Relationship between Emotional Intelligence Components and Dimensions of Organizational Citizenship Behavior of High School Teachers in Isfahan

The aim of this research was to investigate the relationship between emotional intelligence components and dimensions of organizational citizenship behavior of high school teachers in Isfahan. The target population in this descriptive-correlational research comprised all high school teachers (n=4064) in Isfahan in the academic year of 2010-2011. A sample of 305 teachers was drawn using multistage random sampling method. The research instruments involved two standard questionnaires of emotional intelligence (Shering, 1994) and organizational citizenship behavior (Podsakoff et. al. 1990). The Content validity of both questionnaires was approved by experts. The reliability indexes of the questionnaires as assessed through Cronbach's alpha were 0.80 and 0.79 for emotional intelligence and organizational citizenship behavior respectively. Data were analyzed employing both descriptive and inferential statistics (Pearson correlation test, independent t-test, one-way ANOVA, and Scheffe test). The findings revealed that from among emotional intelligence components there was a significantly positive relationship between self-Awareness, self-motivation, empathy, and social skills and organizational citizenship behavior of teachers. There was no significant difference between the teachers’ viewpoints about emotional intelligence and organizational citizenship behavior regarding sex, work experience and education. However, teachers with more than 20 years of work experience estimated that they had higher emotional intelligence