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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025

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Emotional Intelligence and Employee Outcomes among Special

School Teachers in Kerala: An Integrated CFA and Structural

Equation Modelling Approach

Assistant Professor, Sree Kerala Varma College, Thrissur, University of Calicut

DOI :

https://doi.org/10.51583/IJLTEMAS.2025.1412000139

Received: 11 January 2026; Accepted: 12 January 2026; Published: 17 January 2026

ABSTRACT

Emotional intelligence has become an essential psychological asset impacting job results in emotionally taxing

fields, including special education. This study investigates the structural links between emotional intelligence

and employee outcomes among special school teachers in Kerala, employing a CFA–SEM integrated analytical

approach. Data were gathered from 606 special school teachers using a structured questionnaire and evaluated

using confirmatory factor analysis to validate the measurement model, subsequently employing covariance-

based structural equation modeling to assess the proposed correlations. The findings demonstrate that emotional

intelligence exerts a substantial and favorable influence on job satisfaction, job commitment, job performance,

and organizational citizenship behavior. Mediation research indicates that emotional intelligence has a

substantial direct impact on job commitment, although job satisfaction does not significantly mediate this link.

These results indicate that emotional intelligence serves as an inherent attribute that directly improves

professional efficacy, rather than functioning through intermediary processes. The study emphasizes the

significance of enhancing emotional intelligence to elevate employee outcomes and maintain efficacy in special

education settings.

Keywords: Emotional Intelligence, Employee Outcomes, Confirmatory Factor Analysis, Structural Equation

Modelling, Special School Teachers

INTRODUCTION

It is commonly known that teaching in special education settings is a job that takes a lot of emotional

commitment, mental toughness, and good social skills. Teachers at special schools often work with kids who

have mental, physical, and emotional difficulties. This means they have to be able to control their emotions, be

patient, and be dedicated to their jobs all the time. Such emotionally demanding work conditions frequently

result in stress, emotional fatigue, and role overload, thus undermining teachers’ job performance and long-term

professional retention (Sutton & Wheatley, 2003; Jennings & Greenberg, 2009). Consequently, comprehending

the psychological resources that empower special school instructors to maintain efficacy in adverse settings has

emerged as a significant domain of educational and organizational research.

Emotional intelligence (EI) has garnered significant academic focus as an essential skill that facilitates effective

performance in emotionally challenging professional environments. Emotional intelligence is the capacity to

recognize, comprehend, manage, and use emotions in oneself and others to influence cognition and conduct

(Salovey & Mayer, 1990; Goleman, 1995). Teachers that are more emotionally intelligent are better able to

handle stress in the classroom, get along with students and coworkers, and deal with emotionally charged

situations in a positive way (Goleman, 1998; Brackett & Katulak, 2006). Emotional intelligence is especially

important for teachers in special schools since their jobs demand them to be emotionally involved with their kids

all the time and give each one of them emotional assistance (Jennings & Greenberg, 2009).

Dr. Muvish K. M,

Dr. Josheena Jose

Dr. Femy O. A

Associate Professor, Christ College (Autonomous), Irinjalakuda, University of Calicut

Assistant Professor, Christ College (Autonomous), Irinjalakuda, University of Calicut

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Prior empirical research has associated emotional intelligence with several favorable employee outcomes, such

as job satisfaction, job commitment, job performance, and organizational citizenship behavior (Meyer & Allen,

1991; Organ, 1988; Podsakoff et al., 2000). Educators possessing elevated emotional intelligence often indicate

enhanced job satisfaction, a deeper emotional commitment to their vocation, superior task performance, and

increased participation in discretionary behaviors that foster institutional efficacy (Meyer et al., 2002).

Nonetheless, a significant portion of the current literature has analyzed these linkages either in isolation or within

the framework of general education or non-educational organizational environments. Research concentrating

solely on special school instructors is still scarce, notwithstanding the unique emotional challenges inherent in

special education

(Brackett & Katulak, 2006).

Additionally, several prior research have predominantly utilized simplistic correlational or regression-based

analytical methods, which fail to adequately represent the intricate and interconnected characteristics of

psychological categories like emotional intelligence and employee outcomes. Emotional intelligence is

fundamentally complex, and employee results frequently manifest concurrently rather than in isolation.

