







































Humanitas: Indonesian Psychological Journal  
Vol. 21 (2), August 2024, 172-187 

ISSN:  2598-6368(online); 1693-7236(print)                                                                 

       humanitas@psy.uad.ac.id        http://journal1.uad.ac.id/index.php/Humanitas           https;//doi.org/ 10.26555/humanitas.v21i2.699 

Emotional Intelligence as a Moderator of the Relationship Between 

Stress, Depressive Symptoms,  and Job Performance 

Nor Aini Mat Nasir1, Nurul ‘Ain Hidayah Abas1* 

1Faculty of Human Development, Sultan Idris Education University, Tanjung Malim, Perak 
Corresponding author: std@staff.ubaya.ac.id 
 

 

This is an open access article under the CC BY-SA license. 

 

Introduction  

Teachers' job performance is crucial for determining educational quality and student success, 

making it a key focus in education. This performance encompasses multiple aspects, such as 

instructional delivery, classroom management, and the ability to engage and motivate 

students. Effective job performance by teachers is influenced by various factors, such as 

professional development, access to resources, support from the administration, and personal 

well-being (Yueqin & Mohammed, 2024; Lee & Jo, 2023; Ertürk, 2021; Dreer, 2024) 

Well-supported and motivated teachers can create engaging and effective learning 

environments, significantly enhancing student understanding and performance. However, 

when teachers face dissatisfaction and inadequate support, their performance declines, 

adversely affecting student outcomes (Baluyos et al., 2019). Kumari and Kumar (2023) 

highlights the importance of teacher motivation in fostering positive learning environments 

and improving student achievement. Demotivated and dissatisfied teachers tend to perform 

poorly, negatively impacting student success. 

ARTICLE  INFO  

 

ABST RACT  

 

Article history 

Received: February 13, 2024 

Revised: August 8, 2024 

Accepted: August 15, 2024 

 This study aims to examine the relationships between stress and 
depressive symptoms on job performance. The role of emotional 
intelligence (EI) was used to determine whether it has a moderating 
effect on relationships. Stratified sampling was utilized to select 282 
secondary school teachers in Kelantan.  Stress, depressive symptoms, 
EI, and job performance were measured using the Job Stress Scale, the 
Major Depression Inventory, the USM Emotional Quotient Inventory, 
and the Individual Work Performance Questionnaire 1.0, and all of 
these were translated back-to-back. Pearson correlation and multiple 
regression analysis methods were used to analized the data. The results 
indicated that there was a significant positive relationship between 
stress and job performance r = .169, while there was a significant 
negative relationship between depressive symptoms and job 
performance r = .-174. In addition, it found that there was no significant 
effect of EI on the relationships between stress and job performance (β 
=.08, p>0.05), as well as on the relationship between depressive 
symptoms and job performance (β =.03, p>.05). This study highlights 
the importance of reducing depressive symptoms among school 
teachers to maintain their performance and it suggests the school’s 
management  to take proactive measures to support teachers’ mental 
well-being. 

    

 

Keywords 

Depressive symptoms 

Emotional intelligence 

Job performance 

Stress 

 

 

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Humanitas: Indonesian Psychological Journal 173 
 

 

Nasir et al. (Emotional Intelligence as a Moderator of the Relationship Between Stress, Depressive Symptoms,  and Job Performance)  

Greenberg et al. (2016) pointed out that high stress levels among teachers negatively 

impact teachers' performance and student achievement. High stress levels can lead to 

burnout, reduced job satisfaction, and ultimately lower performance in the classroom. 

Factors contributing to teacher stress include heavy workload, lack of administrative support, 

and challenging student behaviour (Katsantonis, 2020; Pang, 2011; Waweru & Ndambuki, 

2021). Teachers often report that excessive workload, including administrative tasks and 

extracurricular duties, contributes significantly to their stress levels (Collie et al., 2012). 

Managing diverse and often large classrooms can be a significant source of stress, 

particularly when dealing with behavioural issues and varying student needs (Jennings & 

Greenberg, 2009). Inadequate support from school administration and a lack of professional 

development opportunities are also critical stressors for teachers (Suttles, 2024). 

