Impact Of Emotional Intelligence On Employee Job Performance Among Lecturers Of Selected Universities In Ghana: The Mediating Effects Of Job Satisfaction

Abstract

This study examined the impact of emotional intelligence on employee job performance among lecturers of selected universities in Ghana, using job satisfaction as a mediating variable. The study adopted the quantitative research methodology and a total of six hundred and sixteen (616) university lecturers were sampled for the study.  The two stage sampling procedure namely stratified sampling and convenience sampling were used in the selection lecturers from four (4) chartered private universities, two (2) public universities and eleven (10) private universities offering HND and Degree programs.  Standardized questionnaires were used to measure emotional intelligence, job satisfaction and job performance among lecturers of selected universities. Specifically, emotional intelligence was measured using the Emotional Competence Inventory (ECI), job performance was measured using the Individual Work Performance Questionnaire (IWPQ) and job satisfaction was measured using Job Satisfaction Survey.  Questionnaires were self-administered by the researcher in the selected universities. Data collected were analyzed using Statistical Package for Social Sciences (SPSS) version 26 and Smart PLS 4 software. A total of seven (7) hypothesis were tested. Partial Least Squares (PLS) Structural Equation modelling was used to test for the direct and indirect (mediating) relationships between emotional intelligence, job satisfaction and job performance among lecturers of selected universities in Ghana. For direct effects, the study found the following: A significant positive relationship exists between emotional intelligence of university lecturers on task performance, there is a significant positive relationship exist between university lecturer’s emotional intelligence and contextual performance, a significant positive relationship exists between emotional intelligence of lecturers’ and job satisfaction, a significant positive relationship exists between university lecturer’s job satisfaction and task performance, there is a significant positive relationship between university lecturer’s job satisfaction and contextual performance.  For mediating effects, it was found that job satisfaction mediates the relationship between emotional intelligence of lecturers and task performance as well as contextual performance. Based on the results, the study recommends the need to incorporate emotional intelligence training into the onboarding process for new university lecturers. This is because, establishing a comprehensive orientation program that includes modules on emotional intelligence can help new faculty members adapt quickly to the academic environment.