Job Satisfaction among Secondary School Teachers: Emotional Intelligence, Occupational Stress and Self-Efficacy as Predictors

In recent years, job satisfaction among Nigerian workers has assumed great importance in the literature on counselling and educational psychology. However, few studies have examined the influence of psychological factors on job satisfaction among secondary school teachers. Thus, this research aims to examine the contributions of emotional intelligence, occupational stress and self-efficacy to job satisfaction secondary school teachers. The correlational type of descriptive research design was used for the study. Four hundred teachers constituted the sample of the study. Four standardized instruments were used to measure both the independent and dependent variables. Two research questions were answered in the study. Through multiple regression analysis the researchers found that emotional intelligence, occupational stress and self-efficacy jointly predicted job satisfaction. Further analysis indicates that emotional intelligence is more important than self-efficacy while occupational stress did not predict job satisfaction among teachers. These results are discussed and counselling and educational psychologists are challenged to assume more responsibility and active role in enhancing emotional intelligence and self-efficacy among secondary school teacher. It is further recommended that counselling, educational psychologist and school administrators should equip teachers with necessary stress management skills. DOI: 10.5901/jesr.2014.v4n3p487