Herman et al. (2018) stated that depressive symptoms among teachers are a growing 

concern. The study found that depressive symptoms significantly impair teachers' cognitive 

functions, decision-making abilities, and overall classroom effectiveness. According to 

Skaalvik and Skaalvik (2018) teachers experiencing depressive symptoms often exhibit 

absenteeism, lower energy levels, and diminished enthusiasm, directly impacting their 

teaching performance and student outcomes.  

Emotional intelligence (EI) is a crucial factor that influences teachers' ability to 

manage stress and depressive symptoms, ultimately impacting their job performance. EI 

involves the ability to recognize, understand, and manage one's own emotions, as well as the 

ability to recognize, understand, and influence the emotions of others. Brackett et al. (2010) 

found that teachers with higher EI reported lower levels of stress and burnout. They were 

more effective in managing classroom behaviours and fostering positive student-teacher 

relationships. Mérida-López and Extremera (2017) indicated that EI can buffer the negative 

effects of stress and depressive symptoms on job performance. Teachers with higher EI were 

more resilient and maintained higher performance levels despite adverse conditions. Collie 

et al. (2012) also emphasized the role of EI in promoting well-being among teachers. It 

highlighted that teachers with higher EI experienced lower stress and higher job satisfaction, 

leading to better performance. 

Rashid et al. (2022) stated that workloads and role overload contribute to teacher 

stress. Therefore, it emphasized the need for effective stress management programs to 

improve teacher well-being and performance. Herman et al. (2018) focused on the effects of 

depressive symptoms on teachers' instructional effectiveness and student engagement. It 

highlighted the importance of early identification and intervention for mental health issues 

among teachers. Mérida-López and Extremera (2017) review underscored the role of EI in 

mitigating teacher burnout. It suggested that developing EI can be an effective strategy for 

enhancing teacher resilience and job performance.  

The study has emphasized the necessity of investigating teacher job performance due 

to its pivotal role in shaping educational outcomes. High-quality teaching is fundamental to 

student learning and achievement, making it imperative to understand the factors influencing 

teacher performance. By identifying the drivers of effective teaching, the study can develop 

targeted interventions and policies aimed at improving teaching quality and enhancing 

educational outcomes. Additionally, as educational systems evolve to meet the needs of 

diverse learners and technological advancements, research on teacher job performance 

becomes essential for informing pedagogical practices that align with modern educational 

standards. 

While previous studies have separately examined the impacts of stress, depressive 

symptoms, and emotional intelligence (EI) on teacher performance, the current research 

uniquely integrates these elements to explore how EI moderates the effects of stress and 



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Nasir et al. (Emotional Intelligence as a Moderator of the Relationship Between Stress, Depressive Symptoms,  and Job Performance)  

depressive symptoms. This comprehensive approach provides a deeper understanding of the 

interplay between these factors and offers more targeted intervention strategies. 

Transactional Theory of Stress and Coping (Lazarus & Folkman, 1984), explains that 

stress arises from perceiving a discrepancy between environmental demands and the 

individual’s coping resources. It emphasizes cognitive appraisal in stress responses and the 

importance of coping strategies. This theory helps understand how teachers perceive and 

manage stressors like workload, student behaviour, and administrative demands. Teachers 

who perceive high stress levels due to workload and role conflict exhibit lower job 

performance and higher burnout rates (Danish et al., 2019). Effective coping strategies are 

essential for maintaining high job performance in stressful teaching environments. 

Beck's Cognitive Theory of Depression (Beck, 1967), depressive symptoms result 

from negative automatic thoughts, dysfunctional beliefs, and cognitive distortions. It focuses 

on the role of cognitive patterns in the onset and maintenance of depressive symptoms. 

Understanding teachers' cognitive patterns provides insights into how depressive symptoms 

develop and persist, impacting job performance. Herman et al. (2018) reveal that depressive 

symptoms in teachers lead to reduced instructional effectiveness and poorer student 

outcomes. Addressing cognitive distortions and negative thought patterns is crucial for 

improving teachers' mental health and job performance. Depressive symptoms have long-

term detrimental effects on teacher absenteeism and presenteeism (Jonston et al., 2019).  

