Associations between emotional intelligence, work motivation, and job satisfaction among educators in southern Peru
Background Job satisfaction among educators has become a relevant concern for both public health and organizational functioning, particularly in socially vulnerable educational contexts in southern Peru. Objective To examine the structural relationships among emotional intelligence, teacher work mot...
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| Autores principales: | , , |
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| Formato: | Artículo |
| Lenguaje: | inglés |
| Publicado: |
2026
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| Sumario: | Background Job satisfaction among educators has become a relevant concern for both public health and organizational functioning, particularly in socially vulnerable educational contexts in southern Peru. Objective To examine the structural relationships among emotional intelligence, teacher work motivation, and job satisfaction among educators in southern Peru. Materials and methods A cross-sectional study using structural equation modeling was conducted with a latent variable design in a non-probabilistic convenience sample of 294 educators from the Puno region (M = 41.66, SD = 6.51), of whom 58.2% were women. The Wong–Law Emotional Intelligence Scale (WLEIS-S), the Work Tasks Motivation Scale for Teachers (WTMST), and the Wall Job Satisfaction Scale were administered. Correlation analyses and structural equation modeling were performed. Results The structural model demonstrated marginally acceptable fit (CFI = 0.948; TLI = 0.943; RMSEA = 0.089). Teacher work motivation showed the strongest structural association with job satisfaction ( β = 0.35, p < .001), whereas emotional intelligence was also positively associated with job satisfaction ( β = 0.19, p < .001). Emotional intelligence was positively associated with teacher work motivation ( β = 0.17, p < .01). The model explained 22% of the variance in job satisfaction (R 2 = .22). Conclusions Teacher work motivation exhibited the strongest structural association with job satisfaction, whereas emotional intelligence was positively associated with both teacher work motivation and job satisfaction. Because of the cross-sectional design and the use of self-report measures, these findings should be interpreted as structural associations rather than evidence of causal or mediational relationships. |
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