The relationship between workforce diversity, emotional intelligence and job performance among senior high school teacher

Educational environment around the world has been through various reforms and transformation, influencing teachers' job performance. Nowadays, as teachers' role becomes more demanding, it is challenging to forecast and measure teachers' job performance accurately. The emerging concept of workforce diversity and emotional intelligence have gained much popularity as means to predict job performance. Unfortunately, previous researches have shown that there is a lack of attention given to these two constructs and its association with job performance especially in the context of China educational setting. As such, this study addresses the gap by investigating the relationship between the workforce diversity (age diversity, gender diversity and educational background diversity) and emotional intelligence (self-awareness, self-regulation, motivation, empathy and social skill) and teachers' job performance in public senior high schools of Fuyang, China. Using the quantitative inquiry, the survey method employed had collected a total of 314 valid responses from the target place. They were selected using the stratified random sampling technique. This study used Statistical Package for the Social Sciences (SPSS) to validate the developed hypotheses. The study revealed that educational background diversity, self-awareness, self-regulation and social skill are positively
correlated with teachers' job performance and highlighted that for effective job performance of teachers, these four aspects need to be improved. Finally, the implications and suggestions for future research were put forward.