Abstract
This paper aims at to evaluate whether educational institutional heads’ emotional intelligence can be
managed to affect their respective subordinate teachers’ work job satisfaction and students’ academic
performance. Study involved 110 educational institutional heads and asked them to evaluate whether
they exercise their emotional intelligence leadership styles while performing their services to
effectively manage to affect their respective 550 subordinate teachers’ work job satisfaction. To
cross-check the institutional heads referred claim, subordinate teachers were asked to validate the
claim of their respective institutional heads to affect their work job satisfaction. Subordinate teachers
were further asked to evaluate their own work job satisfaction and its effects on students’ academic
performance. Results showed that all eighteen competency-component variables of Emotional
intelligence were found statistically existing, in practice, and institutional heads believed they had
been exercising their emotional intelligence leadership style-skills to manage their subordinates’
working. Additionally, the statistically existing nine competency-variables which come under
Transformational leadership styles were tested and found existing in practice and were more
substantial in significance than that of its counterpart Transactional style of leadership. The
subordinate teachers were found satisfied from their work job satisfaction, as well as their work Job
satisfaction positively contributing towards determination of their students’ academic performance.
However, the mediational effect tested between teachers’ work job satisfaction and students’
academic performance was found insignificant but moderation effect of the role of teachers’ level of
rewards was found significant. Salaries of teachers on mean were found low while the incremental
effect of salaries’ level was found increasing with an increasing rate. Study concluded that both
institutional heads and subordinate teachers were found agreed that emotional intelligence
competencies of the former could be managed to affect the latter’s work job satisfaction which in
turn helped teachers to manage the academic performance of their students; the study also pinpointed
the need of certain improvements in managing the work job satisfaction of subordinate teachers by
the institutional heads who in turn are expected to manage students’ academic performance.
Qurrat Ul Ain, Asrar Khattak , Anwar Fazil Chishti. (2020) Emotional intelligence, working job satisfaction and academic results: managing a relationship, City University Research Journal, Volume 10, Issue 3.
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