The Model of Emotional Intelligence (EI), as proposed by Goleman (1998), is 

structured around four key components: self-awareness, self-regulation, social awareness, 

and relationship management. This framework was further developed by Yusoff et al.  

(2010), who identified seven dimensions of EI: emotional control, maturity, 

conscientiousness, awareness, commitment, fortitude, and expression. High EI is crucial for 

teachers to manage stress and depressive symptoms, build positive relationships, and create 

a supportive classroom environment. Mérida-López and Extremera (2017) found that high 

EI helps teachers manage stress and reduces burnout, supporting Yusoff et al. (2010) 

conceptualization of EI's critical role in professional effectiveness. Developing EI through 

professional development can enhance teachers' resilience and job performance.  

According to the Individual Differences Theory (Motowildo et al., 1997), job 

performance is influenced by individual differences in abilities, personality traits, and other 

personal characteristics. Understanding individual differences can help identify which traits 

and abilities contribute most significantly to effective teaching. Liu et al. (2010) explored 

how individual differences in teachers' stress responses and emotional regulation abilities 

affect their job performance.  

This theoretical framework will show how stress and depressive symptoms impact 

teacher job performance and how EI can moderate these effects (see Figure 1). 
Figure 1 
Shows a theoretical framework about  stress, depressive symptoms, emotional intelligence 
(EI), and job performance.   

 



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Nasir et al. (Emotional Intelligence as a Moderator of the Relationship Between Stress, Depressive Symptoms,  and Job Performance)  

The hypotheses aimed to investigate the following variables: 

H1: Stress and job performance are significantly related among secondary school teachers. 

H2: Depressive symptoms and job performance are significantly related among secondary 

school teachers. 

H3: Emotional intelligence moderates the relationship between stress and job performance 

among secondary school teachers. 

H4: Emotional intelligence moderates the relationship between depressive symptoms and 

job performance among secondary school teachers. 

 In conclusion, the study conducted has provided significant insights into the complex 

interplay between stress, depressive symptoms, EI, and teacher job performance. These 

studies have validated and expanded existing theoretical models, such as the Transactional 

Theory of Stress and Coping, Beck's Cognitive Theory of Depression,  the Model of 

Emotional Intelligence, and the Individual Differences Theory. Despite these advancements, 

there remain important gaps, particularly in understanding context-specific influences and 

effective methods for developing EI among teachers. 

Method 

Participants 

The study selected a sample of 282 secondary school teachers from Kelantan. The 

appropriate sample size was determined and estimated using G*Power. Respondents were 

chosen through a stratified random sampling technique. The gender distribution of the 

sample was predominantly females (74.5%), with males making up 25.5% of the 

participants. The average age of respondents ranged between 26 to 60 years old. Most 

respondents were Malay, making up 96.6% of the total sample. The respondents had a wide 

range of work experience, with the majority having  21 to 25 years of experience, accounting 

for 20.0% of the sample (see Table 1). 

 

Table 1  

Frequency of Respondent Based on Demographic Information 

 Frequency Percentage 

Gender   

     Males 72 25.5 

     Females 210 74.5 

Age   

     26 – 30 years 18 6.4 

     31 – 35 years 14 5.0 

     36 - 40 years 42 14.9 

     41 - 45 years 53 18.8 

     46 - 50 years 67 23.8 

     51 - 55 years 56 19.9 

     56 - 60 years 32 11.3 

Race   

     Malay 273 96.9 

     Chinese 7 2.5 

     Indian 1 0.4 

     Others 1 0.4 

Work Experience   

    Less than one year 4 1.4 

    1 – 5 years 15 5.3 

    6 – 10 years 23 8.2 



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Table 1  

(Continue) 
 Frequency Percentage 

    11 – 15 years 45 16.0 

    16 – 20 years 54 19.1 

    21 – 25 years 59 20.0 

    26 – 30 years 53 18.8 

    More than 30 years 29 10.3 

Measurement 

The instruments were divided into five sections: Demographic Information, Job Stress Scale, 

Major Depression Inventory (MDI), USM Emotional Quotient Inventory (USMEQ-i), and 

Individual Work Performance Questionnaire (IWPQ) 1.0.  

