprise or a means of generating income. It is imperative to exercise prudence in avoiding the deterioration of the esteemed profession by presenting a positive example that fosters trust in educators. As per the Indian conception, the instructor is regarded as the spiritual and intellectual parent of the student. The guidance of a teacher is an indispensable component of any conceivable educational experience. He is widely recognized as a trader, confidant, and mentor, who has earned the moniker "Guru." During ancient times in India, knowledge was transmitted orally and the teacher played a crucial role as the sole custodian of this knowledge. In ancient times, the relationship between a teacher and student was amicable and advantageous.

The requirement for compassionate educators is evident in the prolonged duration it may take to assist a student in overcoming a negative encounter within the academic setting. As opposed to perceiving every student as a liability, the individuals in question view each pupil as a collective responsibility. When a teacher engages in interactions with a student, they have the opportunity to facilitate comprehensive learning by acknowledging the student's positive attributes and motivating them to persist. The expression of unfavorable comments by students can hinder a teacher's progress, hence it is imperative for them to maintain a positive demeanor at all times. The capacity to listen attentively is a vital aspect of executive functioning, and it is imperative that educators possess proficiency in this domain. In addition to monitoring students' advancement along the educational continuum, teachers should also be cognizant of all factors that contribute to the enhancement of students' psychological and physiological welfare. By engaging with students and demonstrating a vested interest in their well-being through the utilization of active listening skills, teachers can foster an environment that is conducive to learning. It is noteworthy that the job description for this role mandates stringent disciplinary actions for instances of tardiness and disruption.

Stress

As per the assertions made by Hans Selye in 1956, the phenomenon of "stress" can potentially yield either favorable or unfavorable outcomes. Various scholarly inquiries have revealed that stress is perceived differently by authors, as evidenced by their varying viewpoints. There exist notable differences between the definition of stress and the criteria for what is deemed appropriate as a theme. The primary characteristics of stress. Numerous artists exhibit a keen interest in the human response to stress, whereas others concentrate on identifying the sources of stress. Engaging in a debate regarding a seemingly straightforward and intuitive concept may appear superfluous; however, a comprehensive analysis of the existing literature necessitates acknowledging the potential impact of the definition of "stress" on studies pertaining to this phenomenon.

Hans Selye, an endocrinologist, conceptualized stress as a physiological state that is devoid of any inherent emotional or psychological connotations. He characterized stress as a generalized response of the body to various demands, which he termed as the General Adaptation Syndrome. Within these conceptual frameworks, the term "stress" can be perceived as either a catalyst or a hazard, possessing both advantageous and disadvantageous qualities. The topic of interest is the concept of emotional intelligence as it pertains to educators. The concept of emotional intelligence has emerged as a significant psychological construct in recent times (Zeidner, Matthews, & Roberts, 2011). After a span of two decades, the term "intelligence" has been observed to be the most frequently employed word in scholarly research articles.

Previously, it had been inadvertently employed in the context of literary analysis. Over the course of time, there have been various concepts that have been generated, and among them, "emotional intelligence" has garnered significant attention in the academic literature, with a multitude of studies dedicated to defining, exploring, and measuring this construct (Mayer, Salovey, & Caruso, 2004). This notion surfaced during a period in which societal inclinations disregarded emotions and endeavors to ascertain an individual's worth intensified. Assessing or predicting the abilities of students is a crucial task for educators, and as such, tests of emotional intelligence play a vital role in this process. The significance of emotions in our daily lives renders this subject matter crucial to the advancement of civilization. As per the proponents of emotional intelligence, individuals possessing this trait may have a greater propensity to experience life with ease and contentment, leading to a more fulfilling existence (Zeidner, Matthews, & Roberts, 2011). Emotional intelligence is a significant indicator in the educational domains of vocation and profession. When the instructor adeptly utilizes this skill, emotional intelligence leads to a valuable existence. Given that teachers' emotional literacy is reflected in their assessment of their own emotional literacy, it is imperative that they prioritize the emotional literacy of their students. In order to facilitate academic excellence among their students, educators must possess a comprehension of the disparities between cognitive and emotional intelligence, as stated by Zeidner, Matthews, and Roberts (2011). Educators who possess emotional intelligence exhibit concern for their pupils, establish a favorable emotional atmosphere within the classroom that enhances the educational encounter for young learners, and aid in the development of teachers' proficiency in ensuring academic success. Research has revealed that the emotional intelligence of educators has a significant influence on their degree of ease, sense of self-efficacy, job contentment, and the efficacy of their interpersonal interactions with pupils. Jennings and Greenberg (2009) assert that emotional intelligence significantly impacts the instructional methods and knowledge acquisition of students. To foster emotional development and intellectual achievement among students, it is imperative to prioritize classroom emotions at present. Effective instructors ideally possess a high level of emotional competence. Emotional intelligence governs all aspects of education as it is a reliable predictor of favorable outcomes across various domains of life. It is imperative that educators receive instruction in emotional intelligence to effectively regulate their own emotions and provide support to their pupils. Singh (2015) demonstrates the significance of emotional intelligence for both educators and learners.