Consequently, there is an increasing demand for model-based analytical methodologies, including confirmatory

factor analysis (CFA) and structural equation modeling (SEM), which facilitate the concurrent evaluation of

measurement validity and structural interrelations among latent variables (Hair et al., 1998; Hair et al., 2010).

Structural equation modeling offers an extensive framework for analyzing both direct and indirect interactions

among constructs, while considering measurement error. The combination of CFA and SEM lets researchers

check the underlying factor structure of emotional intelligence and employee outcome variables and see how

emotional intelligence affects many outcomes in one clear model (Fornell & Larcker, 1981; Hu & Bentler, 1999).

Moreover, SEM enables the investigation of mediation mechanisms, providing enhanced understanding of

whether emotional intelligence affects employee outcomes directly or indirectly via factors such as job

satisfaction.

In the Indian setting, especially in Kerala, there is a lack of empirical research utilizing CFA–SEM to investigate

emotional intelligence and employee outcomes among special school instructors. Kerala's strong focus on

inclusive education and social development makes it a good place to look into how emotional intelligence might

help people do their jobs better in special education settings (NCTE, 2014; Government of Kerala, 2020). It is

crucial to address this gap not only to enhance academic comprehension but also to guide teacher development

programs and institutional support systems.

In this context, the current study formulates and evaluates an integrated CFA–SEM model to investigate the

structural relationships between emotional intelligence and essential employee outcomes—specifically job

satisfaction, job commitment, job performance, and organizational citizenship behavior—among special school

teachers in Kerala. By utilizing a model-based analytical framework, the study aims to clarify the function of

emotional intelligence as an inherent skill that improves professional efficacy in emotionally demanding

educational settings.

METHODOLOGY

This study used a quantitative, explanatory research methodology to examine the structural links between

emotional intelligence and employee outcomes among special school teachers in Kerala. A model-based

analytical methodology that combines Confirmatory Factor Analysis (CFA) and covariance-based Structural

Equation Modelling (SEM) is utilized to authenticate the measurement framework and evaluate the suggested

correlations among latent constructs (Hair et al., 1998; Hair et al., 2010).

Conceptual Framework and Hypotheses

The study paradigm defines emotional intelligence as a higher-order latent construct that includes both personal

and social competence elements, in line with recognized emotional intelligence models (Goleman, 1998; Mayer

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et al., 2004). Job happiness, job dedication, job performance, and organizational citizenship behavior are

examples of several latent variables that show how employees do their jobs. The paradigm posits that emotional

intelligence significantly impacts employee outcomes in emotionally taxing professional environments, such as

special education. Furthermore, job satisfaction is analyzed as a mediating variable in the correlation between

emotional intelligence and job commitment, illustrating theoretical postulations about the influence of work

attitudes on professional dedication (Meyer & Allen, 1991).

Utilizing this framework, the study develops hypotheses to investigate the direct impacts of emotional

intelligence on job satisfaction, job commitment, job performance, and organizational citizenship behavior,

alongside the mediating influence of job satisfaction on the emotional intelligence–job commitment relationship.

This section describes the conceptual framework. The Results and Discussion section has structural and

measurement model representations.

Research Design and Data Collection

The study employs an explanatory research approach suitable for hypothesis testing through structural modeling

techniques (Kothari, 2004). Primary data were gathered from 606 special school instructors working at special

education facilities throughout Kerala. The data were collected through a standardized questionnaire aimed at

assessing emotional intelligence and employee outcome characteristics. Emotional intelligence was evaluated

through items representing personal and social competence dimensions, whereas job satisfaction, job

commitment, job performance, and organizational citizenship behavior were measured using recognized

indicators pertinent to educational and organizational settings (Organ, 1988; Podsakoff et al., 2000). A Likert-

type scale was used to measure all of the items. People who took part in the study did so of their own free will,

and their answers were kept private. The sample size was deemed sufficient for CFA–SEM analysis, adhering

to established criteria for structural model estimate (Hair et al., 2010).

