Murray State University


To evaluate the impact of an intervention to improve emotional intelligence (EI) and reduce burnout in educators, 48 in-service educators were randomly assigned to a control or experimental group and administered the Scales of Emotional Functioning: Educators (SEF:ED; McCallum et al., 2019) and the Maslach Burnout Inventory – Educators Survey (Maslach et al., 2016) before and after intervention. The control group served as a waiting control and completed these instruments again after receiving the intervention. No statistically significant interaction effects from pre to post-test occurred for the SEF: ED Total EI score. A significant main effect did occur between the experimental and control group for the Personal Accomplishment (PA) scale; the experimental group yielded a higher mean PA score than the control group. For the waiting control participants, no significant change occurred from posttest administration to post-posttest administration on the EE or DP scales. Recommendations for future research are discussed.



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