The Understanding Teacher Well-Being: Interplay of Emotional Intelligence, Music, and Mental Imagery
Keywords:
N/AAbstract
The aim of the present study was to determine the relationship among emotional intelligence, music preference, visual mental imagery, and psychological distress in teachers. Cross-sectional correlation research design was used by employing purposive sampling. The data was collected from N= 276, women (n= 158) and men (n= 118) teachers of colleges and universities having age range of 25-55 years. Standardized measurement tools Schutte Self-Report Emotional Intelligence Test, Short test of Music Preference, Spontaneous Use of Imagery Scale and Kessler Psychological Distress Scale were used in the current study to measure the target variables. Demographic and information sheet devised by the researcher was used to assess the variables. The data was computed through SPSS-21. Frequency, reliability, Pearson Product Moment Correlation and Hierarchical Regression were applied. The results directed that there was a significant negative relationship between emotional intelligence and psychological distress. Whereas significant positive relationship between visual mental imagery and psychological distress. Emotional intelligence and visual mental imagery were significant predictors of psychological distress. Visual mental imagery and psychological distress are more in women teachers as comparatively men teacher. Teachers from private sector are more emotionally intelligent and have more music preferences than government sector. Visual mental imagery is more to be found in teachers from government sector. The findings are useful for clinical psychologists who are able to suggest effective coping strategies for teachers to deal daily life stressors.
Keywords: emotional intelligence, music preference, visual mental imagery, psychological distress, teachers.
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