Job Stress Scale 

The 6-item Job Stress Scale developed by Crank et al. (1995) is utilized to measure stress. 

The questionnaire used a 5-point Likert scale, which ranges from 1= strongly agree, 2 = 

mildly agree, 3 = neutral, 4 = mildly disagree and 5 = strongly disagree.  The example items 

that are used to measure stress consist of (1) I am usually anxious when I’m working, (2) I 

am usually unpleasant when I’m working, and (3) A lot of time my job makes me very 

frustrated or angry. The Malay Version Questionnaire is as follows: (1) Saya sering berasa 

runsing sewaktu bekerja, (2) Saya sering berasa rimas sewaktu bekerja, and (3) Pekerjaan 

saya sering membuatkan saya rasa kecewa atau marah. The Job Stress Scale reported a 

good reliability score for Cronbach’s Alpha which is α = .93.  

Major Depression Inventory (MDI) 

Depressive symptoms is assessed using the 12-item Major Depression Inventory (MDI) 

developed by Bech et al. (2001) and translated by Abas et al. (2021) to measure depressive 

symptoms. The 12 items address depressive symptoms on a scale ranging from 1 = at no 

time, 2 = some of the time, 3 = slightly less than half the time, 4 = slightly more than half 

the time, 5 = most of the time, and 6 = All the time. The example of original items that are 

used to measure depressive symptoms consist of (1) Have you felt low in spirit or sad? (2) 

Have you felt subdued? and (3) Have you lost interest in your daily activities?. The 

questionnaires were back translated by Abas et al. (2021) where the original set in English 

language was back translated into Malay language. The example of original items that are 

used to measure depressive symptoms consist of (1) Berasa tidak bersemangat atau sedih, 

(2) Berasa pasif, and (3) Kehilangan minat dalam aktiviti-aktiviti harian anda. The Major 

Depression Inventory reported a good reliability score for Cronbach’s Alpha which is α = 

.89. 

USM Emotional Quotient Inventory (USMEQ-i) 

The USM Emotional Quotient Inventory (USMEQ-i), developed by Yusoff et al. (2010) 

measures emotional intelligence (EI). This inventory comprises 46 items that span seven 

domains: emotional control, emotional maturity, emotional conscientiousness, emotional 

awareness, emotional commitment, emotional fortitude, and emotional expression, including 

a faking index. The rating scales ranged from (1) = not like me, (2) = a bit like me, (3) = 

quite like me, (4) = a lot like me, and (5) = totally like me. Examples of questions included 



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in the survey are: (1) I give advice to my friends and myself regularly, (2) When I successes 

I pray to god, and (3) I apologize for mistakes I make. The Malay Version Questionnaire is 

as follows: (1) Saya sering nasihat-menasihati di antara satu sama lain, (2) Apabila 

mendapat kejayaan saya bersyukur, and (3) Saya mudah mengakui kesalahan saya 

sekiranya saya memang bersalah.  The USM Emotional Quotient Inventory reported a good 

reliability score for Cronbach’s Alpha which is α = .96.  

Individual Work Performance Questionnaire (IWPQ) 1.0. 

The Individual Work Performance Questionnaire (IWPQ) 1.0, developed by Koopmans et 

al. (2014) was used to assess job performance. The 17-item questionnaire included three 

scales: task performance, contextual performance, and counterproductive work behaviour. 

The Individual Work Performance Questionnaire utilizes a five-point Likert scale that ranges 

from (1) = Seldom, (2) Sometimes, (3) Regularly, (4) Often and (5) Always. Examples of 

questions included in the survey are: (1) I managed to plan my work to make sure it could 

be done on time, (2) I kept my job skills up-to-date, and (3) I kept in mind the results that I 

had to achieve in my work. (1) Saya merancang kerja saya supaya kerja tersebut dilakukan 

tepat pada masa, (2) Saya selalu memastikan kemahiran kerja saya sentiasa terkini, and (3) 

Saya sentiasa mengingati matlamat yang saya perlu capai dalam pekerjaan saya. The 

Individual Work Performance Questionnaire  reported a good reliability score for 

Cronbach’s Alpha which is α = .90  

Data Analysis 

The data was analyzed using the Statistical Package for Social Sciences (SPSS) Version 20.0 

for Windows. Two types of analysis were employed in this study: Pearson’s correlation 

analysis and multiple regression analysis. Before conducting a regression analysis, it is 

possible to check the violation of assumptions. The assumptions to be evaluated are as 

follows: (1) Sample size, (2) Outlier, (3) Normality, and (4) Linearity. 

