Impact of Emotional intelligence on the Academic Performance of the Faculties of Management in Indore: An Empirical Study

Dr. Sofia Sadique, Prof. Rani Sharma and Ms. Darshini Dev
1

Department of Engineering, Oriental University, Indore, Madhya Pradesh, India

2

Maharaja Ranjeet Singh College of Professional Sciences, Indore 3 Ph. D. scholar

Abstract Emotional Intelligence refers to the capability to recognize and regulate

emotions in one self and in others. The components of emotional intelligence are self emotional assessment, others emotional assessment, regulation of emotions and use of emotions. During the last 20 years, different researches suggested that apart from Intelligence Quotient there is another factor called Emotional Intelligence that results in outstanding performances of the individuals. The aim of this study is to determine the impact of emotional intelligence (intrapersonal skill, interpersonal skill, stress management, adaptability and mood) on the academic performance of the faculties of Management Institutes in Indore city. The research sample involved 250 respondents that were selected by a Judgmental convenient sampling. The results of regression analysis indicate that the emotional intelligence is significantly associated with the level of faculties' academic performance. Keywords: Emotional intelligence, self emotional Appraisal, others emotional appraisal, academic performance, quality working life.

Introduction For the last two decades different researches have been suggesting that Intelligence Quotient is not the only factor of individuals success and performance improvement, but also there is another factor called Emotional Intelligence that results in stupendous performance at work. Since good performance is the ultimate aim of the individual and the organization. In todays

scenario, when the pace of progress is so high with unavoidable challenges, the researchers have suggested that organizations can obtain better results from having emotionally intelligent employees; be the managers, or the technocrats or the academicians. Emotional intelligence (EI) is described as the capacity for recognizing our own feelings and that of others, for motivating ourselves, and for managing emotions well within ourselves and in our relationships (Goleman, 1998). EI has got popularity in the last decade of 20th century due to the belief that intelligence quotient has been exaggerated and that there is a need to explore the broader spectrum of the psychological mechanisms that allow individuals to prosper in their personal and professional lives. Emotional intelligence (EI) is described as the capacity for recognizing our own feelings and that of others, for motivating ourselves, and for managing emotions well within ourselves and in our relationships (Goleman, 1998). The psychological survey has proved the importance of EI in determining success in life. It is also proved through management and organizational research that people with high levels of EI reach more career success, feel less job insecurity, lead more effectively, more

adaptable to stressful events and their performance rate is higher in comparison to those who have low level of EI. This specific study contains a different look at the impact of EI on the academic performance of the faculties of Management in Indore. It suggests that emotionally intelligent academicians may be inherently more drawn to high level of performance. The authors professional experience generated curiosity and led to the research. It is said that EI levels raise when academic levels go high. In evaluating the basis that leads to the research and discussion regarding EI in faculties of management, it is important to first look at the construct of EI itself. The escalating interest in emotions and the increasing awareness of its role in organizations and in personal life have led the abundance of research on emotions and EI. Eventually EI is framed in three theories named as Bar-On (1988, 2000), Salovey and Mayer (1997), and Goleman (1998) theories.

The first Bar-On theory was emerged in 1988. Through this theory, the term emotional quotient (EQ) as a correspondent to intelligence quotient (IQ) came into existence. Bar-On (1997) defined his model in terms of five main social and emotional abilities including

intrapersonal skills, interpersonal skills, adaptability, stress management and mood which together influence a persons ability to cope effectively with environmental demands. Goleman (2001) propounded that Bar-Ons model thus has framed EI in the context of personality theory and is best viewed as a general model of psychological well-being and adaptation. In 1997 Salovey and Mayer structured EI within a model of intelligence. They realized that traditional measures of intelligence failed to measure individual differences in the ability to distinguish process and effective management of emotions. Accordingly, they developed a model that has a cognitive focus, outlining the specific mental aptitudes for recognizing and marshalling emotions. (Goleman, 2001). Goleman in1998 presented EI theory of performance, which is competency based, comprising of a distinct set of abilities that incorporate affective and cognitive skills. In this way Bar Ons model was totally different from those of Golemans and Salovey and Mayers as they were based on cognitive skills, and affective and cognitive skills respectively whereas his model was based on social and emotional abilities.

Objective of the study To find out the impact of emotional intelligence on the academic performance of the faculties of management institutes in Indore.

Literature review . Thorndike (1920), was the pioneer in identifying the aspect of EI, he called it social intelligence. He described social intelligence as the ability to understand and manage men, women, boys and girls for interaction and establishment of human relations (Goleman, 1998). Wechsler (1952) suggested that in addition to IQ there are other factors that influence individuals effectiveness and performance.

