The Effect of Administrators’ Emotional Intelligence on Teachers’ Motivation in Primary Schools in Babol

Korosh Ghasemzadeh, Mahboobeh Maraashi


Researchers’ study indicates that emotional intelligence plays an important role in some areas such as recruitment, maintaining employees, employees’ morale and commitment, innovation, efficiency, productivity, customers’ loyalty, services quality and etc. On the other hand, motivation is a chain process that starts with a sense of need or feeling of shortage and deprivation and then demand comes and causes to tension and action towards a goal that its product is a behavior to achieve the goal. The sequence of this process may cause to meet needs. The aim of this research is examining the effect of administrators’ emotional intelligence on primary school teachers’ motivation in Babol to be aware of effects of administrators’ emotional intelligence status through it on teachers’ job motivation among the studied population. The aim of the present study is functional and in terms of research method is descriptive-survey based and cross-sectional. The population of the study included all administrators and teachers of primary school in Babol in 2015 that reaches to 245 schools. The research is based on data collected from 152 administrators and 456 teachers and is based on Cochran’s formula and by random sampling method. The required data obtained by using a questionnaire based on conceptual model of study and analyzed through SPSS and LISREL soft wares. As well as to examine and test the research hypothesis, Kolmogorov-Smirnov test, one-sample t test and confirmatory factor analysis were used. The results of one-sample t-test showed according to the mean, standard deviation, statistical value of t and probability value, the null hypothesis for all variables as self-consciousness, self-control, self-motivation, empathy and compassion, social skills, emotional intelligence and job motivation were rejected. Therefore, from the perspective of research subjects, the states of variables of self-control, self-motivation, empathy and compassion, social skills and emotional intelligence among the administrators of primary schools in Babol is less than average or, in other words, is undesirable. The findings in relation to the research hypothesis show that from the perspective of administrators and teachers of 

primary schools in Babol, administrators’ emotional intelligence and each of the five variables as self-consciousness, self-control, self-motivation, empathy and compassion and social skills are effective in teachers’ job motivation and this variable and its five dimensions have the ability of predicting teachers’ job motivation. Then, the main hypothesis and the first specific hypothesis to the fifth specific hypothesis are approved. In the end according to the results, to improve the administrators’ emotional intelligence state some functional and applicable suggestions are provided.



intelligence, emotional intelligence, job motivation, administrators and teachers of primary schools in Babol.

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