Adapting to adversity: Insights into emotional intelligence and coping responses among Malaysian Independent Chinese Secondary School teachers

The primary objective of this study is to examine how emotional intelligence affects different coping responses, specifically problem-focused coping, emotion-focused coping, and dysfunctional coping strategies among Malaysian independent Chinese secondary school teachers. A cross-sectional survey approach was employed, involving 995 teachers from Malaysian independent Chinese secondary schools, selected through cluster sampling methods. The research findings indicate a positive correlation between emotional intelligence, problem-focused coping, and emotion-focused coping among Malaysian independent Chinese secondary school teachers. Furthermore, a negative correlation was observed between emotional intelligence and dysfunctional coping. Gender differences are also significant, with female teachers demonstrating higher levels of emotional intelligence compared to their male counterparts. Additionally, female teachers displayed superior problem-focused coping skills relative to male teachers. From a practical standpoint, the research provides recommendations for improving teachers' emotional intelligence skills to facilitate better psychological adaptation, coping strategies, teaching, and job performance within educational settings. The study also acknowledges the importance of school policies and administration in advancing teachers' emotional intelligence skills. Ultimately, emotional intelligence interventions are acknowledged as a beneficial platform for enhancing emotional intelligence skills among teachers.