Abstract:
Employee engagement is a crucial predictor of performance and well-being in any sector, especially within the education system. In Sri Lanka, and particularly in rural districts such as Batticaloa, teachers face increasing emotional demands, workload pressure, and limited support, all of which may hinder their engagement at work. While previous research has explored emotional intelligence (EI) concerning job satisfaction and performance, limited studies have investigated how EI directly influences employee engagement (EE), particularly within the school sector in underrepresented regions. Moreover, the moderating role of workload in this relationship remains largely unexplored. The main objective of this study is to examine the impact of emotional intelligence on employee engagement and to assess whether workload moderates this relationship. A narrative literature review methodology was adopted to synthesize findings from both global and local research. Additionally, an empirical phase is proposed using quantitative methods with a sample of 365 government schoolteachers in Batticaloa, selected through simple random sampling. The findings are expected to confirm a positive relationship between EI and EE, while also demonstrating that high workload may weaken this effect. This study contributes both theoretically and practically by addressing an empirical and contextual research gap and offering insights for educational policymakers and school administrators. By understanding the emotional and workload-related challenges faced by teachers, this research provides direction for improving teacher support systems, engagement strategies, and overall educational outcomes.