The significance of emotional intelligence in the realm of education.

The significance of emotional intelligence is paramount in the realm of education, as well as in the practical application of pedagogy. Teachers who possess emotional intelligence are capable of achieving a deeper comprehension of their students. Educators may devise a pedagogical strategy to identify the requirements of their students and establish goals for them. In order to cultivate emotional intelligence, it is imperative for educators to actively engage with their students and gain insight into their respective backgrounds and cultural identities. This is because empathy serves as a cornerstone principle of emotional intelligence. The utilization of motivation and social competencies associated with emotional intelligence may facilitate the process of teachers in formulating goals for their instructional sessions. The enhancement of social and life skills through emotional intelligence may facilitate the attainment of educational goals for both educators and students. According to Brockbank and McGill's (2007) research, students who enroll in educational institutions that offer workshops and instructional programs aimed at enhancing the emotional intelligence of their instructors tend to exhibit higher levels of contentment, emotional maturity, and readiness for professional pursuits. Hence, it is imperative for educators to exert more effort in comprehending the affective aspects of the learning process. To guarantee the academic success and goal attainment of their students, educators must employ emotional intelligence within the classroom setting. Regrettably, a significant number of educators lack an understanding of the significance of emotional intelligence within the educational setting. Educators tend to prioritize their extensive personal and academic knowledge over the development of emotional intelligence among their students. To encourage students to remain attentive during lectures, it is necessary for instructors to address them by their names. To enhance the emotional experience of children, it is imperative to provide affirmative prospects or a classroom setting that fosters emotional engagement. According to Hargreaves (1998), the quality of experiences for both instructors and students is expected to be enhanced. Educators may value the level of grooming exhibited by students during classroom instruction. Educators must possess a high level of expertise in their respective fields, a comprehensive understanding of the learning process of children, proficiency in effective pedagogical strategies, and the ability to develop educational materials that stimulate and motivate students to engage in learning.

Emotional intelligence is a crucial attribute that educators possess and bring to the classroom setting. In order to gain a comprehensive understanding of information, learning, subject matter, and teaching techniques, educators must incorporate emotional intelligence into their pedagogical approach. According to Mortiboys (2005), if certain conditions are not met, the value of everything would decrease. The decline of all things is inevitable. The potential for achieving favorable outcomes or fostering a dynamic and affective pedagogical milieu within the educational setting. According to Hargreaves (1998), the enhancement of both instructors' and students' experiences will be a resultant effect.

The effectiveness of educational institutions is contingent upon the development of social and emotional competence. In order to achieve success in the academic setting, it is imperative for an educator to possess a high level of emotional intelligence. The acquisition of socioemotional competencies is a crucial aspect for educators to advance in their careers. The possession of adaptability in education, self-awareness, and emotion control is deemed crucial in effectively managing both sensitive and realistic situations, as posited by Frijda (1999). It is imperative for educators to possess a substantial amount of administrative expertise. To fulfill the requirements of their profession, educators must possess a comprehensive understanding of their personal competencies, obligations, and position within the scholarly sphere. In order to identify areas of improvement, educators should seek guidance from professionals and industry experts.

