Abdullah Ahmed Almulla, Mazen Omar Almulla
ABSTRACT
This study examined emotional intelligence (EI) and stress management among 219 educators working with children with learning disabilities (LD) in Al Hasa, Saudi Arabia, addressing critical gaps in special education research within the Gulf region. The study investigated how EI components (emotional awareness, expression, and regulation) relate to stress resilience, with particular attention to emotion regulation's mediating role. Results from structural equation modeling revealed emotion regulation as the strongest predictor of effective stress management (β = 0.313), significantly outperforming emotional awareness (β = 0.232) and effort expectancy (β = 0.141). Stress management demonstrated substantial effects on both educator adaptability (β = 0.590) and social skills (β = 0.627), confirming its pivotal mediating role. The measurement model showed excellent reliability for emotional regulation (α = 0.808, AVE = 0.722), though effort expectancy metrics warranted refinement (α = 0.505). Demographic analyses revealed no significant competency differences by education level (F [2,213] = 0.925, p = 0.398), suggesting experiential factors may outweigh formal training in developing these skills. The findings highlight the need for targeted professional development programs emphasizing emotion-regulation strategies and institutional support systems to mitigate the elevated burnout rates documented in LD educators in the Saudi context. This study advances theoretical understanding of EI in special education contexts while providing culturally relevant insights for supporting educator wellbeing in the Middle East and improving outcomes for children with LD.
