Emotional Intelligence as a Predictor of Skills Competency and Personal Development Among Secondary School Counselling Teachers
Abstract
This study investigates the extent to which emotional intelligence contributes to the professional functioning of counselling teachers in secondary schools in Kulaijaya District, Johor. Although emotional intelligence is widely recognised as an essential factor in educational leadership and counselling effectiveness, empirical evidence focusing on Malaysian counselling teachers remains limited. This research examines the level of emotional intelligence of teachers, evaluates their skills competency and personal development, and analyses the relationships between these constructs. A quantitative case-study approach was used, involving 52 counselling teachers selected from secondary schools in the district. Data were collected using a structured questionnaire measuring five domains of emotional intelligence—self-awareness, self-control, self-motivation, empathy and social skills—together with professional skills and personal development. Descriptive analysis indicated that emotional intelligence was at a moderate level overall, while both professional skills competency and personal development were at high levels. Correlational analysis demonstrated medium to strong positive associations between emotional intelligence and both professional skills and personal development, with the strongest effects attributed to empathy, social skills and overall emotional intelligence. These findings highlight the significance of emotional intelligence as a psychological resource that enhances counselling teachers’ effectiveness. Strengthening emotional intelligence competencies may therefore contribute to improved counselling services and the professional growth of teachers in Malaysia.