In order to proficiently manage the socioemotional growth of children, educators must possess the requisite competencies. In order to effectively address behavioral issues among students in the classroom, such as instances of bullying, antagonism, and non-responsiveness, it is imperative that educators possess a sound understanding of socio-emotional competencies (Cooper & Travers, 1996).

In order to operate as proficient practitioners in the field of education, it is imperative that teachers possess a high level of proficiency in academic coursework and curricula pertaining to early education, special education, primary education, and secondary education. The pre-service teachers enrolled at Griffith University are required to complete a course in human development that aims to enhance their administrative and interpersonal competencies. The attainment of a professional degree in the field of education necessitates a four-year period of academic study. Pre-service special education, primary, and secondary teachers are provided with program-specific studies that focus on their professional duties, responsibilities, and self-management skills in order to effectively address student behavior during the program's culminating year. According to Davies and Bryer (2003), it is imperative for pre-service teachers to acquire proficiency in interpersonal and intrapersonal skills prior to, during, and subsequent to the completion of their educational programs. The primary objective of education is to facilitate the holistic development of students. The development of emotional intelligence encompasses various facets such as heightened emotional sensitivity, regulation, and mindfulness towards emotions. There is a debate among experts regarding the development of emotional intelligence. While some argue that it can be cultivated over time, others contend that it is an inherent trait (Skinner & Belmont, 1993). The achievement of this objective is significantly reliant on educators. The primary goal of teacher training is to produce proficient educators who can enhance the quality of education. As part of their professional development, educators should be introduced to programs and strategies that facilitate the development of emotional intelligence. It is crucial for educators to demonstrate a sufficient degree of emotional maturity to proficiently address the emotional requirements of their students. Singh (2015) posits that teacher preparation programs have the objective of fostering emotional intelligence in educators, which encompasses a range of facets including self-awareness, self-regulation, motivation, empathy, and social skills. In contemporary times, there has been a noteworthy emphasis on the stress encountered by individuals in the field of education. Numerous factors have been associated with occupational stress experienced by educators. Mearns and Chain's (2003) research highlights several variables that are of utmost significance. These variables encompass business needs, a diverse range of activities within the school environment, inadequate professional recognition, challenges with classroom behavior management, bureaucratic procedures, insufficient support, workload, time constraints, and inadequate benefits. According to a theoretical framework, educators may face emotional, psychological, and vocational challenges when they perceive an imbalance between their contributions to their pupils, colleagues, and educational institution and the reciprocation they receive (Van Horn, Schaufeli, & Taris, 2001). The stressors encountered by educators are distinct to their personal characteristics and are influenced by the dynamic interplay between their disposition, values, and competencies within a particular context. The aforementioned pressures have been identified as factors that are correlated with burnout among educators. Burnout syndrome is a phenomenon characterized by emotional exhaustion that arises from prolonged exposure to stress, particularly among individuals who are involved in professional interactions with others. Montgomery and Rupp (2005) have identified depersonalization, deficiency in personal accomplishment, and emotional exhaustion as the three primary constituents of this phenomenon. Studies have shown that novice educators who exhibit a sincere propensity towards resignation are more susceptible to burnout. Scholars hold divergent views regarding the assertion that burnout is exclusively caused by excessive work-related pressure. Various factors have been identified as potential sources of stress for educators. These include values such as role ambiguity and role conflict, workload, time constraints, a dearth of autonomy and self-motivation, a lack of participation in decision-making, competitive relationships between the teacher and his/her colleagues or superiors, a lack of recognition of the professional role, and methods of disengaging from a stressful situation. These findings have been reported by Kantas (1995), Tsiakkiros and Piasiardis (2002), and Olivier and Williams (2005). The findings of Fernet, Guay, Senectal, and Austin's (2012) research indicate that modifications in instructors' perceptions of classroom overload and students' disruptive behavior are negatively associated with changes in autonomous motivation.

Moreover, alterations in self-driven motivation exhibit an adverse correlation with modifications in emotional fatigue. Schwab, Jackson, and Schuler (1986) have emphasized the importance of demographic variables, such as age, gender, academic standing, marital status, and cultural heritage, in the determination of teacher burnout.

The topic of discussion pertains to the concept of stress and its various sources that affect teachers.

