tudents are highly motivated by faculty. They find their role model in them. Self-motivated faculty can motivate the students well. Faculty members have a lot of duties and responsibilities in terms of workload and work longer hours under stress, which affect their job satisfaction level and their performance as a result (Mandip Gill et al., 2012). High Emotional Intelligence (EI) of faculty makes them motivate themselves as well as students to achieve more in life (Dacre Pool and Sewell, 2007).
EI is a subset of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and actions (Salovey and Mayer, 1990). Job satisfaction is the term that reflects the employee’s feelings towards the work and the organization as a whole (Javier and Deligero, 2014).
EI can play a considerable role in the work environment (George, 2000; Goleman et al., 2002; Wong and Law, 2002; Law et al., 2004; and Sy and Cote, 2004). High EI of employees can lead to various work related outcomes as well, and one of them is job satisfaction (Bachman et al., 2000; Wong and Law, 2002; and Prati et al., 2003). EI has a positive impact on job satisfaction; the higher the EI, the higher will be his satisfaction from the job (Afolabi et al., 2010).
It is believed that high EI is important for academicians as it reflects high social skills which help them in their interactions with students (Badawy and Magdy, 2015). Consequently, they succeed, develop and progress in their institutions. Nevertheless, the research in this area is still at the infancy stage (Arani, 2011).
|