Results 

This part presents the descriptive analysis of stress, depressive symptoms, emotional 

intelligence (EI), and job performance. All variables are measured using the M value and 

SD. Based on the scale of 1 to 5, the mean scores can be explained as a mean score less than 

2 is scored as low, a mean score of 2 to 4 is scored as moderate, and a mean score of more 

than 4 is scored as high (Pallant, 2016). 
 

Table 2  

Mean and Standard Deviation of Stress, Depressive Symptoms, EI and Job Performance 

 

Table 2 reveals that the average stress score among the sample is 2.85, reflecting the 

typical stress level within the group. This central tendency measure suggests a moderate 

level of stress. The standard deviation of 0.784 demonstrates the variability of stress scores 

around the mean. A smaller standard deviation indicates that most stress scores are close to 

  M  SD 

Stress 2.85  0.784 

Depressive Symptoms 2.15  0.610 

EI 3.64  0.495 

Job Performance 2.93  0.593 



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the mean, reflecting consistent stress levels among individuals. The mean depressive 

symptoms score is 2.15, reflecting the central tendency of depressive symptoms levels in the 

sample. This score indicates a moderate level of depressive symptoms among the 

participants. The standard deviation of 0.610 shows the spread of depressive symptoms 

scores around the mean. Lower variability suggests that the depressive symptoms scores are 

more tightly clustered around the mean. The mean score for EI is 3.64, indicating the 

individuals' average level of EI. This relatively high score suggests a generally good capacity 

for emotional regulation and social interaction within the group. With a standard deviation 

of 0.495, the EI scores show relatively low variability, meaning most individuals' scores are 

close to the average. The average job performance score is 2.93, serving as the central point 

around which job performance levels are distributed. This mean score suggests a moderate 

level of job performance in the sample. The standard deviation of 0.593 indicates the 

dispersion in job performance scores. This moderate standard deviation level suggests that 

while there is some variability, many individuals have scores near the mean. 

 

Table 3  

Correlation Analysis between Variables 
Variable     1 2 3 

1. Stress   -   

2. Depressive Symptoms -0.372** -  

3. Job Performance 0.169** -0.174** - 

 

Table 3 shows the correlation analysis between stress, depressive symptoms and job 

performance among the 282 secondary school teachers. The first correlation analysis was 

explained about positive relationship between stress and job performance among secondary 

school teachers, with, r = .169, n = 282, p = .002. Thus, H1 is supported. In addition, the 

second correlation analysis showed the negative relationship between depressive symptoms 

and job performance among secondary school teachers, with r = -.174, n = 282, p = .003. H2 

is supported. 

 

Table 4  

Model Summary of Stress, EI and Job Performance 
   Model  1   Model  2  

Variables B β SE B β SE 

Constants 58.29* .41* 58.18* .42* 

Stress .64 .08 .42 .6 .08 .42 

EI 3.90* .49* .42* 3.81* .48* .42* 

Stress x EI    .59 .08 .40 

R2  .26*   .27  

ΔR2  .26*   .01  

F  48.86*   33.43*  

ΔF   48.86*     2.17   

 

Table 4, in Model 1, the R2 value of .26 revealed that stress and emotional intelligence 

(EI) explained 26% variance in job performance with F (2,279) =48.86, p<.05. The findings 

revealed that stress (β =.08, p>.05) not predicted job performance and EI (β =.49, p<.05) 

predicted job performance.  

In Model 2, the R2 value of .27 revealed that stress, EI and stress x EI explained 27% 

variance in the job performance with F (3,278) =33.43, p<.05. The findings revealed that 

stress (β =.08, p>.05), EI (β =.48, p<.05) and stress x EI not predicted job performance (β 

=.08, p>0.05).  



