An Integrated Model of Emotional Intelligence, Stress Coping, and Teacher Well-Being

Abstract

Teachers play a central role in shaping educational outcomes, yet their well-being is increasingly challenged by rising levels of stress, emotional exhaustion, and burnout. Emotional intelligence (EI) has been identified as a critical factor that enhances teachers’ capacity to manage emotional demands, cope with stress effectively, and sustain professional well-being. This study aimed to develop and test an integrated model linking emotional intelligence, stress coping, job satisfaction, burnout, and teacher well-being in higher education institutions in Pakistan. A quantitative, cross-sectional design was employed, using a structured questionnaire distributed to a purposive sample of teachers. Standardized instruments were utilized, including the Assessing Emotions Scale (AES) for emotional intelligence, the Warwick-Edinburgh Mental Well-being Scale (WEMWBS), the Job Satisfaction Scale (JSS), the Maslach Burnout Inventory (MBI), and the Stress Management Scale (SMS). The responses were analyzed using SPSS to examine reliability, validity, descriptive statistics, correlations, and regression for mediation testing. The results indicated that emotional intelligence significantly predicted teacher well-being and job satisfaction, while also showing a negative relationship with burnout. Stress coping strategies were found to partially mediate the relationship between EI and well-being, confirming their central role in teacher resilience. Moreover, EI demonstrated an indirect effect on job satisfaction and burnout through improved stress management. These findings reinforce the importance of integrating emotional intelligence training and stress coping programs into teacher professional development frameworks. This study contributes to the theoretical understanding of EI and coping in educational settings and offers practical insights for policymakers and institutional leaders to foster teacher well-being.