Incidence of emotional intelligence and intrinsic motivation on teacher job satisfaction

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Tito Orlando Chunga Diaz, Maria Isabel Denegri Velarde, Gloria Elvira Quispilay Joyos, Sixta Julissa Ugarte Dionicio, Benjamin Roldan Polo Escobar


This study aims to determine the incidence of emotional intelligence and intrinsic motivation on teachers' job satisfaction. A quantitative, hypothetical-deductive, basic, non-experimental, transectional, causal correlational design methodology was used. The sample consisted of 103 teachers from the educational institutions of Network 16, UGEL 02 Rimac. Three validated and reliable questionnaires were used to measure the variables; likewise, the ordinal logistic regression statistic was used to test the hypotheses. Regarding the correlation, the results of the Nagelkerke's R2 registered a value index of 0.928, which confirmed the incidence or predictive efficacy of the probability of occurrence of the variables studied in the dependent variable (93%), indicating that the remaining 17% can be explained by the other variables that were not included in the present model. It is concluded that emotional intelligence and intrinsic motivation have a positive influence on teacher job satisfaction.

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