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The ΔR2 value of .01 revealed 1% change in the variance of model 1 with ΔF (2,279) 

=48.86, p<.05, and model 2 with ΔF (1,278) =2.17, p>0.05.  The results indicate that there 

is no significant effect of EI on the relationship between stress and job performance among 

secondary school teachers. Thus, H3 was not supported. 

 

Table 5  

Model Summary of Depressive symptoms, EI and job performance 
  Model  1   Model 2  

Variables B β SE B    β SE 

Constants 58.29* .41* 58.27* .41* 

DS -.35 -.04 .41 -.34   -.04 .42 

EI 3.99* .50* .41* 3.95*   .50* .42* 

DS x EI    -.29   .03 .44 

R2  .26*     .26  

ΔR2  .26*   .001  

F  47.75*   31.91*  

ΔF   47.75*     .42   

 

Table 5, In Model 1, the R2 value of 0.26 revealed that depressive symptoms and 

emotional intelligence (EI) explained 26% variance in the job performance with F (2,279) = 

47.75, p<0.05. The findings revealed that depressive symptoms (β =-.04, p>.05) did not 

predict job performance and EI (β = .50, p<.05) predicted job performance. 

In Model 2, the R2 value of 0.27 revealed that the depressive symptoms and EI 

explained 27% variance in job performance with F (3,278) =31.91, p<.05. The findings 

revealed that depressive symptoms (β =-.04, p>.05), EI (β =.50, p>.05) and depressive 

symptoms x EI did not predict job performance (β =.03, p>.05). 

The ΔR2 value of .001 revealed 0.1% change in the variance of model 1 with ΔF (1,278) 

=.47.75, p<0.05, and model 2 with ΔF (1,278) =.42, p>.05.  The results indicate that there is 

no significant effect of EI on the relationship between depressive symptoms and job 

performance among secondary school teachers. Thus, H4 was not supported. 

Discussion 

Gender Role Theory, as posited by Eagly and Wood (2012), suggests that societal 

expectations shape behaviours and stress differently for males and females. Given the 

predominance of female teachers in the sample (74.5%), gender dynamics likely play a 

crucial role in these findings. Female teachers often face higher stress levels due to the dual 

burden of professional and family responsibilities, which can affect their mental health and 

job performance (Pogere et al., 2019). Khabri et al. (2023) support this, showing that while 

moderate stress can enhance performance through increased motivation, excessive stress 

leading to depressive symptoms can significantly hinder job effectiveness. Moreover, 

Beilock et al. (2010) found that female teachers' stress is often exacerbated by societal 

pressures and expectations, further impacting their job performance negatively when 

depressive symptoms arise. These findings suggest that while stress in manageable amounts 

(eustress) can be beneficial, a moderate level of stress leads to a moderate level of job 

performance, with gender-specific factors playing a significant role.   

According to Super's Life Cycle Theory of Career Development (Super, 1990), 

individuals' career stages profoundly influence their experiences and responses to job stress. 

These career stages are often linked with heightened stress levels due to increased 

professional responsibilities and concerns about approaching retirement. Ellovido and 



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Quirap (2024) suggest that more experienced teachers may have developed effective coping 

mechanisms to manage stress. Therefore, moderate stress can boost job performance by 

enhancing motivation and engagement, excessive stress can lead to low job performance and 

significantly impair job effectiveness. 

According to the Job Demands-Resources Model (Demerouti et al., 2001), job 

demands can lead to stress, while job resources can mitigate these effects. Teachers with 

extensive experience often face high job demands but possess significant job resources, such 

as expertise, social support, and well-developed coping mechanisms, which can buffer the 

negative impacts of stress and enhance job performance. Conversely, less experienced 

teachers may lack these resources, making them more susceptible to stress and its 

detrimental effects on job performance (Jain, 2021). Bakker and de Vries (2021) found that 

job resources such as professional development opportunities and supportive leadership can 

enhance teachers' ability to manage stress effectively, thereby improving job performance. 

Similarly, Skaalvik and Skaalvik (2017) highlight that experienced teachers' accumulated 

resources enable them to convert job demands into positive stress (eustress), which can 

enhance performance. However, stress can lead to decreased job performance without 

adequate resources, especially among less experienced teachers. 

