The influence of emotional quotient (EQ) towards novice teachers’ work stress and organizational commitment
Zakaria Mohd Arif, Arumugam Raman, Yahya Don
Literature review showed that 33% novice teachers tend to leave the teachers’ profession at a very early stage of their employment. Moreover, local studies only focused on the effectiveness of the Post Graduate Teaching Program in terms of the teachers’ quality and readiness in the classroom. Issues such as EQ, work stress and organizational commitment among novice teachers are not being studied although it is proven that these issues impacted them highly. Thus, this study aimed to examine the influence of EQ on stress and organizational commitment among novice teachers in the northern part of Malaysia. 3 study instruments were used such as Emotional Evaluation Scale, Teachers’ Stress Inventory and Organization Commitment questionnaires. The survey was done through stratified random sampling and simple sampling where the sample study comprised of 325 novice teachers who have served between 1 to 3 years. Various data analysis techniques were used such as mean test, correlation analysis and Structural Equation Model (SEM) for this study. Consequently, EQ and stress showed 18% change in variants related to novice teachers’ commitment. The analysis also showed there is influence of EQ towards commitment and work stress and influence of stress on organizational commitment through SEM analysis. Work stress also proved to be the mediator in the relationship between EQ and organizational commitment. (91%). Overall, this study showed that it is important for novice teachers to strengthen and enhance their EQ. They also have to be good in managing their work stress so as to increase their commitment towards the teaching profession. This type of strength will boost teacher human capital and able to handle the dynamic change in education.