Turna (2014) posits that stress experienced by teachers may have an adverse impact on their performance, leading to significant repercussions for students and society at large.This illustrates the concept that people may have varying perspectives on a common event (Tutar, H.; 2000). Turna (2014) has identified a range of stressors that have the potential to impact teachers. These stressors include, but are not limited to, students who exhibit a lack of motivation, time constraints, a demanding workload, a rigid work environment, the need to adapt to new situations, evaluation by others, interpersonal conflicts, status, administrative challenges, conflicting responsibilities, and unfavorable working conditions. Tutar (2000) posits that research conducted in the United States of America (U.S.A.) has revealed that teachers encounter stress as a result of various factors, including occupational illiteracy, group structure, coworker relationships, and workload. Ertekin (1993) has identified that instructors encounter stress as a result of a range of factors, including administrative support, financial stability, work-related concerns, and student disciplinary issues. Similarly, Pehlivan (1992) has categorized sources of stress that are associated with the educational system, administrators and supervisors, students, and employment-related factors. Ylmaztürk (2013) conducted a thorough investigation into the diverse stressors that teachers encounter, which included aspects such as school infrastructure and supervision, administrative procedures, the characteristics of the teaching profession, peer associations, student conduct, and parental involvement. A study was conducted by Manthei, Gilmore, Tuck, and Adair (1996) to investigate the effects of stress on teachers. The research findings indicate that increased levels of stress are associated with a decline in job satisfaction and a decrease in commitment over a prolonged duration. The uniformity of stressors experienced by teachers, as outlined in the literature, cannot be guaranteed. The prolonged accumulation of stressors can lead to various complications and have a negative impact on the academic environment. Consequently, it is crucial to augment endeavors focused on enabling educators to comprehend the fundamental elements that contribute to street-related concerns and efficacious coping mechanisms.

The present study aims to investigate the correlation between emotional intelligence and stress levels among teachers.

It is expected that individuals working in the education sector possess the necessary skills to adeptly navigate difficult situations, such as effectively managing work-related stress and maintaining appropriate classroom conduct. Moreover, as per Pithers' (1995) account, burnout is a phenomenon that is commonly experienced by educators owing to the heightened levels of stress that they regularly face. The possession of essential competencies by instructors is crucial in managing their own and their students' emotional well-being, particularly due to the strenuous nature of their occupation and the probability of encountering burnout. According to Neale et al. (2011), a fundamental aspect of attaining emotionally intelligent leadership and coaching involves the capacity to actively recognize the characteristics of others while concurrently acknowledging one's own areas of expertise. Similarly, educators possess the capacity to promote the scholarly progress of their students by acknowledging and employing their unique abilities, thus empowering them to overcome their shortcomings.

Ismail and Idris (2009) conducted a study that involved analyzing the personalities of instructors in Malaysia. The study aimed to investigate the correlations between the emotions displayed by the instructors and their interactions with students in the classroom. Empirical studies have indicated that an increased display of negative emotions in the academic environment can hinder students' learning process, thus highlighting the significant impact of a teacher's unfavorable personality characteristics on their effectiveness as an educator. Pianta's (1999) study indicates that cultivating favorable teacher-student interactions within the classroom setting can promote the development of students' psycho-social and academic proficiencies.

It is crucial to acknowledge that educators who exhibit emotional intelligence are capable of effectively functioning in the classroom environment by promptly and accurately evaluating their own emotions and those of their students, thus promoting optimal classroom performance. The trait emotional intelligence is linked to the effective regulation of emotions through the attribute of emotionality. Coopper and Sawaf (1997) posited that the adept management of emotions necessitates the ability to effectively employ emotions in the service of making sound judgments.

According to the research conducted by Basow and Hativa (2000), the instructors who were deemed exceptional possessed qualities such as helpfulness, compassion, and expertise. Referenced in the publication authored by Hwang (2006). Money (1992) delineated a number of essential qualities that typify an exceptional educator, such as mastery of the subject matter, proficient communication skills, a meticulously organized syllabus, the ability to stimulate and encourage learners, an amiable and accessible demeanor, and adeptness in classroom administration. Hwang (2006) referenced these findings. Gardner's theory on "multiple intelligence" provides a concise explanation of the distinct intellectual capacities that have been developed within an individual. According to the individual's statement, the concept of interpersonal intelligence pertains to the capacity to understand individuals, including their motivations, operational tactics, and methods of collaboration. As per Goleman's (1995) research, individuals exhibiting high levels of interpersonal intelligence tend to exhibit exceptional performance in various professions, including but not limited to sales, legislation, education, counseling, and religious leadership.

