Jurnal Penelitian dan Evaluasi Pendidikan

Document Type



Emotional intelligence and burnout of teachers are highly discussed in previous studies. This study set out to examine (1) the dimensions of emotional intelligence, (2) the dimensions of burnout, (3) the level of burnout, and (4) the relationship among the dimensions of in-service English teachers in Yogyakarta. The method used in this study is a quantitative correlational study through a survey. The instruments used were questionnaires adapted from the Maslach Burnout Inventory (MBI) and The Schutte Self-Report Emotional Intelligence Test (SSEIT). The participants of this study were 204 in-service English teachers in Yogyakarta. The data were analyzed using Confirmatory Factor Analysis (CFA) to find out the dimensions of emotional intelligence and burnout of the teachers and Structural Equation Modelling (SEM) to find the relationship among the dimensions of EI and burnout. The findings show that the emotional intelligence emerged into four dimensions, namely perception of emotion, managing own emotion, managing other's emotions, and utilization of emotions, while the dimensions of teachers burnout emerged into four dimensions namely occupational exhaustion, depersonalisation, and personal accomplishment. Surprisingly the findings show something unusual, it contrasts with several previous findings regarding the level of teachers' burnout.

First Page


Last Page






Digital Object Identifier (DOI)



Ahdika, A. (2021). Improvement of Quality, Interest, Critical, and Analytical Thinking Ability of Students through the Application of Research Based Learning (RBL) in Introduction to Stochastic Processes Subject. International Electronic Journal of Mathematics Education, 12(2), 167-191. https://doi.org/10.29333/iejme/608

BozkuÅŸ, K. (2018). The level of burnout experienced by teachers. International Journal of Social Sciences and Education Research, January, 61-67. https://doi.org/10.24289/ijsser.341790

Deng, T., Luo, D., Jinjing, M., & Ma, X. (2021). Analysis of Relationship between Burnout and Emotional Intelligence of Special School Teachers. Proceedings of the 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021), 571(Isemss), 534-539. https://doi.org/10.2991/assehr.k.210806.099

Fiorilli, C., Benevene, P., De Stasio, S., Buonomo, I., Romano, L., Pepe, A., & Addimando, L. (2019). Teachers' Burnout: The Role of Trait Emotional Intelligence and Social Support. Frontiers in Psychology, 10(December), 1-9. https://doi.org/10.3389/fpsyg.2019.02743

Fitria, H., & Suminah, S. (2020). Role of Teachers in Digital Instructional Era. Journal of Social Work and Science Education, 1(1), 70-77. https://doi.org/10.52690/jswse.v1i1.11

Friedman, S.T. (2014). Teacher emotional intelligence and the quality of their interactions with students. Https://doi.org/10.7282/T3ZW1J16

Galiana, L., Kowalczuk, K., & Sansó, N. (2022). Editorial: Psychological Distress, Burnout, Quality of Life, and Wellness Among Healthcare Workers. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.913941

Geraci, A., Domenico, L. Di, Inguglia, C., Amico, A. D., Geraci, A., Domenico, L. Di, Inguglia, C., & Amico, A. D. (2023). Teachers ' Emotional Intelligence , Burnout , Work Engagement , and Self-Efficacy during COVID-19 Lockdown sciences and Self-Efficacy during COVID-19 Lockdown. 0-10. doi: 10.3390/bs13040296

Goleman, D. D. P. (1995). Emotional Intelligence: Why It Can Matter More than IQ for Character, Health and Lifelong Achievement. Bantam Books, 1995, 352. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=773626

Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers' professional identity. Teaching and Teacher Education, 52, 1-10. https://doi.org/10.1016/j.tate.2015.08.003

Kant, R. (2021). Relationship between Emotional intelligence and Burnout: An empirical investigation of Teacher Educators. International Journal of Evaluation and Research in Education, 10. Https://doi.org/10.11591/ijere.v10i3.21255

Khairi, M. I., Susanti, D., & Sukono, S. (2021). Study on Structural Equation Modeling for Analyzing Data. International Journal of Ethno-Sciences and Education Research, 1(3), 52-60. https://doi.org/10.46336/ijeer.v1i3.295

Khilmiyah, A. (2021). Comparison of emotional and social intelligence assessment of students in state and private school during the pandemic. Jurnal Penelitian Dan Evaluasi Pendidikan, 25(2), 170-184. https://doi.org/10.21831/pep.v25i2.42528

Maslach, C. (2003). Job Burnout: New Directions in Research and Intervention. Current Directions in Psychological Science, 12(5), 189-192. https://doi.org/10.1111/1467-8721.01258

Metlaine, A., Sauvet, F., Gomez-Merino, D., Boucher, T.L., Elbaz, M., Delafosse, J.Y., Léger, D., & Chennaoui, M. (2018). Sleep and biological parameters in professional burnout: A psychophysiological characterization. PLoS ONE, 13. https://doi.org/10.1371/journal.pone.0190607

Molero, P. P., Ortega, F. Z., Jiménez, J. L. U., & Valero, G. G. (2019). Influence of emotional intelligence and burnout syndrome on teachers well-being: A systematic review. Social Sciences, 8(6). https://doi.org/10.3390/socsci8060185

Muthén, L. K., & Muthén, B. O. (2015). Mplus User's Guide: Statistical Analysis with Latent Variables. 7th ed. https://socialwork.wayne.edu/research/pdf/mplus-users-guide.pdf

Nizielski, S., Hallum, S., Lopes, P.N., & Schütz, A. (2012). Attention to Student Needs Mediates the Relationship Between Teacher Emotional Intelligence and Student Misconduct in the Classroom. Journal of Psychoeducational Assessment, 30, 320 - 329. https://doi.org/10.1177/0734282912449439

Rust, D. A. (2014). Relationship Between the Emotional Intelligence of Teachers and Student Academic Achievement. Thesis and Dissertations - Educational Leadership Studies, Paper 8, 1-113. http://uknowledge.uky.edu/edl_etds/8

Schaufeli, W. B., Desart, S., & De Witte, H. (2020). Burnout assessment tool (Bat)"”development, validity, and reliability. International Journal of Environmental Research and Public Health, 17(24), 1-21. https://doi.org/10.3390/ijerph17249495

Su, H., Zhang, J., Xie, M., & Zhao, M. (2022). The relationship between teachers' emotional intelligence and teaching for creativity: The mediating role of working engagement. Frontiers in Psychology, 13(December), 1-10. https://doi.org/10.3389/fpsyg.2022.1014905

Vaezi, S., & Fallah, N. (2011). The Relationship between Emotional Intelligence and Burnout among Iranian EFL Teachers. Journal of Language Teaching and Research, 2, 1122-1129. https://doi.org/10.4304/JLTR.2.5.1122-1129

Valente, S., Lourenço, A., Alves, P., Domínguez-Lara, S., & Intervention, C. (2020). The role of the teacher's emotional intelligence for efficacy and classroom management. https://doi.org/10.21615/cesp.13.2.2

Wang, L. (2022). Exploring the Relationship Among Teacher Emotional Intelligence, Work Engagement, Teacher Self-Efficacy, and Student Academic Achievement: A Moderated Mediation Model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.810559

Yin, H. biao, Lee, J. C. K., Zhang, Z. hua, & Jin, Y. le. (2013). Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and Teacher Education, 35, 137-145. https://doi.org/10.1016/j.tate.2013.06.006

Zhang, L. J., Fathi, J., & Mohammaddokht, F. (2023). Predicting Teaching Enjoyment from Teachers' Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers. Perceptual and Motor Skills, 130(5), 2269-2299. https://doi.org/10.1177/00315125231182269