Correlations between Emotional Intelligence and Professional Well-Being of Teachers in the Context of Digitalization

Abstract

The article presents a study dedicated to determining the relationship between emotional intelligence and the professional well-being of teachers in the vocational education system in the context of digitalization. The study involved young teachers from colleges and universities of St. Petersburg, aged 18 to 34 years with a short work experience (0-9 years). They perceive the digital environment as integrated into their professional activities, without which they are unable to perform their job functions in the current environment. The psychodiagnostics tools used included the “Emotional Intelligence Self-Evaluation” questionnaire (N. Hall, adapted by E.P. Ilyin) and the author’s questionnaire, which asked questions about professional well-being, difficulties managing one’s own emotions, and socio-demographic characteristics (length of service in the digital environment, age, biological sex). The problem of defining emotional intelligence as a separate psychological phenomenon, the diagnostic purpose of which can be transformed in the context of digitalization, is identified. The data obtained demonstrate that participants’ emotional awareness, emotional management, self-motivation, empathy, and recognition of others’ emotions are statistically significantly correlated with professional well-being. Teachers in the vocational education system with high levels of emotional intelligence are more satisfied with their professional activities and the professional environment transformed by digital technologies. A link between emotional intelligence, years of experience working in the digital environment, and the age of the respondents was confirmed.