Hybrid Connections: Unveiling Emotional Intelligence's Influence on Hybrid Work Perceptions and Job Performance.

BackgroundNurses’ Job performance could be affected by occupational stress. Previous studies reported contradictory results in this regard. Factors such as moral and emotional intelligence could impact occupational stress. However, the extent of any mediating effect is unclear. Thus, this study aimed to determine the effect of occupational stress on nurses’ Job performance and the mediating impact of moral and emotional intelligence.MethodsThis cross-sectional study was conducted in Urmia teaching hospitals (Imam Khomeini, Motahari, Taleghani, Kosar, and Seyed al-Shohada Hospitals). Six hundred twenty-one nurses were selected using quota sampling from February 2022 to April 2022. Data were collected using demographic questionnaires, the Nursing Stress Scale, Paterson’s Job Performance Questionnaire, Siberia Schering’s Emotional Intelligence Standard Questionnaire, and Lennik and Keil’s Moral Intelligence Questionnaire. Data were analyzed using SPSS ver. 23 and SmartPLS ver. 2.ResultsOccupational stress had a positive, direct, and minor effect on nurses’ job performance (β = 0.088, t-value = 2.245, p < 0.01). Occupational stress had a positive and direct impact on moral intelligence (β = 0.161, t-value = 2.945, p < 0.01) and a negative and direct effect on emotional intelligence (β = -0.351, t-value = 7.484, p < 0.01). Occupational stress negatively and indirectly affected job performance through moral intelligence (β =—0.560, t-value = 14.773, p < 0.01). Occupational stress also positively and indirectly impacted job performance through emotional intelligence (β = 0.098, t-value = 2.177, p < 0.01).ConclusionsOccupational stress slightly affects nurses’ job performance, and emotional and moral intelligence mediates the impact of occupational stress and improves nurses’ job performance. Low occupational stress improves nurses’ job performance, but too much occupational stress could harm nurses’ job performance. Healthcare administrators should work to help reduce nurses’ occupational stress and improve their job performance by adopting practical strategies to help nurses manage and control their stress. Holding stress reduction classes, eliminating the nursing shortage, reducing working hours, reducing workload, and providing financial and spiritual support to nurses would be recommended. It is also recommended to provide theoretical and practical emotional and moral intelligence-oriented courses for nursing students and hold training workshops for nurses to improve their emotional and moral intelligence.

Job satisfaction in this study is the feelings and reactions of individuals who appear in the form of a positive attitude towards their work. Theoretically, the emotional intelligence of the principal and the school environment will affect teacher job satisfaction. The problems in this study are as follows: 1) Is there an influence of the principal's emotional intelligence on the job satisfaction of teachers in State Vocational Schools in Sub District I Sambas Regency? 2) Is there any influence of the school environment on the job satisfaction of teachers of State Vocational Schools in Sambas Sub-District I? 3) Is there an influence between the principal's emotional intelligence and the school environment together on the job satisfaction of teachers of State Vocational Schools in Sub District I Sambas Regency? The purpose of this study was to reveal the influence of the principal's emotional intelligence on teacher job satisfaction, school environment on the work satisfaction of teachers and emotional and emotional intelligence and school environment together on the job satisfaction of teachers of Sub District I Sub District of Sambas Regency. This study uses a quantitative approach. The population in this study amounted to 89 teachers. While the sample used was 73 teachers. Data collection instruments in the form of questionnaires and data analysis using descriptive statistics and inferential statistics. The results of the study were: 1) the influence of the principal's emotional intelligence (X1) on teacher job satisfaction by 0.301 or 30%, 2) the influence of the school environment (X2) on teacher job satisfaction (β1) by 0.06 or 6%, 3) the influence of the principal's emotional intelligence (X1) and school environment (X2) together on teacher job satisfaction (Y) of 0.311 or 31%. The conclusion of this study: 1) emotional intelligence has a significant effect on teacher job satisfaction, 2) the school environment has a significant effect on teacher job satisfaction, and 3) the principal's emotional intelligence and school environment together have a significant effect on the job satisfaction of vocational teachers Negeri Sub Rayon I Sambas Regency. The recommendation given from the results of this study is that teachers need to reveal how to increase their job satisfaction so that they love their profession more.&lt;span style="font-size: 10.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: SimSun; mso-ansi-language: EN-AU; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;" lang="EN-AU"&gt;Job satisfaction in this study is the feelings and reactions of individuals who appear in the form of a positive attitude towards their work. Theoretically, the emotional intelligence of the principal and the school environment will affect teacher job satisfaction. The problems in this study are as follows: 1) Is there an influence of the principal's emotional intelligence on the job satisfaction of teachers in State Vocational Schools in Sub District I Sambas Regency? 2) Is there any influence of the school environment on the job satisfaction of teachers of State Vocational Schools in Sambas Sub-District I? 3) Is there an influence between the principal's emotional intelligence and the school environment together on the job satisfaction of teachers of State Vocational Schools in Sub District I Sambas Regency? The purpose of this study was to reveal the influence of the principal's emotional intelligence on teacher job satisfaction, school environment on the work satisfaction of teachers and emotional and emotional intelligence and school environment together on the job satisfaction of teachers of Sub District I Sub District of Sambas Regency. This study uses a quantitative approach. The population in this study amounted to 89 teachers. While the sample used was 73 teachers. Data collection instruments in the form of questionnaires and data analysis using descriptive statistics and inferential statistics. The results of the study were: 1) the influence of the principal's emotional intelligence (X1) on teacher job satisfaction by 0.301 or 30%, 2) the influence of the school environment (X2) on teacher job satisfaction (β1) by 0.06 or 6%, 3) the influence of the principal's emotional intelligence (X1) and school environment (X2) together on teacher job satisfaction (Y) of 0.311 or 31%. The conclusion of this study: 1) emotional intelligence has a significant effect on teacher job satisfaction, 2) the school environment has a significant effect on teacher job satisfaction, and 3) the principal's emotional intelligence and school environment together have a significant effect on the job satisfaction of vocational teachers Negeri Sub Rayon I Sambas Regency. The recommendation given from the results of this study is that teachers need to reveal how to increase their job satisfaction so that they love their profession more.&lt;/span&gt;

