Relationship between Burnout and Emotional Intelligence
Emotional intelligence among HCW has a significantly positive correlation to job performance. This
was established in a cross-sectional quantitative research design among HCW in Accra North
(Nestor, Kofi, & Emelia, 2018). The study was also designed to control for gender, level of
education, length of work experience and opportunity for continuous education. Through a simple
random sampling technique, the 1,163 HCW completed a self-reported questionnaire whose study
purpose was to establish the effect of emotional intelligence on employee performance. Findings
showed that burnout can interfere with job performance.
Năstasă and Fărcaş (2015) study on emotional intelligence and burnout among health
professionals, involved 120 male and female doctors and nurses. Their age bracket was 26 to 52
years. For assessing burnout, the 25-item Maslach Burnout Inventory (MBI) tool was employed
while 33-item abridged version of the Emotional Intelligence Scale (EIS) was used for the
emotional intelligence questionnaires. The study assessed the relationship between the different
dimensions of burnout and individuals’ emotional intelligence (Năstasă & Fărcaş, 2015). Năstasă
observed that emotional intelligence was negatively correlated with emotional exhaustion (r =
-.138) and low personal accomplishment (r = -.451, p <.001).
In the Năstasă and Fărcaş (2015) study, statistically significant differences was noted between
female and male with burnout syndrome (t = 3.91, p <.001). Further breakdown of this was
emotional exhaustion (t = 3.11, p <.01), depersonalization (t = 2.55, p <.05) and personal
accomplishment (t = 3.93, p <.001). The researchers’ conclusion was that a higher personal
accomplishment aspect of burnout was attributed to the ability to identify, manage and express
their emotions constructively. This study recommended implementation of programs that enhance
emotional intelligence in the workplace.
26
In the Weng et al. (2011) research, 100 respondents were involved to investigate the relationship
between emotional intelligence, burnout and job satisfaction. The age in years of 40.78 6.91. The
self-report tools, Wong and Law Emotional Intelligence Scale (WLEIS) and MBI for burnout were
used. Through the multitrait-multimethod (MTMM) it was found that there was a negative
correlation between emotional intelligence and burnout, and lower level of burnout among the
doctors was associated with increased satisfaction by the patients and higher job satisfaction by the
doctors.
Two hundred and eleven (211) questionnaires out of the sample of 240 that were distributed among
nurses in a university hospital in Korea, the WLEIS and Burnout Measure-Short Version (BMS)
tools were used for emotional intelligence and burnout respectively, and included other study
related tools namely, Korean Occupational Stress Scale (KOSS-SF), Turnover In-tention Scale
(TIS) and the Emotional Labour Scale (ELS). Their conclusion among other findings were that
improving emotional intelligence improved response to burnout thus positively affected work
retention (Hong & Lee, 2016).
Strategies in improving emotional intelligence include understanding oneself (self-awareness),
improve adaptability and problem-solving skills. In social competency, one needs to nourish
relationships and build successful teams, engagement rather than detached, and mediate conflict
successfully by maintaining focus on the issue, calmness rather than the emotional outburst
(Arnone et al., 2019).
Emotional intelligence is credited for a work culture, individuals are self-aware, provide and are
open to feedback that generates better teamwork. Their premise is to maximize on strengths and
constructively work on areas of improvement (Szczygiel & Mikolajczak, 2018). Gorgas et al.
(2015) suggested that emotional intelligence was can mitigate burnout consequently reducing the
numbers of earlier exit from healthcare service provision.
27
2.5 Conceptual Framework
The conceptual framework posited that there is a relationship between burnout and emotional
intelligence, shown on Figure 2. The facets of burnout are emotional exhaustion, depersonalization,
and reduced personal accomplishment. The two components of emotional intelligence are personal
and social competencies. Figure 2 demonstrates the conceptual framework.
