Emotional intelligence, self-efficacy, basic psychological needs satisfaction and their role in job satisfaction and work involvement in teachers

This study explores the relationships among emotional intelligence, self-efficacy, and the satisfaction of basic psychological needs (autonomy, competence, and relatedness) in shaping job satisfaction and work involvement among teachers. The research is grounded in the context of a social-emotional skills development program implemented by UNICEF under the SEE-Norway Grants 2014–2021 framework. A total of 97 teachers participated in this cross-sectional study, completing validated instruments to measure the constructs of interest. Results indicate that emotional intelligence directly predicts job satisfaction, while self-efficacy is significantly associated with work involvement. Autonomy satisfaction mediates the relationship between self-efficacy and job satisfaction, whereas relatedness satisfaction is associated with both outcomes. However, competence satisfaction showed no significant mediation effects. The findings underscore the critical role of emotional intelligence and self-efficacy in enhancing teachers’ professional well-being and engagement, suggesting the need for targeted training programs to develop these competencies. These insights contribute to fostering more positive educational environments by promoting teacher retention, satisfaction, and involvement.