The research aims to analyze the relationships developed among emotional intelligence, occupational stress and employee performance in the financial banking sector. In other words, it aims to: (i) analyze the specialized literature regarding the concepts of emotional intelligence, occupational stress and job performance; (ii) to measure employees’ emotional intelligence, occupational stress and work performance; and (v) to analyze the relationship established among the aforementioned variables (emotional intelligence, occupational stress, job performance). A quantitative approach is adopted and a case study strategy is employed due to the fact that the research focuses on investigating a phenomenon which is frequently encountered in the real context of today’s organizations. Thus, a single-case study analysis is used and a survey based on a questionnaire is developed among 55 employees from the administration department of ING Bank Romania (Bucharest). The hypotheses are tested using partial least square - structural equations modeling and the results prove that in the Romanian banking institutions: (i) there is a negative relationship between employees’ emotional intelligence and the occupational stress; and (ii) there is a positive relationship between emotional intelligence and job performance. These findings have both theoretical and practical implications. At the theoretical level, the present study extends the theory from the human resources management field by proposing a model for evaluating the relationships established among emotional intelligence, occupational stress and job performance in the Romanian banking financial system. At a practical level, it increases managers’ understanding regarding the factors that influence employees’ performance and it provides several strategic directions that could be taken into account for future improvement.

BackgroundAlthough previous studies have linked emotional intelligence to nurses’ job performance, research lacks how moral intelligence and occupational stress mediate this relationship. Addressing this gap is essential for improving nursing care outcomes. This study aims to determine the mediating effect of moral intelligence and occupational stress in this relationship among Iranian nurses.MethodsThis descriptive cross-sectional correlational study was conducted in Urmia Teaching Hospital from February to April 2022. Six hundred and twenty-one nurses were recruited using quota sampling. Data were collected using a demographic questionnaire, Lenik and Kiel’s Moral Intelligence Questionnaire (LK-MIQ), Siberia Schering’s Emotional Intelligence Questionnaire (SS-EISQ), Patterson’s Job Performance Questionnaire (P-JPQ), and the Nursing Stress Scale (NSS). Data were analyzed using IBM SPSS ver. 23 and Smart-PLS ver. 3.0.ResultsThe effect of emotional intelligence on job performance was positive, direct, and weak (β = 0.099, t-value = 2.285, p = 0.023). Emotional intelligence had a negative, direct, and weak effect on moral intelligence (β = − 0.257, t-value = 4.754, p = 0.000) and a negative, direct, and moderate effect on occupational stress (β = − 0.316, t-value = 6.482, p = 0.000). Moral intelligence mediates the relationship between emotional intelligence and occupational stress (β = 0.0842, 95% CI: 0.0532, 0.1194). However, the mediating role of occupational stress between emotional intelligence and job performance was not supported (β = 0.003, 95% CI: − 0.0139, 0.0184).ConclusionMoral and emotional intelligence should be key criteria for selecting nursing staff and managers to create a safe, low-stress environment that boosts nurses’ job performance. Healthcare managers should promote nurses’ emotional intelligence by offering practical courses for enhancing nurses’ self-awareness, self-management, social awareness, and relationship management skills. It is essential to support moral intelligence by organizing educational classes that improve their integrity, responsibility, compassion, and forgiveness.

