| Abstract [eng] |
Education is an essential professional activity for the country's development and well-being, but it is getting harder to employ and sustain professional teachers in an educational institution (Johnson, Brikeland, 2003). While deciding to leave their profession, teachers usually refer to the main reason – feeling of dissatisfaction (Buckley, Schneider, Shang, 2004), which is determined by the teachers experiencing negative feelings and emotional exhaustion (Skaalvik, Skaalvik, 2011). Emotional intelligence abilities leads to personal, social life and professional success (Trivedi, Shakya, 2014), helps to colaborate with others, create positive relations, improves self esteem and self understanding (Antonietta, Tiziana, Soleti, 2014). Therefore, this research problem is formulated as – how comprehensive school teachers' emotional intelligence interact to their career satisfaction? Research object – the interaction between teachers' emotional intelligence and career satisfaction. Main aim – to reveal the interaction between the comprehensive school teachers' emotional intelligence and career satisfaction. Objectives: 1) to theoretically substantiate the comprehensive school teachers' emotional intelligence and career satisfaction perceptions and interactions model; 2) to ground the methodology of the research on the interaction of emotional intelligence and career satisfaction of comprehensive school teachers; 3) to disclose the qualities of the interaction of emotional intelligence and career satisfaction of comprehensive school teachers. Research methods: data collection methods are the analysis of scientific literature, semi-structured interviews and structurized survey-in-written and processing (quantitative and qualitative content analysis). |