Analytical Strategy (CFA-SEM)

Data analysis was conducted using a two-stage CFA–SEM approach. In the first stage, Confirmatory Factor

Analysis was performed to assess the adequacy of the measurement model and to establish construct reliability

and validity. Measurement reliability and convergent validity were evaluated using Composite Reliability (CR)

and Average Variance Extracted (AVE).

The following equations were used:

𝐴𝑉𝐸 =

∑𝜆

+ ∑𝜃

where 𝜆 denotes standardized factor loadings and 𝜃 denotes error variances.

In the second stage, Structural Equation Modeling was utilized to evaluate the proposed correlations among

latent variables. Standard goodness-of-fit indicators were used to check the model's adequacy. These included

chi-square per degree of freedom (χ²/df), Comparative Fit Index (CFI), Tucker–Lewis Index (TLI), Root Mean

Square Error of Approximation (RMSEA), and Standardized Root Mean Square Residual (SRMR).

The bootstrapping method was used to look at how job satisfaction acted as a middleman between emotional

intelligence and job commitment. We used the product-of-coefficients method to figure out the indirect effect,

which is shown as:

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Indirect Effect = a × b

where 𝑎 signifies the impact of emotional intelligence on job satisfaction and 𝑏 denotes the influence of job

satisfaction on job commitment. Bias-corrected confidence intervals were used to figure out if mediation was

statistically significant.

We used covariance-based structural modeling software to do all of the CFA and SEM studies. The outcomes

and Discussion section shows the real-world outcomes of the measurement and structural models.

RESULTS AND DISCUSSION

Measurement Model Assessment (Confirmatory Factor Analysis)

Confirmatory Factor Analysis was conducted to assess the adequacy of the measurement model comprising

emotional intelligence and employee outcome constructs. The CFA results indicate that the observed indicators

load significantly on their respective latent constructs, supporting the proposed factor structure. Reliability and

convergent validity of the constructs were established through Composite Reliability (CR) and Average Variance

Extracted (AVE), with values meeting recommended thresholds. Discriminant validity was also confirmed,

indicating that the constructs are empirically distinct.

The overall measurement model demonstrated satisfactory goodness-of-fit based on standard fit indices,

suggesting that the measurement model provides an acceptable representation of the underlying data structure.

These results confirm that the measurement instruments used in the study are reliable and valid for subsequent

structural analysis.

Model Fit Indices of The CFA Model for Personal Competence Factors

ATTRIBUTES

CMIN/DF

P-Value

GFI

AGFI

CFI

RMSEA

Study model

4.081

0.000

0.966

0.949

0.981

0.063

Recommended value

Acceptable fit

[1-5]

Greater

than 0.05

Greater

than 0.9

Greater

than 0.9

Greater

than 0.9

Less than

0.08

Literature support

Hair et al.,

(1998)

Barrett

(2007)

Hair et al.

(2006 )

Hair et al.

(2006 )

Hu and

Bentler

(1999)

Hair et al.

(2006 )

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Fig 1: Confirmatory Factor Analysis (CFA) Measurement Model for Personal Competence

The CFA findings in Table 1 show that the measurement model fits the data well, since all of the fit indices are

above the suggested threshold levels. The standardized factor loadings depicted in Figure 1 demonstrate that all

observed indicators significantly load onto their corresponding latent constructs, hence indicating convergent

validity. These results validate the measurement model and endorse its applicability for future structural equation

modeling.

Structural Model Results

After validating the measurement model, Structural Equation Modelling was utilized to examine the proposed

correlations among latent variables. The structural model demonstrated satisfactory goodness-of-fit, suggesting

that the suggested framework sufficiently elucidates the links between emotional intelligence and employee

outcomes.

The findings indicate that emotional intelligence exerts a significant and favorable influence on job satisfaction,

job commitment, job performance, and organizational citizenship behavior among special school instructors.

These results indicate that instructors with high emotional intelligence are more likely to have favorable attitudes

toward work, be more committed to their jobs, do their jobs well, and do things on their own that help the

institution run smoothly.