Emotional intelligence (EI) has now turned out to be a prime determinant of job satisfaction and contributes to employee well-being, workplace relationships, and organizational performance. While much of the literature analyzes EI's influence on leadership and job performance across various sectors, very little literature is concerned with the influence of EI on job satisfaction amongst application-oriented professionals in the information technology (IT) industry. Given the high-pressure environment, frequent technological disruptions, and project-driven culture of work in IT organizations, it is important to get a decent understanding of how EI affects job satisfaction for retaining and engaging employees. The study entails a bibliometric analysis, mapping the research landscape of EI and job satisfaction in IT, key trends in publications, influential authors, and emerging avenues for research.For the literature analysis, the systematic literature review and bibliometric approach considered three areas of investigation: (1) bibliometric indicators and trends; (2) EI influence on job satisfaction in the IT environment; and (3) identification of knowledge gaps and future directions. The analysis highlighted growing interest in academic research on EI, with applications being suggested to enhance satisfaction in workplaces and decrease occupational stress. Study findings underscored the positive influence of EI on job satisfaction through the development of resilience, interpersonal skills, and emotional regulation. However, only limited bibliometric studies exist about EI-related job satisfaction specifically for IT professionals, creating knowledge gaps that need to be filled, such as examining the influence of emerging technology, dynamics of remote working, and AI-inflected HR strategies.The results show that upcoming studies will be beneficial if they address cultural differences, digital transformations, and integration between EI and AI-based workforce management tools. These studies fill the gap while providing insights on how organizations can deploy EI to boost employee engagement, productivity, and well-being in IT environments. Hence, this research provides a structured bibliometric perspective and engages the ongoing debate of EI by identifying the gaps in existing knowledge, suggesting future directions.

Emotional intelligence has a substantial impact on job performance, decision-making, leadership, motivation, and effective management. This study investigates the correlation between emotional intelligence, job satisfaction, and job performance among senior high school teachers in the Bia West District of Ghana. The study's primary purpose is to investigate the impact of emotional intelligence on teachers' job satisfaction and, consequently, their job performance. A quantitative descriptive survey design was employed to examine these relationships. The study's participants comprised 102 teachers selected through a multi-stage sampling method, utilising census and quota sampling techniques. Data was collected using three main instruments: the Emotional Intelligence Scale, Job Satisfaction Questionnaire, and Job Performance Questionnaire, which were subjected to validity checks through pilot testing. The reliability coefficients for the instruments were found to be acceptable, with Cronbach's alpha values of 0.79 for emotional intelligence and 0.80 and 0.79 for job satisfaction and performance, respectively. The data collected were analysed using SPSS to determine the relationships among the variables. The findings revealed significant positive correlations between emotional intelligence and job satisfaction (r = 0.349, n = 102, p &lt; 0.0001) and between emotional intelligence and job performance (r = 0.368, n = 102, p &lt; 0.05). This suggests that teachers with higher emotional intelligence tend to experience greater job satisfaction and perform more effectively. The study concludes that emotional intelligence is a vital predictor of teacher job satisfaction and job performance. A teacher with high-level emotional intelligence is less likely to be severely impacted by stressors than those with low emotional intelligence. Emotional intelligence enhances teachers’ ability to work in teams and ensure organisational effectiveness. The study recommends that the Ministry of Education should integrate emotional intelligence assessments into teacher recruitment and training to improve classroom effectiveness. By prioritising emotional intelligence in teacher professional development programs, educational authorities can foster a more committed and effective teaching workforce, ultimately benefiting students' academic outcomes.

