Abstract

This research study examines the relationships between emotional intelligence (EI), work-family conflict (WFC), job satisfaction (JS), performance (P), and turnover intention (TI) in teachers working at semi-private primary education schools from the city of Antofagasta (Chile). There were 140 teachers (81% females) selected through non-probability convenience sampling. The present study used a quantitative approach validated by self-response questionnaires. Data analyses were performed using the structural equations two-stage method. The results indicate that the model proposed here can accurately explain teacher performance, job satisfaction, and turnover intention. It is concluded that emotional intelligence plays an important role in teacher job satisfaction and performance.