The Role of Emotional Intelligence in Enhancing Psychological Resilience Among Elementary School Teachers

Abstract

This study aims to investigate the level of emotional intelligence and psychological resilience among elementary school teachers in Wasit Province, Iraq, and to explore the relationship between these two variables. The research employs a descriptive-correlational methodology, analyzing data collected from a stratified random sample of 168 teachers. Two measurement tools were developed based on established theoretical models, such as Goleman’s model of emotional intelligence and contemporary theories of psychological resilience. The results indicate that elementary school teachers in Wasit exhibit high levels of emotional intelligence (mean = 100.09) and psychological resilience (mean = 73.49), significantly exceeding the hypothetical averages. A strong positive correlation was found between emotional intelligence and psychological resilience, with a correlation coefficient of 0.627 at a statistical significance level of 0.05. These findings suggest that higher emotional intelligence is associated with greater psychological resilience, enabling teachers to manage stress, maintain emotional balance, and adapt effectively to challenges in their professional environments. The study highlights the critical role of emotional intelligence in enhancing psychological resilience, particularly in educational settings where teachers face diverse pressures. It recommends designing training programs to develop emotional intelligence and resilience among teachers, thereby improving their psychological well-being and professional performance. Additionally, further research is proposed to examine the impact of other variables, such as age, experience, and gender, on emotional intelligence and resilience.