Emotional Intelligence as a Factor in Preventing Professional Burnout among University Faculty

Abstract

The aim of this study was to identify the relationship between the level of emotional intelligence and signs of professional burnout among teachers at higher education institutions in Kazakhstan. Thirty-seven teachers from six universities in the country participated in the study. The empirical part included the use of N. Hall's emotional intelligence test (α = 0.935) and the MBI professional burnout questionnaire by K. Maslach and S. Jackson (α = 0.850). Statistical data processing was performed using Jamovi software and included descriptive statistics, t-tests for independent samples, and correlation analysis. The results showed that components of emotional intelligence, especially empathy and self-motivation, are negatively correlated with levels of psycho-emotional exhaustion and depersonalization. The data obtained confirm the high reliability of the methods used and emphasize the importance of developing emotional intelligence as a resource for preventing professional burnout among teachers.