Emotional Intelligence and Workplace Stress Among Afterschool Supervisors in Low-Income Communities

Oct 15, 2026

A quantitative correlational study examines how emotional intelligence among afterschool supervisors serving low-income communities in New York City relates to their perceived workplace stress. Grounded in prior research linking stress to reduced program quality and poorer youth social-emotional development, the study tests whether supervisors with higher emotional intelligence experience lower stress. Results show a negative correlation, suggesting emotional intelligence supports effective program management. Findings inform organizational leaders and supervisors on training and resource needs to mitigate adverse environmental effects on youth.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Conceptual Framework

Emotional Intelligence Theory by Daniel Goleman

Literature Review

Stress and Program Quality in Afterschool Settings

Emotional Intelligence and Leadership Outcomes

Study Focus and Findings

Relationship Between Emotional Intelligence and Perceived Stress

Emotional Intelligence and Workplace Stress Among Afterschool Supervisorsin Low-Income Communities Sonia M. Toledo Afterschool supervisors are responsible for managing their teams, building curricula, maintaining relationships with parents and community partners, solving crises, and implementing the latest trends in 21st century learning, all of which can create a high-stress work environment (Kremer et al., 2015) . High levels of stress among supervisors can diminish afterschool program quality and negatively affect the learning and development of children and youth (Geisinger, 2016) . Highly stressed afterschool supervisors may not be able to effectively enhance underserved children’s social and emotional development (Frazier et al. , 2019) . One solution may be training in emotional intelligence. In other fields, high emotional intelligence among leaders was found to mitigate workplace stress and to increase job productivity, job satisfaction, and attainment of positive results (e.g. , Lumpkin & Achen, 2018) . My study helps address the lack of scientific research on the role of emotional intelligence in afterschool supervisors’ ability to manage stress at work. In this quantitative correlational study, I investigated the relationship between the emotional intelligence of afterschool supervisors serving low-income communities in New York City and their perceived workplace stress. I found a negative correlation—that is, supervisors with higher emotional intelligence tended to have lower workplace stress. The results can SONIA M. TOLEDO, PhD, founded Dignity of Children® in 2008 to support families holistically and reduce education inequality. She has a PhD in education and 25-plus years of experience building quality afterschool programs. She focuses on emotional intelligence training, youth development, and organizational culture change. Dignity of Children serves afterschool programs nationally, providing exceptional child and youth development trainings. help afterschool supervisors and organization leaders understand the importance of emotional intelligence for effective program management. Equipped with that understanding, they can identify resources supervisors need to manage their workplace stress, facilitate 21st century learning, and mitigate the effects on youth of adverse environments. many afterschool programs struggle to provide youth with tools to help them thrive (Frazier et al. , 2019) . An important element in the quality of afterschool programs is the capacity of afterschool practitioners to handle stress and deliver results in a fast-paced environment (Farrell et al. , 2019; Larson, 2018) . Staff members’ inability to handle the stress that comes with the pressure of meeting developmental demands is a Conceptual Framework and big concern in programs in disadvantaged communities Literature Review (Pelcher & Rajan, 2016) . To increase the quality of Daniel Goleman’s (1995) emotional intelligence theory afterschool programs in vulnerable communities, provided the guiding conceptual framework for this supervisors need to focus on creating socially and study. Goleman’s theory demonstrates the importance emotionally safe environments where children can of managing emotional responses in any environment feel comfortable to express themselves, ask questions, to benefit the individuals in any relationship (Anand, and learn new things (Frazier et al. , 2019) . The stress 2019) . The five developmental skills of emotional in- of meeting developmental goals can be alleviated bytelligence in Goleman’s formu- creating a supportive environment lation are self-awareness, self- for children that facilitates social regulation, motivation, empathy, In order to foster emotional and emotional learning, helps and decision-making (Goleman, intelligence in children, the them make decisions, and fosters 1995) . Emotional intelligence be- adults around them must opportunities for collaborative ginsemotwi

FAQs

What is the study investigating about afterschool supervisors?

The study investigates the relationship between afterschool supervisors’ emotional intelligence and their perceived workplace stress in low-income communities in New York City.

How are workplace stress and program outcomes connected in the background?

Higher supervisor stress can reduce afterschool program quality and negatively affect children’s and youth’s learning and social-emotional development.

What did the study find about emotional intelligence and stress?

The study found a negative correlation: supervisors with higher emotional intelligence tended to report lower workplace stress.

Oct 15, 2026

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