Abstract
Purpose: The objective of this study is to investigate the relationship between emotional intelligence and work commitment through the moderating role of organizational culture.
 Design/Methodology/Approach: A sample of 351 teachers was randomly selected from public sector universities of Punjab, Pakistan. The data was acquired using a self-administered questionnaire. The study used the structural equational modeling technique (PLS-SEM) to test the hypothesized relationships.
 Findings: The result showed a differential impact of all the dimensions of emotional intelligence on work commitment. The results showed a significant positive relationship between the interpersonal dimension and work commitment and a significant negative relationship between the adaptability dimension and work commitment. The remaining dimensions of emotional intelligence were found to have an insignificant relationship. However, hierarchy culture moderated the relationship between emotional intelligence and work commitment.
 Implications/Originality/Value: The results highlight the significance of emotional intelligence and hierarchy culture for university teachers. The study suggests university authorities to invest in organizational culture to develop and improve emotional intelligence competencies among university teachers to enhance work commitment.
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