The way teachers operate within educational institutions has a noteworthy influence on their emotional intelligence and perceived stress levels, particularly among those teaching at the primary and secondary levels. Educators in diverse settings face unique challenges and responsibilities that can impact their overall well-being. The duties pertaining to the management of the classroom, creation of lesson plans, adherence to the curriculum, and provision of academic and emotional assistance to pupils may result in increased levels of stress. The role of emotional intelligence in mitigating and managing stress is of paramount importance. Educators who demonstrate high emotional intelligence possess the ability to recognize and regulate their own emotions, exhibit empathy towards their students, and cultivate positive relationships, ultimately creating a more inclusive and supportive learning environment. By emphasizing the cultivation of emotional intelligence skills among educators and implementing adequate support systems, educational institutions can alleviate stress and promote comprehensive well-being, leading to improved educational results that are mutually beneficial for both instructors and students.

Methdology

Significance of the Study

The teaching profession is often associated with a significant level of stress, necessitating the possession of emotional intelligence and adaptability to effectively manage various conditions. Despite receiving a low wage rate, teachers persevere in their duties of providing care and facilitating education for those who seek their services, despite being overworked. Individuals who are required to exert a significant amount of effort may perceive their stressful circumstances in a distinct manner compared to the broader populace. It is probable that they will possess emotional intelligence. In addition to their teaching responsibilities, educators are also expected to attend to the educational needs of the offspring of administrators, counselors, and supervisors. The simultaneous management of familial responsibilities and the demanding nature of their profession results in an imbalanced physiological and psychological state for individuals.

The aim of this study is to examine the emotional quotient and perceived stress levels of teachers in both elementary and secondary schools. The present study enhances our comprehension of the stress and emotional intelligence encountered by teachers in the United Arab Emirates (UAE). Such awareness is crucial for ensuring that employees are treated with the respect and compassion that they are entitled to. The primary objectives of the present investigation are to identify the factors that influence this esteemed profession and to examine the impact of emotional intelligence and perceived stress.

Statement of the problem.

The objective of this study is to assess the perceived levels of stress and emotional intelligence of primary and secondary school teachers employed in educational institutions located in the United Arab Emirates.

Objective of the Study

• The objective of this study is to examine the correlation between emotional intelligence and perceived stress levels among educators.
• The aim of this research is to investigate the differences in emotional intelligence levels among primary and secondary educators who are currently employed in educational institutions situated in the United Arab Emirates.
• The aim of this investigation is to analyze the differences in perceived stress levels among primary and secondary school teachers working in educational establishments situated in the United Arab Emirates. Additionally, the objective is to explore the variations in emotional intelligence between teachers who are married and those who are unmarried.
• The aim of this investigation is to analyze the perceived levels of stress among educators who are married and those who are not.

Hypothesis of the Study

• The proposed null hypothesis posits that there will be no significant statistical correlation between emotional intelligence and perceived stress levels among teachers.
• The research aims to test the null hypothesis that there are no significant differences in emotional intelligence levels between primary and secondary teachers who are currently employed in the educational sector.
• The null hypothesis (H0 3) postulates that there will be no significant statistical differences in the perceived stress levels between primary and secondary teachers employed in the educational sector.
• The hypothesis under investigation is the null hypothesis, which posits that there exists no significant statistical difference in emotional intelligence levels between teachers who are married and those who are unmarried.
• The research hypothesis posited in this study is that there exists no statistically significant difference in the perceived stress levels between teachers who are married and those who are unmarried.