Though the base of the emotional intelligence theory is the study of mans intelligence but the research on emotional intelligence (EI) as a new and important issue has been sincerely started since late 20th century. Boyatzis (1982), has put forward that he researched on the performance of several hundred of managers from 12 different organizations and found that accurate self-assessment (that is, self-awareness) was the hallmark of superior performance. Gardner (1983) and Bar-On (1988) and Goleman (1998) told that although IQ determines

scientific progress and professional success, its contributions in this regard is less than 20%. Gardener indicated that emotional intelligence is the most important characteristic to separate superior managers from average managers. EI is a general word that associates effective performance. It can be considered as the ability to understand and control self emotions and feelings towards decisions making and communication activities.

Salovay and Mayer (1990) suggested that emotional intelligence is the ability to assess and control one's own and others feelings and emotions, and to use this ability to guide others thinking and actions. Spencer and Spencer (1993) found that superior sales managers are those that exhibit competence in sensing the developmental needs of others and bolstering their abilities i.e.

relationship management. Dulewicz and Higgs (1998) propound that in their research they found that their measure of EI accounted for 36% of the variance accounted for only 27%. Goleman (1998) formulated his model of EI on theory of performance. However, the concept of emotional intelligence as being able to recognize and control self and others emotions was present in his model. He said that the individuals with high EI know how to control and direct their own and others emotions and feelings. The literature review on account of performance with respect to emotional intelligence highlighted that Goleman (1998) found out that 67% of the abilities regarded as indispensable for effective performance were emotional competencies. He presented a theoretical framework of emotional intelligence that shows how an individual's capabilities for mastering the skill of individual competencies (self-awareness, self management) and in organizational advancement, while IQ

social competencies (social awareness and relationship management), convert into on the job success. Bar-On and Parker (2000), similarly described EI competencies as important for effective performance in most jobs and Watkin (2000), portrayed his research that EI as the single most significant factor for outstanding performance at every level from entry-level jobs to top executive positions. Bennis (2001) and Chen et al. (1998) on the other hand asserted that EI accounts for 85-90% of the success of organizational leaders. Fatt (2002) also suggested that EI apts to attain more importance as individuals progress in the organization. Van Rooy and Viswesvaran (2003) established the idea that cognitive ability accounts for approximately 25% of the variance in job performance. Their study claimed EI as a valuable prognostic factor of work performance. He also suggested that the overall prognostic validity of EI to hold reasonably constant across all performance domains, including group and academic performance. Carmeli, 2003; Vakola et al., 2004 put forward the idea that the EI is associated with work,

greater work satisfaction, increased ability to deal with stress, a better tendency to make the conditions adaptable and stronger organizational commitment Longhorn (2004) asserted that a relationship exists between the EI of the general managers in his study and their key performance results as measured by the performance appraisal rating of the manager, the profit output of the units under their control and the satisfaction are expected to increase with managerial and leadership experience. Van Der Zee (2004) found out that top managers scored higher than a reference group on eleven out of fifteen EI dimensions Goleman (1998b) suggested that the higher the employees position in the organization, the more EI is an important

consideration.

Research methodology: The study The study is an empirical research work to find the Impact of Emotional intelligence on the Academic Performance of the Faculties of Management in Indore.

Hypotheses This study works on the following hypotheses:H01: There is no significant impact of intrapersonal skills on the academic performance of the faculties of management. H02: There is no significant impact of interpersonal skills on the academic performance of the faculties of management. H03: There is no significant impact of adaptability on the academic performance of the faculties of management. H04: There is no significant impact of stress management on the academic performance of the faculties of management. H05: There is no significant impact of mood on the academic performance of the faculties of management.

Research design: Sampling and Sample Size Judgmental convenient sampling process was followed for data collection. There were total 250 respondents from the faculties of various management institutes of Indore, India.

Data collection: The research was done on the primary data collected through self structurd questionnaire based on 5- point Likert Scale (of strongly disagree to neutral to strongly agree) as a tool to assess the impact of Emotional intelligence on the Academic Performance of the Faculties of management Institutes in Indore city. Since the aim of the survey is to allow every Faculty to express his/ her opinion the academic performance with respect to emotional intelligence (intrapersonal skill, interpersonal skill, stress management, adaptability and mood). A closed ended questionnaire was prepared with total twenty five components to assess the variables for this study.

Dependent variable

Academic Performance

Independent variable Emotional intelligence (intrapersonal skills, interpersonal skills, adaptability, stress management, mood)

Statistical Technique To meet the objective of the study, the regression analysis is applied through SPSS .17. Interpretation and Analysis Reliability Measurement Six variables have been identified for this study. Cronbachs Alpha is the most widely used measure of reliability, which access the consistency of a scale. Generally, lower limit for Cronbachs Alpha is 0.7.The variables used resulted in a Cronbachs Alpha value of 0.768(table 1) which is greater than 0.7, & hence establishes the reliability of the scale.