The purpose of this study is to significantly prove the direct influence of intellectual, emotional, and spiritual intelligence on performance, and the indirect influence of intellectual, emotional, and spiritual intelligence on performance through job satisfaction of the educational staffs of University of Jember (UNEJ). This research is an explanatory research with quantitative approach. The sample consists of 154 respondents, i.e., the educational staffs of the head office of UNEJ. This research uses Structural Equation Modeling (SEM) to analyze causal relationship among variables and test the proposed hypothesis. The results of the research show that intellectual intelligence has a positive and significant influence on job satisfaction and performance; emotional intelligence has a positive and significant influence on job satisfaction and performance; spiritual intelligence has a positive and significant influence on job satisfaction and performance; and job satisfaction has a positive and significant influence on performance.&#x0D; Keywords: Intellectual Intelligence, Emotional Intelligence, Spiritual Intelligence, Job Satisfaction, and Performance

ABSTARCTThis study examined emotional, social, and cognitive intelligence as predictive variables to job performance of law enforcement agents. Three hundred police, prison, and court employees in Akure metropolis were randomly surveyed as sample respondents. Questionnaires and interview methods were used for data gathering. Pearson Product Moment Correlation and Multiple Regressions Statistical analyses were utilized which produced the following results. There was no significant relationship between Emotional Intelligence and Job Performance. There was a significant negative relationship between Social Intelligence and Job Performance. There was a significant negative relationship between Cognitive Intelligence and Job Performance. Emotional and Social Intelligence together had positive joint significant relationship with Job Performance (r = 0.30; p < .001). Emotional and Cognitive Intelligence had positive joint significant relationship with Job Performance (r = 0.26; p < .001). Social and Cognitive Intelligence had positive joint significant relationship with Job Performance (r = 0.61; p < .001). Results also confirmed that Emotional, Social, and Cognitive Intelligence jointly significantly predicted job performance (F (153) = 4.036; R = 0.27, R2 = 0.75; p < .01). These findings confirmed the importance and relatedness of these variables to work. It is, therefore, paramount that police and other law enforcement authorities recognize and must select candidates who scored or possessed high qualities on emotional, social, and cognitive intelligence for organization effectiveness.

In recent years the interest in emotional intelligence within scientific literature has grown, but too little has been written about the influence of emotional intelligence within educational systems, especially the relation between emotional intelligence and teachers’ job performance, or emotional intelligence and students’ academic achievement. Universities around the world have experiencing changes and reforms, impacting the teachers’ job performance and academic achievement among university students. Emotional intelligence plays an important role in many areas of our lives. The scope of the research is to investigate the impact of emotional intelligence on students’ academic achievement from public administration programs. We choose students from public administration, since they are supposed to work after graduation in public institutions, and get in direct contact with citizens. At the level of Romania, there is no study with predictive value regarding the “impact of emotional intelligence on students’ academic achievements” supported by empirical research. Regarding the methodology, we collected data using the questionnaire which was developed based on the instruments by previous researchers. Respondents were students from public administration programs. The benefits of such a study are to provide a solid basis for understanding the mechanisms of emotional intelligence (EI) and their role in determining or sabotaging academic achievement. The effect of emotional intelligence on students’ academic achievement was established. On the basis of the findings, it is suggested that emotional intelligence should be integrated into university students’ curriculum. The study further advocated for the promulgation of educational policy on emotional intelligence. Also, this research will represent an important contribution to the Romanian and international literature, both in the field of emotional intelligence, as well as in the field of students’ academic achievement and continuous students’ personal development (academic self-efficacy).

Objective: In today's workplaces, emotional intelligence, and work-life balance have gained prominence for their substantial impact on job performance, leading to increased productivity and successful careers. This study explores the relationship between these factors among Malaysian employees. It also investigates the roles of job satisfaction and job involvement. Method: We surveyed 150 employees from diverse Malaysian organizations and used Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the data. Result and conclusion: Our findings reveal that emotional intelligence, job involvement, job satisfaction, and work-life balance positively influence job performance. Emotional intelligence and work-life balance significantly affect job satisfaction. However, the connection between work-life balance and job performance is not statistically significant. Additionally, job satisfaction does not mediate the relationship between job involvement and job performance. Research implications: This study emphasizes the importance of prioritizing employee engagement and well-being, offering organizations benefits such as improved productivity, enhanced performance, increased loyalty, reduced turnover, cost savings, and greater employee satisfaction. Originality/value: Investing in employee well-being is a path to both individual and organizational resilience, success, and prosperity.

Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training, while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning. Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission. Results: The findings confirmed our hypotheses and reflected EI's positive influence on training achievement. We observed that participants with high EI (as an ability and personality trait) obtained better grades than participants with lower EI. Moreover, our results showed that ability EI has a direct influence on achievement in theoretical health and social care training, while the link between trait EI and practical training is indirect and mediated by engagement in learning. Conclusion: The present study confirms EI's positive influence on school achievement in the VET context and further corroborates the important role that EI can play in dual IVET apprentices' achievement, particularly in the health and social sectors. This original study contributes to research on the VET system by placing EI among the skills necessary to ensure professional success.

The formulation of problem in this research there is influence of emotional intelligence on motivation. There is influence of job stress on motivation. There is emotional intelligence on employees performance. There is job stress on employees performance. There is motivation on employees performance. The purpose of this research is for know influence and analize of emotional intelligence on motivation. For know influence and analize of job stress on motivation. For know influence and analize of emotional intelligence on employees performance. For know influence and analize of job stress on employees performance. For know influence and analize of motivation on employees performance. The sample in this research is 60 employees, with data analysis technique used is descriptive analysis and multiple linear regression analysis. The research result is emotional intelligence variable influence positive and don’t significant on motivation. Job stress variable influence negative and don’t significant on motivation. Emotional intelligence variable influence positive and significant on employees performance. Job stress variable influence positive and significant on employees performance. Motivation variable influence negative and don’t significant on employees performance. Emotional intelligence and job stress variable influence positive and significant on employees performance with motivation as moderasi variable

Article history: Received May 12, 2013 Received in revised format 12 August 2013 Accepted 14 August 2013 Available online August 16 2013 Researchers and scholars of management and behavioral sciences have tried to determine effective factors, which influence on efficiency and effectiveness in order to increase organization performance and they have tried to identify factors, which create job stress. In this research, we investigate the effect of job stress on job performance through emotional, organizational and moral intelligence. The study is a descriptive-analytic one, which is based on correlation, uses survey method to gather data and they are analyzed using structural equation modeling. The population of this research includes all the personnel of Registry Organization in Arak city. The results suggest that job stress influences on job performance through organizational intelligence and moral intelligence, but job stress does not influence on job performance through emotional intelligence. Regarding research hypotheses, results and findings after analyzing obtained data suggest that job stress influences on emotional, organizational and moral intelligence, but job stress does not influence on job performance. In addition, the results show that organizational and moral intelligence influence on job performance but emotional intelligence does not influence on job performance. © 2013 Growing Science Ltd. All rights reserved.

The problem of this thesis related to the emotional intelligence and personality of the headmaster in state of madrasah at Agam Regency. The purpose of this thesis is to: 1) to know how much the influence of emotional intelligence in the leadership of the headmaster of Madrasah in Agam regency, 2) to Know how much the influence of personality of the headmaster of the leadership of Madrasah in Agam regency, 3) to Know how much the influence of emotional and personality intelligence in the headmaster of the leadership of Madrasah in Agam regency. The research method used descriptive analysis with quantitative approach through the technique of correlation of the data analysis and regression by using parametric statistics. Data was taken by using questionnaire. The population of this reseaerch were MTsN teachers in Agam Regency, the total of the population is 450 people, with the sample of this research were 85 teachers. The results of this research , stated that two independent variables of emotional intelligence and personality had a significant influence on the leadership of the headmaster of madrasah in Agam regency. Thus the hypothesis which stated that there is an influence of emotional intelligence on the leadership of the headmaster of madrasah is accepted. Likewise, the hypothesis that stated there is an influence of personality on the leadership of the headmaster is also accepted. Emotional intelligence and personality had influence of the leadership of the headmaster in madrasa at Agam Regency.

One of the most significant concepts that have been introduced to management and psychology over the past ten years is emotional intelligence. This study sought to investigate the connection between emotional intelligence, job satisfaction, and job performance, in higher education settings. The academic staff of Ethiopian higher education institutions made up the population from which our sample was drawn. There was a total of 388 questionnaires given to participants who were chosen at random. The analysis was conducted using 315 questionnaires from these. Employees' emotional intelligence was found to be positively and significantly correlated with job satisfaction and performance, but the relationship between job satisfaction and job performance was found to be insignificant. In a similar vein, the connection between emotional intelligence and job performance at work is unmediated by job satisfaction. The findings highlight the significance of emotional intelligence and its influence on workplace situations. During the recruitment phase, service industries should strongly consider using an Emotional Intelligence test to assess an individual's capacity to control their emotions and recognize those of others, thereby increasing job satisfaction and performance.