*

ABSTRACT
Journal of Management and Social Sciences
Vol. 5, No. 2, (Fall 2009) 124-139
The material presented by the author does not necessarily portray the viewpoint of the editors
and the management of the Institute of Business & Technology (BIZTEK).
JMSS is published by the Institute of Business and Technology (BIZTEK).
Main Ibrahim Hydri Road, Korangi Creek, Karachi-75190, Pakistan.
*
C
The Relationships Between the Emotional Intelligence and
Job Satisfaction: Emprical Findings From Higher Education
Institution in Malaysia
*
Muhammad Masroor Alam : m_alam_muhammad@[Link]
Muhammad Masroor Alam
Associate Professor, Faculty of Management and Social Sciences
Institute of Business and Technology (BIZTEK)
Karachi-Pakistan
1. INTRODUCTION
Job satisfaction has drawn great attention from organizational behavior researchers
(Dormann & Zapf, 2001; Gerhart, 2005; Heller, Judge & Watson, 2002; Staw & Cohen-
Charash, 2005; Robbins, 2005). While employees changing jobs multiple times during
their careers, job satisfaction becomes such an important research topic of scientific
investigation. A better understanding of job satisfaction and its predictors could greatly
assist supervisors, managers and administrators to communicate with employee relations
and subsequently facilitate organizational change.
Research suggested that recent studies tend to focus more on personal disposition with
relation to job satisfaction in the work place (Staw, 2004). For example, several studies
have reported that there were significant relationships between self-esteem, employee
motivation and job satisfaction; however, these studies have neglected to examine two
potentially important predictors of job satisfaction-emotional intelligence and trust (Dormann
& Zapf, 2001; Dent, 2001).
This study seeks to investigate the relationship between emotional intelligence
(EI) and job satisfaction among the administrative staff in higher education
institution in Malaysia. The literature suggests that employee skills in general
and emotional intelligence in particular, play a significant role in the success
of completing their goals in the workplace and hence perceived greater job
satisfaction. This argument, despite its popularity, remains elusive. This can be
attributed to the fact that although a few studies have provided evidence to
support this argument, it has not received an appropriate empirical investigation
at all level of employees and their work role in different industrial setting. This
study attempts to narrow this gap by empirically examining the extent to which
employees at university's non teaching roles with a high emotional intelligence
employed in public sector organizations develop positive work attitudes, behavior
and outcomes. And therefore they perform well to sustain job satisfaction.
Using a sample of 120 non teaching employees in University Perlis Malaysia,
their EI were captured using a five point likert scale. Correlation statistics
revealed that EI with its three dimensions, appraisal, utilization and regulation
were associated significantly and positively with job [Link] linear
regression analysis result further confirmed the predictor nature of the three
dimension of emotional intelligence for the job satisfaction.
Keywords : Emotional intelligence, job satisfaction, higher education
Mayer and Salovey (1997) defined emotional intelligence as an individual's ability to
perceive, express, understand and regulate emotional responses both internally and in
others. An employee with high emotional intelligence is able to respond appropriately to
workplace stress and to the emotional behavior of his or her coworkers. These abilities
are anticipated to greatly enhance job satisfaction. Moreover, research has already shown
that emotional intelligence leads to high job performance (Bar-On, Handley & Fund, 2006;
Druskat, Sala & Mount, 2006), long-term mental health (Ciarrochi & Godsell, 2006), better
outcomes in work groups and leadership qualities (Lopes, Cote & Salovey, 2006), and
organizational success (Mount, 2006).
Since emotions of employee playing a significant role in organization's life, the need to
study emotions and (emotional intelligence) is obvious (Harrod & Scheer, 2005). Despite
the dramatic increase in the number of researches in emotional intelligence, the topic has
not been seen as sufficient exploration relatively to other areas such as cognitive intelligence,
mental health and mental capabilities (Harrod & Scheer, 2005).
