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首页> 外文期刊>International Journal of Life Sciences >The Relationship between Emotional Intelligence and Organizational Commitment in Male Teachers at Elementary Schools in Quchan in Academic Year of 2013-2014
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The Relationship between Emotional Intelligence and Organizational Commitment in Male Teachers at Elementary Schools in Quchan in Academic Year of 2013-2014

机译：2013-2014学年屈蝉小学男教师情绪智力与组织承诺的关系

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This study aims at investigating the relationship between emotional intelligence and organizational commitment in male teachers of elementary schools in Quchan in the 2013-2014 school years. This is an applied research. Since the researcher sought to study the relationship between the two components, this is correlation research. Considering the variables studied, statistical population was all male teachers in grades three and four at primary school in Quchan in the 2013-2014 school years. Total number of teachers obtained from Quchan Department of Education was 98 and due to the small size of study population, sampling wasn't performed and the sample was considered equal to the population. Data collection tools were Meyer and Allen's organizational commitment questionnaire and Siberia Schering's emotional intelligence questionnaire. Having completed the questionnaires, the researcher used mean central statistical indicators and standard deviation dispersion measures and variance for data analysis in descriptive statistics level and in inferential statistics level, they used multivariate linear regression statistic method.The results showed that there was a significant correlation between total emotional intelligence and total organizational commitment. There was also a significant correlation between emotional intelligence and its components and affective organizational commitment; however, there was not a significant correlation between emotional intelligence and continuance and normative commitments.The findings indicated that emotional intelligence has been effective in maintaining and improving organizational commitment and it is necessary to consider it to ensure organizational commitment of teachers, especially at primary school.
机译：本研究旨在调查2013-2014学年Quchan小学男教师的情绪智力与组织承诺之间的关系。这是一项应用研究。由于研究人员试图研究两个组件之间的关系，因此这就是相关性研究。考虑到所研究的变量，在2013-2014学年，统计的人口均为屈禅小学三年级和四年级的所有男教师。从Quchan教育部获得的教师总数为98，并且由于研究人群较小，因此未进行抽样，并且样本被认为与人口相等。数据收集工具包括Meyer和Allen的组织承诺问卷以及Siberia Schering的情商问卷。在完成问卷调查后，研究人员使用描述性统计水平和推论统计水平的均值中央统计指标和标准偏差分散度量以及方差进行数据分析，他们使用了多元线性回归统计方法，结果表明两者之间存在显着相关性。总的情绪智力和总的组织承诺。情绪智力及其组成部分与情感组织承诺之间也存在显着相关性。然而，情绪智力与持续性和规范性承诺之间没有显着相关性。研究结果表明，情绪智力在维持和改善组织承诺方面是有效的，因此有必要考虑以确保教师的组织承诺，特别是在小学阶段。

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