The relationship between emotional intelligence, teacher job satisfaction, and organisational citizenship behaviour among teachers in public primary school

The objective of this study is to identify the relationship of Emotional Intelligence, Teacher Job Satisfaction, and Organisational Citizenship Behaviour among teachers in public primary schools to address teacher absenteeism in the classroom. A quantitative research design was selected to answer eight research questions and seven hypotheses. Three sets of instruments were used to measure Emotional intelligence, Teacher Job Satisfaction, and Organisational Citizenship Behaviour. Three hundred and forty-one teachers were chosen as a sample by using the two-stage cluster sampling. Data analysis using the Pearson r correlation reflects a strong relationship between Emotional Intelligence, Teacher Job Satisfaction, and Organisational Citizenship Behaviour. The result showed that Emotional Intelligence contributed significantly to Teacher Job Satisfaction and Organisational Citizenship Behaviour. The Teacher Job Satisfaction also contributed significantly to Organisational Citizenship Behaviour. Furthermore, this study found that the Teacher Job Satisfaction acted as a mediator between Emotional Intelligence and Organisational Citizenship Behaviour parameters. The implication of this study suggested that the high Emotional Intelligent teachers would lower the rate of teacher absenteeism in the classroom. However, a further investigation should be riveted into the contribution of Emotional Intelligence to reduce teachers’ absenteeism at secondary school.