Abstract
In this study we investigated the impact of emotional intelligence on university teacher satisfaction
with emotional labor strategies as mediators. In order to evaluate this relationship, three scales were
used WLEIS, TELSS and TSS for emotional intelligence, emotional labor strategies and teaching
satisfaction respectively. The data was collected from 449 university teachers including both adjunct
and permanent. Structured equation model and phantom model were utilized to analyze the
mediating effect of emotional labor strategies on emotional intelligence and teaching satisfactions.
In this study second-order factor of emotional intelligence was used and findings showed that
emotional intelligence has a significant positive relationship with teaching satisfaction whereas
surface acting and deep acting have negative impact on teaching satisfaction. However, expressions
of naturally felt emotions have a positive insignificant relationship with the dependent variable.
Surface acting and deep acting when worked as a mediator, they resulted in negative association
between emotional intelligence and teaching satisfaction. Generally, this research revealed that
emotional intelligence was critically important for the satisfaction of teachers with their work. This
study would also help the university management to incorporate those emotional labor strategies
which would in turn enhance teaching satisfaction.
Imtiaz Arif, Amna Umer, Syeda Wajiha Kazmi, Muhammad Khalique. (2019) Exploring the Relationship among University Teachers' Emotional Intelligence, Emotional Labor Strategies, and Teaching Satisfaction, Abasyn Journal of Social Sciences, Volume-12, Issue-1.
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