Emotional Intelligence As A Driving Engine For Green Knowledge-Sharing Behaviour Among Academic Staff In Kenyan Universities

Abstract

Purpose: The study aimed to determine the effect of emotional intelligence and green knowledge-sharing behavior in Kenyan universities. Approach/Methodology/Design: The study was driven by the social SECI Model and an Explanatory research design was adopted with a positivism approach. The target population comprised 6423 and a sample of 376 academic staff drawn from fourteen universities in Nairobi County Kenya main campuses. The study used a stratified technique to select the university’s academic staff into 14 strata representing each university in Nairobi County, Kenya. The staff was selected using simple random sampling. Both descriptive and inferential statistics were used for analysis while hypotheses were tested using hierarchical regression. Findings: The regression results indicated that self-awareness (β = 0.37, p<0.05), Self-regulation (β = 0.11, p<0.05), Social skills (β = 0.10, p<0.05), Interpersonal skills (β = 0.18, p<0.05), and Humility (β = 0.30, p<0.05) has a positive and significant effect on green knowledge sharing behaviour. The results suggest that a high proportion of emotional intelligence results in improved employee green knowledge sharing behavior which is crucial for transforming universities in Kenya and for green knowledge sharing behavior to drive. Practical implications: The current study provides insight to the managers on how to maintain their degree of emotional intelligence and knowledge to achieve competitive gains. Originality and value: This study contributes to the existing literature on emotional intelligence and Green knowledge-sharing behavior in the Kenyan context. Moreover, despite the abundant literature, to the author’s best knowledge, no studies have examined the linkages between emotional intelligence, transformational leadership, and green knowledge-sharing behavior in a single study.