Abstract
<p class="NoSpacing1">Recent research findings are accumulating evidence that Emotional Intelligence (EI) is associated positively with important work manners. However, the research on Emotional Intelligence is mainly conducted in business field and in western countries; therefore there is a shortage of research on Emotional Intelligence in the context of public sector in Jordan. The aim of this study is to explore the influence of Emotional Intelligence on job performance and job satisfaction as well as the mediating role of job satisfaction on job performance among the administrative employees of the University of Jordan. The present study is based on Mayer and Salovey’s (2000) ability model of Emotional Intelligence. A sample consisted of 354 employees from the University of Jordan who completed self-report questionnaire. Structural equation modeling (SEM) was used in order to test the proposed hypotheses. The research found that Emotional Intelligence is positively correlated with job performance and job satisfaction. The findings of this study also confirm the mediatory role of job satisfaction in relationship between Emotional Intelligence and job performance. It is suggested that Emotional Intelligence can be used to predict job performance and job satisfaction, therefore the understanding of Emotional Intelligence theory and its applications can be promoted for managerial and human resource practices throughout public sector organizations.</p>
Highlights
External influences such as economic and social change urge universities to look for new ways to maximize their workers’ potential
The aim of this study is to explore the influence of Emotional Intelligence on job performance and job satisfaction as well as the mediating role of job satisfaction on job performance among the administrative employees of the University of Jordan
The results showed that Emotional Intelligence (EI) did have a direct significant influence on Job Performance (JP) (α = 0.216, t-value = 4.334, p< 0.01), and EI on Job Satisfaction (JS) (α = 0.537, t-value = 11.957, p< 0.01), and the latter on JP (α = 0.470, t-value = 9.434, p < 0.01), supporting H1.1, H1.2 and H1.3
Summary
External influences such as economic and social change urge universities to look for new ways to maximize their workers’ potential. Universities are applying various practices to increase work outcomes, loyalty and commitment. They organize social activities for employees, open channels for communication, provide opportunities for advancement, introduce margin benefits and acquire the latest technology; these are only the few from a plethora of tactics used by universities to enhance employees’ performance (Masa’deh et al, 2014). Goleman, 1995; Mayer et al, 2000; Perez, Petrides, & Furnham, 2004) as a factor affecting different work outcomes including job performance and job satisfaction (e.g. O’ Boyle & Ernst, 2011; Beck, 2013; Shooshtarian, Ameli, & Aminilari, 2013) Since and till the present day, academic interest in the construct has been growing and researchers specializing in the field of Organizational Psychology have been exploring different angles and conceptualizations of EI (e.g. Goleman, 1995; Mayer et al, 2000; Perez, Petrides, & Furnham, 2004) as a factor affecting different work outcomes including job performance and job satisfaction (e.g. O’ Boyle & Ernst, 2011; Beck, 2013; Shooshtarian, Ameli, & Aminilari, 2013)
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