Does Emotional Intelligence Promote Turnover? The Mediating Role of Job Satisfaction Among Teachers in Abu Dhabi's Private Schools

This study examines the interrelationships among emotional intelligence (EI), job satisfaction (JS), and turnover intention (TI) among teachers in private schools in Abu Dhabi, with a specific emphasis on the mediating role of JS. Utilizing Affective Events Theory (AET) as a theoretical framework, a quantitative research methodology was implemented through partial least squares structural equation modeling (PLS-SEM), involving a sample of 227 teachers. The findings challenge conventional assumptions by demonstrating a positive correlation between EI and TI, indicating that emotionally intelligent teachers, while exhibiting greater resilience, may also possess heightened awareness of organizational shortcomings, thereby increasing their propensity to seek alternative employment opportunities. Notably, JS was identified as a mediating factor in the EI–TI relationship, supporting the notion that emotional satisfaction in the workplace can mitigate the turnover intentions of individuals with high EI. These results highlight the imperative for private educational institutions to integrate EI development initiatives with emotionally intelligent systems, culturally sensitive practices, and retention strategies focused on enhancing job satisfaction. The study contributes valuable insights into the intricate dynamics of teacher retention within culturally diverse and emotionally demanding environments, thereby enriching theoretical frameworks and informing evidence-based policymaking in the Gulf region.