Goleman (1996) claimed that emotional intelligence, not intelligence quotient (IQ) is the
true measure of human intelligence. He argued that qualities such as understanding one's
emotions, recognizing and empathizing with other's emotions and regulating one's emotions
are much more important than IQ. Consistent with the argument of the Goleman (1996),
as a matter of fact, people's life experience is greatly influenced by how they feel and
perceive which in turn can play a major role in determining their level of satisfaction. A
study done by Fisher (2006) on mood, emotions and job satisfaction revealed that mood
and emotions accounted for unique variance for overall job satisfaction.
In the past, emotions were ignored in the study of organizational behavior. The workplace
was considered a rational environment, this vision continued till research findings have
shown the essential function of emotions in explaining many workplace phenomena and
organizational outcomes. Several empirical studies have shown the wide scope of applicability
of emotional intelligence in many workplace issues which their implications have considerable
interest to the organizations. To mention few for example, performance, leadership
effectiveness, work team cohesiveness, organizational change (Rosete & Ciarrochi, 2005;
Rapisarda, 2002; Vakola, Tsausis, & Nikolaou, 2004).
According to Goleman (1996) and Fisher (2006), rational intelligence is not enough to
succeed in life. In fact, it is emotional intelligence rather than intelligence quotient which
has recently captured the public's attention. Research has shown that, it is no longer
considered a good predictor of how effective an employee will be in work and life; rather
it suggests that is a better predictor in determining employee's effectiveness.
Therefore this study was conducted to explore more of EQ and in exploring its claimed
role in occupational environment. The ability of the emotional intelligence in predicting
other outcomes in the workplace is calling for further examination. A great deal of researches
have been carried out on relationships between job satisfaction and situational factors,
such as task attributes, pay, promotion, supervision, and working conditions but not the
relationship between emotional intelligence and job satisfaction. In fact, there are very
few scientific or empirical research in this area. It seems that there might be other factors
influencing job satisfaction of employees are overlooked or have not received adequate
exploration in the workplace. Thus, the present study is an effort to empirically assess the
efficacy of using emotional intelligence as a predictor (independent variable) of job
satisfaction (dependent variable) among the employees of University Malaysia Perlis.
2. OBJECTIVE OF THE STUDY
The main objectives of the present study are:
1. To examine the association between the three dimensions of emotional intelligence
125 Vol. 5, No. 2, (Fall 2009)
The Relationships Between the Emotional Intelligence and Job Satisfaction: Emprical Findings From
Higher Education Institution in Malaysia
and job satisfaction.
2. To examine the effect of he three dimensions of emotional intelligence on job\
satisfaction.
3. LITERATURE REVIEW
Emotional Intelligence
Mayer and Salovey defined emotional intelligence as "the ability to perceive and express
emotion, assimilate emotion in thought, understand and reason with emotion, and regulate
emotion in self and others" (1997, p. 401). This concept emphasizes the importance of
self-awareness and the ability to re-evaluate and balance a person's intellect and emotion
within a typical daily life. Zeidner, Matthews and Roberts (2004) summarized emotional
intelligence as "a mlange of competencies and general dispositions for adaptive personal
functioning and coping with environmental demands" (p. 375). Emotional intelligence is
related to "emotion, motivation, personality traits, temperament, character, and social
skills" (Zeidner et al., 2004, p. 375).
Goleman has published best-sellers on emotional intelligence (1995, 1998). He suggested
that emotional intelligence is composed of self awareness, self-management, social
awareness and social management (1998). Hence, emotional intelligence allows individuals
to not only recognize their own emotions in and outside of strictly intellectual situations,
but also to recognize the emotions of others. As people understand their emotions and
those of others, they are then able to better control and/or regulate those emotions.
Zeidner, Matthews and Roberts (2004) stated that emotional intelligence "designates the
potential to become skilled at learning certain emotional responses ... that can determine
a person's potential for learning practical job-related emotional and social skills" (p. 377).
The ability to emotionally gauge oneself and one's coworkers fosters the necessary social
skills to succeed in a professional context. Emotional intelligence helps create a positive
sense of well-being and thereby enhanced performance outcomes (Druskat, Sala & Mount,
2006).
