This study examines how occupational stress and emotional intelligence predict job satisfaction among general degree college teachers in Purulia District, West Bengal. Using a descriptive survey design, data were collected from 396 teachers through standardized instruments. Stepwise multiple regression analysis identified three significant predictors: fatigue manifestation (β = −.27, p < .01), motivating oneself (β = .19, p < .01), and social skill (β = −.13, p < .05). The model explained 12% of variance in job satisfaction (R² = .12, F(3, 392) = 18.21, p < .001). Results indicate that reducing stress-related fatigue and fostering intrinsic motivation are critical for improving teacher wellbeing. These findings have important implications for institutional policies aimed at enhancing faculty retention and educational quality in rural higher education contexts.
Samrat Mal (Thu,) studied this question.