Impact of Emotional Intelligence, Perceived Self efficacy and Subjective Wellbeing: A Comparative Study Between School Teachers and Higher Education Teachers in Public Sector

Abstract

This study is conducted to compare the relationship of emotional intelligence, perceived self-efficacy, life satisfaction and subjective wellbeing on school teachers and higher education teachers in the public sector of Karachi-Pakistan. It was further hypothesized that Emotional intelligence, perceived self-efficacy, life satisfaction and subjective well-being would differ across school teachers and higher education teachers. A sample of 200 teachers from school teachers and higher education teachers of the public sector, Karachi-Pakistan was taken. The age range of participants was between 25-55 years. The measures, used in the study are: Demographic information form, ICP Subjective Wellbeing ScalUrdu version of Generalized Self-efficacy Scale and Pakistani version of Trait Emotional intelligence Questionnaire-Short Form Data was analyzed using SPSS version 20. Results showed that Emotional intelligence and subjective well-being significantly differ among school and higher education. It was concluded that these psychological factors influenced teachers’ practices and productivity.