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Model Fit Indices of the Structural Equation Model

Model

CMIN/DF

P-Value

GFI

AGFI

CFI

RMSEA

Study model

4.851

0.000

0.919

0.905

0.973

0.070

Recommended

value

Acceptable fit

[1-5]

Greater than

0.05

Greater

than 0.9

Greater

than 0.9

Greater than

0.9

Less than

0.08

Standardized Path Coefficients and Explained Variance (R²)

Path

R² (Endogenous)

p-value

EI → Job Satisfaction

0.41

0.17

8.46

<0.001**

EI → Work Engagement

0.56

0.32

10.21

<0.001**

EI → Job Commitment

0.80

0.63

16.74

<0.001**

EI → Job Performance

0.13

0.58

3.07

<0.001**

Work Engagement → Job Performance

0.57

—

10.74

<0.001**

Job Commitment → Job Performance

0.16

—

3.47

<0.001**

Job Satisfaction → Job Performance

0.03

—

1.35

0.297 (NS)

Note: EI = Emotional Intelligence; β = standardized coefficient; CR = Critical Ratio; p < 0.01.

Mediation Analysis

The mediating function of job satisfaction in the correlation between emotional intelligence and job commitment

was analyzed utilizing the bootstrapping technique. The findings demonstrate that emotional intelligence has a

large direct impact on job commitment, although the indirect effect via job satisfaction is not statistically

significant. This indicates that job happiness does not serve as a mediator in the association between emotional

intelligence and job commitment.

The lack of mediation signifies that emotional intelligence directly bolsters teachers’ commitment to their career,

irrespective of their job satisfaction level. Emotional intelligence seems to be an inherent psychological trait that

enhances professional attachment and responsibility, rather than indirectly affecting commitment through

attitudinal processes.

Bootstrapping Results for the Mediating Effect of Job Satisfaction

Independent

Construct

Mediation

construct

Dependent

construct

Direct

effect

Indirect effect

(Mediation

effect)

Result of

hypothesis

testing

Emotional

Intelligence

Job Satisfaction

Job Commitment

0.75**

0.08

No Mediation

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DISCUSSION OF FINDINGS

The study's results show that emotional intelligence is really important for how well employees do in jobs that

need a lot of emotional work, like special education. The substantial direct impacts of emotional intelligence on

job satisfaction, job commitment, job performance, and organizational citizenship behavior underscore its

significance as a fundamental psychological resource for special school instructors.

The considerable direct effect of emotional intelligence on job commitment, along with the insignificant

mediating effect of job satisfaction, indicates that the commitment of special school instructors is primarily

influenced by emotional competencies rather than merely situational job attitudes. This research illustrates the

value-driven essence of special education teaching, wherein emotional engagement, empathy, and resilience are

crucial in maintaining professional commitment throughout occupational hurdles.

Overall, the results show that emotional intelligence is a key personal skill that directly improves the

effectiveness of special school teachers and their contributions to the organization. These results have significant

ramifications for teacher training and institutional support, underscoring the necessity to enhance emotional

intelligence within professional development programs in special education environments.

CONCLUSION

This study investigated the structural links between emotional intelligence and employee outcomes among

special school teachers in Kerala utilizing a CFA–SEM methodology. The results show that emotional

intelligence has a big and favorable effect on job satisfaction, job commitment, job performance, and

organizational citizenship behavior. The biggest direct effect was on job commitment. The findings indicate that

work engagement and job commitment considerably enhance job performance, however job happiness does not

have a direct impact on performance. Mediation analysis reveals that job satisfaction does not mediate the

relationship between emotional intelligence and job commitment, underscoring emotional intelligence as an

inherent psychological attribute that directly enhances professional attachment and efficacy in special education

settings.

The study has significant ramifications for teacher training and institutional policy, indicating that the cultivation

of emotional intelligence should be methodically incorporated into professional development programs for

special school educators. Subsequent research could expand upon this study by investigating the long-term

impacts of emotional intelligence on employee outcomes, analyzing more mediating or moderating variables

such as organizational support or burnout, and evaluating the suggested model in various educational contexts

or geographies. Comparative research employing mixed-method or experimental methods may further elucidate

the impact of emotional intelligence therapies on sustained professional well-being and organizational

effectiveness.

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