International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

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 Volume 11, Issue 2 (February 2024), Pages: 73-81

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 Original Research Paper

Emotional intelligence and its relation to job creativity in preschool teachers of at-risk children: A cross-sectional study

 Author(s): 

 Waleed Fathi Abdulkarim Abdulkader 1, *, Samer Ahmed Mohamed Al Naggar 2

 Affiliation(s):

 1Department of Education, Faculty of Science and Arts, Northern Border University, Arar, Saudi Arabia
 2Department of HR, College of Business Administration, Northern Border University, Arar, Saudi Arabia

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 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0001-9742-1474

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2024.02.010

 Abstract

This research investigated how emotional intelligence relates to job creativity in preschool teachers working with children who might have specific learning disabilities (SLDs). Earlier research indicates a strong link between emotional intelligence and factors like creativity, job satisfaction, engagement, and well-being. These factors are important in positive psychology, benefiting both teachers' and students' life and work quality. However, there's limited research on emotional intelligence's impact on job creativity in preschool education, particularly for teachers of children at risk for SLDs. This study aimed to address this lack of information by surveying 140 female preschool teachers. They were assessed using the Schutte self-reported emotional intelligence scale (SSREIS) and the job creativity scale (JCS). The findings showed that emotional intelligence accounts for 30% of the differences in job creativity. This was determined after considering factors like age, education level, kindergarten type, and teaching experience. The study found a positive, significant link between emotional intelligence and job creativity in these teachers. It emphasizes the need to improve emotional skills and job creativity in early childhood educators. This includes creating training programs and supportive environments. The study also suggests new research areas to enhance teaching effectiveness and student outcomes.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Creativity, Emotional intelligence, Specific learning disabilities, Preschool education

 Article history

 Received 10 October 2023, Received in revised form 19 January 2024, Accepted 23 January 2024

 Acknowledgment 

The author gratefully acknowledges the approval and the support of this research study by grant no. SCAR-2022-11-1883 from the Deanship of Scientific Research at Northern Border University in Arar, KSA.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Abdulkader WFA and Al Naggar SAM (2024). Emotional intelligence and its relation to job creativity in preschool teachers of at-risk children: A cross-sectional study. International Journal of Advanced and Applied Sciences, 11(2): 73-81

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