Operational Definitions

Perceived stress is a construct that encompasses a range of emotional experiences, including a sense of helplessness and unpredictability in one's life circumstances, frequent interpersonal conflict and frustrating challenges, the degree of change and upheaval experienced in one's life, and one's perceived self-efficacy in managing and enduring adversity over the course of one's life. It is advisable to assess an individual's cognitive appraisal of the common stressors in their life and their ability to cope with similar stressors, rather than simply quantifying or classifying the types of stressful experiences they have encountered. The probability of individuals encountering diverse stressors and comparable unfavorable living circumstances exhibits variability.

The development of emotional maturity precedes the recognition of the need and complexity of expressing emotions, which are prominently demonstrated in the optimal position by researchers. The attainment of consciousness and emotional maturity are crucial factors in achieving inclusion. The concept entails enabling the capacity to connect rational discourse with practical implementation.

The concept of Interpersonal Efficacy (IPE) constitutes a crucial component of the Overall Emotional Effectiveness (OEE) framework. It enables individuals to acquire a fundamental understanding and awareness of how to effectively interact within a social context. When examining individuals whose scores exceed the norm, it is important to take into account their adherence to social norms and their ability to engage in socially acceptable interactions, as well as the quality of their social relationships. These individuals exhibit robust personalities and present their optimal versions. Individuals who effectively engage with the group are able to assume the role of team captains.

Intrapersonal efficacy pertains to an individual's self-perceived capability to effectively execute tasks and attain objectives within their own being. The idea is that it creates a sense of positive reinforcement in individuals who do not experience stress and negative thoughts, which may hinder their personal growth. Additionally, it constitutes the third significant element of Overall Equipment Effectiveness (OEE). Individuals who exhibit low levels of InPe are at a higher risk of experiencing stress and negative affect, resulting in feelings of frustration and reluctance to acknowledge their surroundings. Both of these attributes of Overall Equipment Effectiveness (OEE) encompass an internal perception of diminished self-respect and tension.

The capacity to experience and acknowledge all of an individual's emotions facilitates a more comprehensive comprehension of their psychological condition and empowers one to react in manners that foster objective thinking. This facilitates an individual's comprehension of humor and the significance of existence. Humor can play a significant role in fostering emotional growth and cultivating positive relationships, provided that the context permits its use. The validation of situations is achieved through an examination of the demand.

The concept of personal efficacy (PE) is a widely recognized construct in academic literature. Individual efficacy facilitates an individual's ability to understand and appreciate diverse situations by carefully considering and comprehending their respective demands. The OEE metric encompasses a significant proportion of the PE metric. Individuals with high scores in PE exhibit advanced cognitive abilities, conscientious conduct, and a self-regarding lifestyle.

Research methods are employed to interpret the subject of study and evidence that it has been meticulously examined. Educators distinguish themselves from other professionals in the field of education by engaging in significant contributions to the advancement of children's teaching and learning. This includes the creation of lesson plans, evaluation of the effectiveness of personalized intervention plans that cater to the unique needs of each child, and provision of medical aid, particularly in collaboration with school clinics, such as administering medication.

Participants

The research included both male and female educators from different schools. The total number of specimens used in the research is 150, hence the N value is also 150. One hundred and fifty (150) respondents were chosen at random from the primary school sector, and another 150 were chosen at random from the secondary school sector; the samples were obtained from educators working in a variety of schools throughout the UAE. The ages of those involved vary from 21 to 49. The two groups of working teachers in primary and secondary schools were compared using a comparative study methodology. The variables that were being compared were emotional intelligence and perceived stress levels.

The criteria of inclusion

There was a total of 150 people in the population, including 75 teachers who worked in the primary part and 75 teachers who worked in the secondary sector.