This study indicated a significant positive relationship between stress and job 

performance, potentially due to the higher representation of female participants. High stress 

levels can enhance job performance, possibly because women generally exhibit a higher 

ability to channel stress into motivation for improved job performance. Sex Role theory 

(Ray, 2019; Arcand et al., 2023) suggests that women might possess certain societal 

influences or inherent abilities that enable them to utilize stress more effectively compared 

to men. This theory posits that women are often socialized to manage multiple roles and 

responsibilities, which can translate into an increased capacity to use stress constructively. 

Supporting this view, a study by Bryan et al. (2024) found that women tend to convert stress 

into productive energy by leveraging strong social networks and problem-solving skills. 

Additionally, research by Archer et al. (2024) indicates that women often have higher levels 

of resilience and adaptability in stressful situations, which can lead to enhanced job 

performance. 

The study indicated a significant positive relationship between stress and job 

performance among secondary school teachers. This counterintuitive finding can be 

understood through the grand theory of stress, developed by Selye (1973), which 

differentiates between eustress (positive stress) and distress (negative stress). Eustress, a 

form of stress perceived as beneficial, can enhance motivation, focus, and performance, 

potentially explaining why stressed teachers may perform better. According to Anjum et al. 

(2023), eustress experienced in a job environment can lead to increased motivation and job 

performance. Fahmi et al. (2022) further elaborate that challenges and pressures, although 

potentially detrimental, can also enhance a teacher's motivation and discipline when 

perceived positively. This aligns with Selye's theory, where an optimal level of stress 

(eustress) enhances performance, while excessive stress (distress) has the opposite effect, 

leading to negative outcomes such as anxiety and reduced job performance. The study's 

findings are consistent with previous research by Shoukat et al. (2019), which identified a 

significant relationship between stress and job performance, highlighting the dual potential 

of stress to either motivate or hinder, depending on its level and perception. 

This study also indicated a significant negative relationship between depressive 

symptoms and job performance, suggesting that higher levels of depressive symptoms in 

school teachers correlate with lower job performance. This finding is supported by recent 

research which shows that depressive symptoms can severely impair cognitive functions 



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such as concentration, decision-making, and memory, all of which are crucial for effective 

job performance (Fukuzaki & Takeda, 2022). Depressive symptoms can also lead to 

increased absenteeism and reduced motivation, further diminishing job performance 

(Johnston et al., 2019; Grahek et al., 2019; Lerner et al., 2010). Furthermore, a study by 

McLean and Connor (2015) found that teachers experiencing depressive symptoms often 

struggle with maintaining classroom engagement and managing student behaviour, leading 

to a decline in overall teaching effectiveness. 

In the current study, teachers with high depressive symptoms have more than 10 years 

of working experience, placing them at an optimal or moderate level of experience. At this 

stage, teachers may already be saturated with depressive symptoms, making it increasingly 

difficult to resist their impact on job performance. This suggests that the accumulation of 

negative emotions and experiences over time can have detrimental effects on job 

performance. Affective Events Theory (Ohly & Venz, 2021) supports this view by positing 

that the accumulation of negative events or experiences in the workplace can significantly 

impact an individual's emotional state, thereby reducing job performance. Skaalvik and 

Skaalvik (2017) found that teachers experiencing prolonged depressive symptoms report 

lower levels of job satisfaction and higher levels of job-related stress, leading to decreased 

effectiveness in their teaching roles.  

The top management of a school has the authority to create policies or guidelines 

specifically addressing the needs of school teachers in identifying depressive symptoms. By 

acknowledging the potential impact of depressive symptoms on teacher job performance, 

the top management of a school can take proactive measures to support their teachers' mental 

well-being. Creating policies or guidelines that address depressive symptoms allows for 

early identification and intervention, helping teachers seek appropriate support and 

treatment. 

This study also produced interesting findings, revealing that emotional intelligence 

(EI) does not significantly influence the relationship between stress and job performance. 

This implies that EI does not affect the relationship between teachers' stress levels and job 

performance, regardless of whether these levels are high or low. This can also be seen with 

the study population, found that most of them are female respondents. Previous studies have 

highlighted the impact of gender on the connection between stress and job performance. 

