2024, Vol. 6, Issue 4, Part A

Teachers may be viewed as emotional workers who frequently need to be sensitive to their occupation demands on their emotions. On the contrary, there has been very little detailed quantitative research on this topic. This study explores teachers' opinions of the links between emotional intelligence, emotional labour practices, and teaching satisfaction by using hierarchical regression analysis and focusing on the moderating role of emotional intelligence. Not deep acting, but relatively light surface acting and the appearance of sincere emotion are required for active jobs. Taking emotional intelligence into account, deep acting and the expression of genuinely felt emotion continue to increase instructors' satisfaction significantly with instructing. Expressing genuine emotion is more powerful emotional labour approach for teachers. Emotional intelligence is posited as a crucial moderator in this relationship, influencing how teachers manage their emotions in response to the demands of their profession. Drawing upon existing literature and theoretical models, this study proposes a conceptual framework that integrates emotional intelligence as a moderating variable, shedding light on its potential to either mitigate or exacerbate the effects of emotional labour on job satisfaction. The implications of this study lie in enhancing our understanding of the dynamics within the teaching profession, providing insights for educational institutions and policymakers to foster a more supportive and emotionally intelligent environment for teachers. Ultimately, the findings aim to contribute to the well-being and job satisfaction of teachers in West Bengal and beyond, leading to positive outcomes for both educators and students.