Measures

The aforementioned metrics are employed for the purpose of gathering data, alongside socio- demographic data. The Perceived Stress Scale is a tool commonly used in research to measure an individual's subjective perception of stress. Cohen (1983) conducted a study on the topic. The Emotional Intelligence Inventory (EAI) is a tool used to assess an individual's emotional intelligence. According to Thomas (2003), Dr. Immanuel's research findings suggest...The Perceived Stress Scale (PSS) was developed by Sheldon Cohen, a prominent stress researcher, as a widely recognized instrument for assessing stress levels. Despite its inception in 1983, this device remains a compelling option for assisting individuals in comprehending how diverse situations influence their emotions, including their perceptions of stress. The present study scrutinizes the sentiments and concepts expressed in the preceding month, using a standardized measurement instrument. On each occasion, the participant will be instructed to indicate the frequency with which they experienced a specific emotion or thought. The Perceived Stress Scale (PSS) is a widely used psychological instrument for assessing an individual's perception of stress. The construct measures an individual's subjective appraisal of the level of stressfulness in their life circumstances. The objective of the aforementioned items was to assess the extent to which the respondents perceived their lives as being characterized by unpredictability, unmanageability, and excessive demands. The measuring instrument also poses a series of direct inquiries pertaining to the current level of experienced stress. Moreover, the questions exhibit a lack of specificity towards any particular subpopulation as they possess a broad nature. The Perceived Stress Scale (PSS) comprises inquiries pertaining to affective and cognitive experiences within the preceding month. On each occasion, participants are queried regarding the frequency with which they encountered a particular affective state. The study comprised of ten inquiries designed to evaluate an individual's perceived level of stress experienced within the preceding month.

Reliability

The internal consistency of Cohen's perceived stress scale has been established with a Cronbach's alpha coefficient of 0.78.

Validity

There is a positive correlation between validity and other stress measures.

The Emotional Intelligence Inventory was developed by Thomas and Sushama (2003) at the Department of Psychology in the University of Kerala. The systematic methodology employed throughout each stage of the development of this evaluation, including its inception, item generation, item scrutiny, and item curation, played a crucial role in ensuring the test's validity. The rating system comprises fifty categories, which is deemed sufficient for evaluating the emotional intelligence of the participants. The reliability of the Emotional Intelligence Inventory

(EII) was assessed using two methods. The first method involved calculating the Cronbach alpha coefficient, which yielded a value of 0.88 based on a sample size of 432. The second method involved an odd-even split-half reliability analysis, which yielded a value of 0.86 after correcting for overall amplification, also based on a sample size of 432. The distinct interpretations of E11 have been categorized into four distinct groups.

The concept of personal efficacy (PE) is being referred to.

This refers to an individual's ability to perform optimally across various social contexts. Physical Education (PE) constitutes a fundamental component of Overall Equipment Effectiveness (OEE). The possession of certain traits is indicative of individuals who score high on this scale. These traits include a proclivity for introspection and self-sufficiency, a strong sense of self- worth and accountability, sincerity, recognition of the importance of dedication, and the capability to regulate one's own behavior.

The term "Overall Emotional Efficacy" (OEE) is used to refer to a measure of an individual's ability to effectively manage and regulate their emotions in various situations.

This refers to a metric pertaining to an individual's emotional growth, level of maturity, overall psychological well-being, and related factors. The measure in question identifies several traits commonly exhibited by individuals who score highly on it. These include a tendency towards measured and restrained responses, adeptness in accurately interpreting the emotional states of others and adjusting one's own behavior accordingly, possession of a good sense of humor, proficiency in establishing and nurturing positive interpersonal connections, and a capacity for emotional equilibrium.

Interpersonal efficacy, commonly referred to as IPE, is a term used to describe an individual's ability to effectively interact and communicate with others in various social contexts.

The capacity and inclination to foster cohesion and maintain harmonious relationships among individuals is a pivotal element in collective endeavors and the shaping of viewpoints within groups. Additionally, the aptitude to exert control over one's own social media presence rather than succumbing to external influence is crucial, as is the ability to consistently cultivate a favorable image.

The term "Intrapersonal efficacy" (InPe) refers to an individual's belief in their ability to successfully perform a task or achieve a goal through their own internal resources and capabilities. This refers to a metric that gauges the degree to which an individual is liberated from psychological discord and stressors that impede the growth of their character. Individuals who score low in the InPe dimension of OEE tend to be highly susceptible to emotional reactions and frequently encounter internal struggles, feelings of frustration, self-deprecation, anxiety, and other related traits.

Reliability

The Cronbach alpha coefficient, which yielded a value of 0.88 (N=432), has been utilized to establish the reliability of the EII. The study yielded an odd-even split-half reliability coefficient of 0.86 (N=432) after adjusting for attenuation.

Validity