Independent Variables
Emotional intelligence
Personal competencies:
Self-Awareness
Self-Management
Social competencies:
Social-Awareness
Social-Relationship
Dependent Variable
Burnout
Components:
• Emotional exhaustion
• Depersonalization
• Personal accomplishment
Confounding variables
Substance use/ abuse,
Age, Gender
Figure 2 Conceptual Framework on Burnout and Emotional Intelligence
[Adopted from Goleman (1998) and Maslach (1998)]
Burnout was assessed using the self-administered 22-item Maslach Burnout Inventory which
contains 9 items on emotional exhaustion, 5 items on depersonalization, and 8 items on personal
accomplishment. The Emotional Intelligence tool assessed the personal competences whose facets
are self-awareness and self-management, and the social competencies which comprises of social-
awareness and social-relationship management. Each component has a minimum score of 5 and a
maximum score of 25.
28
The scores of both the Maslach Burnout Inventory and the Emotional Intelligence tool are based
on a Likert scale. The confounding factors explored were age, gender, and alcohol substance use.
References
Mohammad I. M, (2014). An investigation into the occupational stress of males and females
secondary school Teachers of Srinagar City in Jammu & Kashmir.
Arikewuyo, M.O. (2004). Stress management strategies of secondary school teachers in
Nigeria.
Educational Research, 46, 195-207.
Austin V, Shah, S. (2005). Teacher stress and coping strategies used to reduce
stress.
Occupational Therapy International, 12, 63-80.
Louw, D.A., George, E & Esterhuyse, K. (2011). Burnout amongst urban secondary school
teachers in Namibia. Bhartiyam International Journal of education and Research.
Brown, Z; Denise L.; (1999). Coping with teacher stress: A research synthesis for pacific
educators. Pacific Resources for Education and Learning, 1-32.
Bruce, S. (2007). Physiology and Neurobiology of Stress and Adaptation: Central Role of
the Brain.
Caroline, A; Moses, W., (2011). Factors contributing to stress among Public Secondary
School Teachers in Vihiga County, Kenya, International Journal of Current Research,
pp.190-193
Centre for Emergency and Development Practice (CENDEP), 2008. The Kenya Free
Primary Education Policy (FPE). An Assessment on the Impact and Sustainability of Free
Primary Education in Migwani Division
Chaplain, R. (1995). Stress and job satisfaction: A study of English primary school
teachers.
Educational Psychology, 15, 473- 490.
Chan, D.W. (2002). Stress, self-efficacy, social support, and psychological distress
among prospective Chinese teachers in Hong Kong. Educational Psychology, 22, 557-569.
Cochran, W.G. (1963). Sampling Techniques, 2nd Ed., New York: John Wiley and Sons, Inc.
Lovibond, S.H.; Lovibond, P.F., (1995). Depression, Anxiety and Stress Scale
Emsley, R.; Emsley, L.; Seedat, S.; (2009). Occupational disability on psychiatric
grounds in N South African school-teacher
Ferreira, L.; Peiró J.M.; González M.G.; Martín I; (2006). Work related stress and well-being:
The roles of direct action coping and palliative coping. Scandinavian Journal of Psychology,
47, 293-302.
International Regional Information Network, (2003).
International Journal of Academic Research in Progressive Education and Development
Johnson, S.; C. Cooper.; S. Cartwright.; C. Millet (2005). The experience of work-related
stress across occupations. Journal of Managerial Psychology, 20(1/2), 178–187.
Jennings, P.A.; Mark, G; (2009). The prosocial classroom: teacher Social and emotional
competence in relation to Student and classroom outcomes. Review of Educational Research,
79(1), 491–525.
(Kendi, 2005 in Megosa, 2004, Willis, 2005). Impact of occupational stress on head teachers’
task in secondary schools of Kisumu County, Kenya.
Kenya Projects Organization, KENPRO, (2012). Factors Contributing to Occupational Stress
and Coping Mechanisms among Primary School Teachers in Ngong Division of Kajiado
North District.
Krüger, I. (1993). Performance power: transforming stress into creative energy. Tempe,
Arizona: Summit Records Inc.
Kyriacou, C: Sutcliffe, J.: (1978). A model of teacher stress. Educational Studies, 4, 1-6.
Kyriacou, C. (1987). Teacher stress and burnout: an international review. Educational
Research, 29 (2): 146 – 152.
