Addressing persistent teacher attrition and low morale, this study examined the impact of emotional intelligence (EI) on job satisfaction among teachers in Federal Unity Schools, Abuja. Specifically, it assessed how self-awareness and self-regulation influence workplace fulfillment. Using a descriptive survey design, data were collected via structured questionnaires from 332 teaching staff across six institutions, selected through stratified sampling and Bowley’s formula. Analysis using Pearson correlation and multiple regression (SPSS v.28) revealed a near-perfect positive relationship between EI and job satisfaction (R=0.973). Both self-awareness (β=0.471, p<0.05) and self-regulation (β=0.446, p<0.05) emerged as significant predictors, collectively accounting for 94.7% of the variance in satisfaction levels. The study concludes that EI is a critical psychological resource for professional resilience. Key recommendations include integrating EI training into professional development and fostering supportive institutional environments to improve teacher retention and well-being.
Keywords: Emotional Intelligence, Job Satisfaction, Self-Awareness, federal unity schools, self-regulation, teacher well-being