In this research we have found that the R square value is 0.795 (table 2) and the means of 79.5 % relationship between observed and predicated value of academic performance of the faculties of management institutes.

F value is 104.694795 (table 3) and its significance value is 0.00 which is less than 0.05. It shows that all independent variables (Intrapersonal Skills, Interpersonal Skill, Adaptability, Stress Management, Mood) do the good job exampling the variance in academic performance.

Regression equation is Academic performance = 0.453 + 0.131(intrapersonal skills) + 0.632(interpersonal skills) + 0.441(adaptability) + .134(stress management) + 0.126(mood)

The significance value of t for intrapersonal skills, interpersonal skills, adaptability, stress Management, mood are 0.000, 0.020, 0.000, 0. 000, 0.010 and 0.000 respectively which is less than 0.05 (table 4). It means that there is impact of intrapersonal skills, interpersonal skills, adaptability, stress management, mood on the academic performance of the faculties of management institutes in Indore.

Conclusion Following are the conclusions based on the major findings of the study. Our objective of the study was to determine the impact of EI on the academic performance of the faculties of management institutes in Indore. The results of our hierarchical regression analysis show numerous significant associations between EI and faculties' academic performance. Factors such as intrapersonal skill, interpersonal skill and stress management significantly and positively affect the academic performance of the faculties. Adaptability and mood do not leave a direct impact on the academic performance of the faculties but they determine the direction for the improved performance. This means that EI plays directly or indirectly very important role in faculties academic performance. The research points out that the extent of institutes quality working conditions is able to significantly change the total variations in the faculties' academic performance. This would mean that the faculties' academic performance is more likely to be improved, if the institutes working conditions which faculty members go through is more likely to be desirable. This can be endorsed to the fact that in a coherent and lucid working conditions faculties are expected to look for the best possible alternatives which serve good academic performance of the faculties.

Discussion From the results of hypothesis tests several expected and unexpected results emerged. We found that most of the faculties who participated in this study have high level of education like Ph. D or Master Degree with reasonable and long working experience in their institutes. This indicates that the majority of institutes have high potentials in terms of academicians. We

found that the faculties' intrapersonal skill is positively and significantly associated to their academic performance. We believe that if faculties can accurately pick up on emotions in others and understand what they are thinking and feeling they are more likely to

adjust their interpersonal skill and improve their academic performance. In addition to this, if the faculty members are able to manage stress successfully and handling conflict effectively, they are more likely to achieve better academic performance. The adaptable nature of the faculties does not directly lead to better academic performance; it does so by encouraging faculties to create desirable quality working conditions in institutes. The same is with mood. That means mood of the faculty does not directly affect the academic performance. But it provokes them to cater the academic activities and so the performance. Implications of study

A remarkable implication of this research is this that the academic performance of faculties mostly depends upon faculties EI and institutes working conditions. This proves that quality performance is achieved through suitable working conditions. Thus, institutes in addition to emphasize in EI abilities of their faculties should establish a high quality working conditions that encourage the academic performance of the faculties.

Limitations of the research The complex nature of EI process as a research topic places limitation on this research particularly in the area of sample selection and data availability and collection. The major sample selection at the institute level is difficult because quality working condition is a situation that is suitable in one institute may not be desirable for the other one. Therefore, it is not easy to fix relevant situations. Data collection was also a limitation because faculties are usually either too busy or unavailable due to time constraint.

Suggestions for future research Considering the importance of influence of emotional intelligence on academic performance, it is recommended that:

1. The impact of EI on the performance of the other professionals like police or medicos can be found out. 2. Situational theory attempts to identify the situational problems. The impact of working

situations in the organization on the EI of the employees can be obtained.

ANEX Table 2:- Model Summary

Model

R Square

Adjusted R Std. Error of the Square Estimated 0.3265

1 a.

0.892

0.795

0.767

Predictors: (Constant), Intrapersonal Skills, Interpersonal Skill, Adaptability, Stress

Management, Mood. b. Dependent Variable: academic performance.

Table 3:- ANOVA

Model

Sum Squares

of df

Mean Square

Sig

Regression 14.321

2.8642

104.694795 .000

Residual

4.131

151

0.02735762

Total

18.452

156

a.

Predictors: (Constant), Intrapersonal Skills, Interpersonal Skill, Adaptability, Stress

Management, Mood. b. Dependent Variable: academic performance.

Table 4:- Coefficients Model Unstandardized Coefficient Standardized Coefficient B (Constant) Intrapersonal Skills Interpersonal Skill Adaptability Stress Management Mood a. .126 .043 .231 2.930 .000 .441 .134 .048 .056 .522 .219 9.187 2.339 .000 .010 .632 .061 .781 10.36 .000 .453 .131 Std. Error .165 .067 .214 Beta 2.745 1.956 .000 .020 t Sig

Dependent Variable: Academic performance

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