An Investigation into the Correlation between Emotional Intelligence, Job Satisfaction and Task and Conceptual Performance: A Study among Lecturers in Selected Ghanaian Universities

Abstract

This study investigates the correlation between emotional intelligence (EI) and job performance among lecturers in selected universities in Ghana. The primary objectives include examining the impact of employee job satisfaction on both task and contextual performance, as well as exploring the mediating effect of job satisfaction on the relationship between emotional intelligence and task performance among university lecturers. The findings reveal a significant positive relationship between job satisfaction and contextual performance among lecturers, suggesting that strategies to enhance job satisfaction can positively influence their broader contributions within the organizational context. The study further identifies a significant positive mediation effect, indicating that job satisfaction mediates the relationship between lecturers' emotional intelligence and both task and contextual performance. As a practical implication, interventions aimed at improving emotional intelligence among university lecturers may positively impact job satisfaction, subsequently contributing to enhanced task and contextual performance. The study recommends the establishment of a mentorship program focused on emotional intelligence enhancement, pairing experienced lecturers with junior faculty members to facilitate knowledge exchange, skill development, and overall professional growth within the academic context. This mentorship initiative is envisioned to provide a structured platform for ongoing support, fostering emotional intelligence growth, and ultimately enhancing job satisfaction among university lecturers.