Faizan and Haque (2019) discovered gender differences in working productivity under 

eustress (good stress), with females experiencing more eustress than males. Given that 

females constitute the majority of respondents in this study, EI may not have any significant 

impact on the relationship between stress and job performance. This also implies that EI 

does not play a crucial role in moderating the impact of stress on job performance, at least 

in the context of the study. Additionally, the statement implies that even if individuals 

possess EI, it does not have a substantial influence on the outcome of the study. 

The study indicated that emotional intelligence (EI) does not significantly affect the 

relationship between depressive symptoms and job performance. Although EI is often 

praised as a key factor in enhancing job performance, this study suggests that its influence 

might have limitations, especially concerning mental health conditions like depressive 

symptoms. These findings are consistent with recent research by Suleman et al. (2020), 

which suggests that while EI is important for job satisfaction, it may not directly influence 

the relationship between depressive symptoms and job performance. 

The study's limitations are attributed to factors such as generalization of result and 

technique of analysis.  These limitations resulted in the study being conducted focusing only 

on 282 secondary school teachers in Kelantan. This focused sample may limit the 

generalizability of the findings to a larger population. The suggestion for future research is 



Humanitas: Indonesian Psychological Journal 182 
 

 

Nasir et al. (Emotional Intelligence as a Moderator of the Relationship Between Stress, Depressive Symptoms,  and Job Performance)  

to expand the scope of the study to include all secondary schools in Kelantan. By doing so, 

the data collected will be more comprehensive and representative of the entire population of 

secondary schools in the region. This will provide a more accurate understanding of the 

factors influencing the job performance of secondary school students in Kelantan. This will 

contribute to the existing body of knowledge in the field and provide valuable insights for 

teachers, policymakers, and study working in of secondary education.   

The suggestions put forth in the research study include expanding the scope of the 

research to include samples from private schools, specifically teachers from private 

secondary schools. By including this additional group, the study aims to explore any 

potential similarities or differences in the results between public and private school teachers. 

This expansion would provide a comparative analysis between teachers in different 

educational settings, shedding light on any unique challenges or factors that may exist within 

private schools. In terms of technique of analysis, correlation, and regression can provide 

valuable insights into the strength and direction of associations between variables, as well as 

the ability to predict one variable based on another. However, they have certain limitations. 

One limitation of correlation and regression analysis is that they only assess the direct 

relationships between variables. They do not consider the potential indirect or mediating 

effects of other variables. This means that important relationships between variables may be 

missed or not fully understood. Structural Equation Modelling (SEM), on the other hand, is 

suggested, as a more comprehensive statistical technique that allows for the examination of 

both direct and indirect relationships among variables. It enables the study to assess complex 

relationships and test theoretical models that include multiple variables and pathways. 

Conclusion 

In conclusion, the study highlights the significant positive relationship between stress and 

job performance, and the significant negative relationship between depressive symptoms and 

job performance, while revealing that emotional intelligence (EI) does not mediate these 

relationships. This suggests that while stress and depressive symptoms directly impact job 

performance, EI does not act as a moderator in this relationship.  This underscores the critical 

need to address stress and depressive symptoms directly to improve job performance among 

teachers, rather than solely focusing on enhancing EI.  

Acknowledgment 

The author expresses gratitude to the Department of Psychology, Faculty of Human 

Development, Sultan Idris Education University (UPSI) which provided support in 

completing this research. Special gratitude is extended to the dedicated participants, whose 

invaluable contributions enriched the depth of our studies and ensured the success and 

quality of our findings. 

Declarations  

Author contribution.  NAM was responsible for the idea implementation and study design 
conducted the data collection and analysis, validated the results, provided necessary 
resources, and authored the manuscript. NAH contributed by generating ideas, providing 
guidance on method and research design, monitoring research progress, verifying data results, 
and suggesting research implications to be summarised and reported in the paper. 
Funding statement. This research was carried out independently, without any external 
funding support. 
Conflict of interest. The authors declare no conflict of interest. 
Additional information. No additional information is available for this paper. 



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