Influence of Social-emotional Competency on Job Satisfaction among Secondary School Teachers

Description

Page: 407-410

Tamanna Saini and Seema Sharma (Department of Human Development & Family Studies, Punjab Agricultural University, Ludhiana, Punjab)

The study assessed and compared the locale differences in social-emotional competency and job satisfaction among secondary school teachers. For this purpose, 300 teachers aged between 30-40 years were taken. The research tools used were Teachers’ social-emotional competency by Nonglait and Myrthong (2020) and Job Satisfaction Scale by Singh and Sharma (2012). The data was analyzed using suitable statistics frequency and percentages, arithmetic mean, standard deviation, t-test, z-test and multiple linear regression analysis. Results indicated that teachers’ social-emotional competency contributes to their job satisfaction. Non-significant differences were found in teachers’ social-emotional competency and job satisfaction based on their locale.