Predictors of Professional Well-Being and Job Performance Among Special Education Teachers in Pakistan: The Mediating Role of Emotional Intelligence

Abstract

Background: Special education teachers frequently encounter structural constraints and emotionally demanding work environments that may compromise their professional functioning. In Pakistan, these challenges are exacerbated by systemic inefficiencies, limited institutional resources, and gaps in policy implementation. Aim: The present study examined the predictive roles of pedagogical barriers and workplace stress in shaping professional well-being and job performance among special education teachers in Pakistan. Additionally, the mediating function of emotional intelligence was investigated to better understand the underlying psychological mechanisms. Methods: Data were collected using standardized and psychometrically validated instruments measuring pedagogical barriers, workplace stress, emotional intelligence, professional well-being, and job performance. Structural equation modeling (SEM) and hierarchical regression analyses were conducted to test direct and indirect relationships among the study variables. Results: Results indicated that pedagogical barriers and workplace stress significantly predicted professional well-being. While workplace stress was negatively associated with professional well-being, it was positively related to job performance. Emotional intelligence partially mediated the effects of both pedagogical barriers and workplace stress on professional outcomes, highlighting its protective and adaptive role in high-demand educational contexts. Discussion: These findings highlight the dualistic role of workplace stress and underscore the importance of reducing structural barriers while strengthening emotional intelligence competencies among special education teachers. Policy reforms, institutional support mechanisms, and targeted professional development initiatives are recommended to enhance educator well-being and sustain optimal job performance in resource-constrained settings.

Keywords: Pedagogical Barriers, Workplace Stress, Emotional Intelligence, Special Education, Job Performance, Well-Being