EMOTIONAL INTELLIGENCE AND JOB SATISFACTION AS PREDICTORS OF ORGANIZATIONAL COMMITMENT AMONG SECONDARY SCHOOL TEACHERS
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EMOTIONAL INTELLIGENCE
AND JOB SATISFACTION AS PREDICTORS OF ORGANIZATIONAL COMMITMENT AMONG SECONDARY
SCHOOL TEACHERS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE
STUDY
Emotional intelligence (EI) is a new concept, which has been used
and defined in the management literature since 1990. Different studies have
demonstrated that emotional intelligence is one of the virtues associated with
success in life (Ranjbar et al, 2012). Developing emotional intelligence among
the staff can solve many problems in education, health and management (Miri et
al, 2013). There is a growing body of evidence regarding the emotional aspects
of work in an organization. Although, few management researchers have accepted
this concept, the concept of emotional intelligence has been used by the
administrative authorities in many workplaces to explain issues related to the
job satisfaction, performance, absenteeism, organizational commitment and
leadership (carmeli, 2003).
In the context of the emerging ‘affective revolution’ in
social and organizational psychology, emotional intelligence is proposed as an
important predictor of key organizational outcomes including job satisfaction
and employee commitment (Carmeli, 2003). Emotional intelligence is considered
to play a significant role in the work environment. It is a basic requirement
in any profession that is based on human relations especially in the teaching.
Emotions play an important role in the teaching profession which requires both
technical expertise and psychologically oriented teaching, so an emotionally
intelligent teacher is a person who can work in harmony with his/her thoughts
and feelings (landa & Lopez-Zafra, 2010). Emotional intelligence is the
ability to perceive, evaluate and express emotions rapidly and to understand
and manage them using emotional information and to direct thoughts, actions and
affects to have a successful work experience. There are two types of Emotional
Intelligence measure: ability and trait. The trait Emotional Intelligence
theory distinguishes between the intrapersonal and interpersonal domains.
Intrapersonally, use of emotions can lead to regulating stress and negative
emotions so that one can perform better at work. Interpersonally, the ability
to understand and respond appropriately to the motivations and feelings of
other people can lead to the appraisal and regulation of emotions in others and
achieving maximum performance (Nozaki & Koyasu, 2013). Researchers
specifically propose that such an ability can predict work outcomes, such as
organizational commitment, intention to quit, the staff turnover, job
satisfaction and job performance. Studies have shown that the selection of
personnel based on the emotional intelligence had better results compared to
the traditional methods which may have a greater reliance on cognitive
abilities and technical knowledge, while this issue has been rarely studied in
the teaching profession (Miri et al, 2013).
On the other hand, one of the important issues in the field
of organizational success is job satisfaction. Job satisfaction can be defined
as the extent to which employees like their jobs. It is an emotional state of
individuals that is enhanced by achieving favorable results at work and the feelings
of belonging to a functioning work place. Traditional job satisfaction pointed
to the feelings of an individual towards his/her job. Two sets of factors are
considered to influence job satisfaction: intrinsic (recognition, tasks and
responsibility) and extrinsic factors (working conditions, company policies and
salary). Internal job satisfaction is an internal desire to perform a task
which deals with pleasure and is related to internal motivation. External
factors are defined as those external benefits provided to the professional
staff by the organization. These factors are unrelated to the task and include
money, good scores and other rewards (Golman, 2000). Schools that have higher
job satisfaction scores among the employees, have a better students performance
and more favorable outcomes. Studies have shown that high degree of emotional
exhaustion can predict lower self-rated performance and higher intention to
quit work which is a consequence of low job satisfaction
1.2 STATEMENT OF THE
PROBLEM
Emotionally healthy behaviour is mirrored in individuals’
ways of thinking; recognizing, managing and expressing feelings; and choosing
effective behaviours. Emotions are of high significance in educational
settings. Emotional health is important for teachers; it influences what they
do, who they meet, how they look and feel and it makes decision about their
life. Job satisfaction is one of the ways to look at an individual in the
workplace. Scherler (2001) simply defined job satisfaction as ‘the degree to which
people like their jobs’. Teacher job satisfaction is ‘a predictor of teacher
retention, a determinant of teacher commitment, and a contributor to teacher
effectiveness’. Teacher job satisfaction decreases exhaustion, improves job
performance, and has a positive impact on student outcomes. It depends on
teachers’ attitude, and helps to express emotions appropriately instead ignore
them. The researcher is examining emotional intelligence and job satisfaction
as predictors of organizational commitment.
1.3 OBJECTIVES OF THE
STUDY
The following are the objectives of this study:
To examine the influence of emotional intelligence on
organizational commitment among secondary school teachers.
To examine the impact of job satisfaction on organizational
commitment among secondary school teachers.
To identify the factors that influences organizational
commitment among secondary school teachers
1.4 RESEARCH
QUESTIONS
What is the influence of emotional intelligence on
organizational commitment among secondary school teachers?
What is the impact of job satisfaction on organizational
commitment among secondary school teachers?
What are the factors that influence organizational commitment
among secondary school teachers?
1.6 SIGNIFICANCE OF
THE STUDY
The following are the significance of this study:
The result of this study will educate stakeholders in the
education sector on the importance of emotional intelligence and job
satisfaction and how they can be used as a tool to promote organizational
commitment among secondary school teachers.
This research will also serve as a resource base to other
scholars and researchers interested in carrying out further research in this
field subsequently, if applied will go to an extent to provide new explanation
to the topic
1.7 SCOPE/LIMITATIONS
OF THE STUDY
This study will cover some selected secondary school in Egor
Local Government area of Edo State. It will also cover the level of staff
commitment in the selected secondary schools.
LIMITATION OF STUDY
Financial constraint- Insufficient fund tends to impede the
efficiency of the researcher in sourcing for the relevant materials, literature
or information and in the process of data collection (internet, questionnaire
and interview).
Time constraint- The researcher will simultaneously engage in
this study with other academic work. This consequently will cut down on the
time devoted for the research work.
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