Goleman, Boyatzis and McKee (2002) emphasized that leaders should lead with emotional
intelligence. In their National bestseller, Primal Leadership, they focused on two competence
of emotional intelligence: personal competence and social competence. They suggested
that personal competence shapes how individuals manage themselves while social
competence determines how they manage others and relationships. Boyatzis and McKee
(2005) continued their research on primal leadership, showing how "leaders can create
resonance in their relationships, their teams, and their organizations". They pointed out
that great leaders are emotionally intelligent and they are "awake, aware, and attuned to
themselves, to others, and to the world around them. They commit to their beliefs, stand
strong in their values, and live full, passionate lives" (Goleman , Boyatzis & McKee,
2002).
Emotional intelligence plays a large role in shaping individuals. Goleman (1998) and
(1999) explained that emotional intelligence creates passion, confidence, friendliness,
motivation, pride, and energy in individuals.
The ability to transmit these same emotions to others offers emotionally intelligent people
advantages over others in interpersonal and organizational contexts. Zeidner, Matthews
and Roberts claimed that people of higher emotional intelligence succeed at communicating
their goals, ideas, and intentions in more interesting and assertive manners. They suggested
that emotional intelligence is related to the social skills necessary for teamwork. Together,
these abilities contribute to a satisfying personal and professional life. This study focused
on the most popular dimensions proposed by (Salaovy and Mayer, 1990). In this section
a brief review and definitions of these three dimensions of emotional intelligence are
presented.
126 Journal of Management and Social Sciences
Muhammad Masroor Alam
Salaovy and Mayer (1997) defined emotional intelligence as "the subset of social intelligence
that involves the ability to monitor one's own and others' feelings and emotions, to
discriminate among them and to use this information to guide one's thinking and actions".
Later on, they refined and defined emotional intelligence as "the ability to perceive emotions,
to access and generate emotions so as to assist thoughts, to understand emotions and
emotional knowledge, and to reflectively regulate emotions so as to promote emotional
and intellectual growth" (Salovey & Mayer, 1990). A key construct in their definition that
needed to explain is "emotions". According to Van and Kunda (1989) emotions are
"ineffable feelings of the self-referential sort", and are comprehensively defined as "self-
referential feelings an actor (employee) experiences or, at least, claims to experience in
regard to the performances he or she brings off in the social world". States of feeling refer
to basic emotions (e.g. joy, love, anger) and social emotions (e.g. shame, guilt, jealousy,
envy), as well as to related constructs as affect, sentiments and moods.
4. THEORETICAL FRAMEWORK
Salovey and Mayer (1990) argued that there is a set of three conceptually related mental
processes - appraising and expressing emotions in the self and others, regulating emotion
in the self and others, and using emotions in adaptive ways involving emotional information.
The following are brief descriptions of the content and importance of these mental processes:
(1) Appraising and expressing emotions in the self and others.
Individuals differ in the degree to which they are aware of their emotions (appraisal) and
the degree to which the latter are verbally and non-verbally being expressed (George,
2000). Individuals who accurately appraise and express (perceive and respond to) their
emotions are likely to be better understood by the people they work with, and they also
have the potential to better lead and manage people when they are able to perceive the
emotions of the people around them and to develop empathy - the ability to comprehend
another's feelings and to re-experience them oneself (Salovey and Mayer, 1990).
(2) Regulating emotion in the self and others.
People differ in their ability to manage (monitor, evaluate, and adjust to changing moods)
their emotions as well as in their ability to regulate and alter the affective reactions of
others (Salovey & Mayer, 1990). Regulation of one's own emotions and moods results in
positive and negative affective states. Emotionally, intelligent individuals are adept at
placing themselves in positive affective states, and are able to experience negative affective
states that have insignificant destructive consequences. Emotionally smart people can
induce a positive affect in others those results in a powerful social influence (charisma),
an important component of leadership (Wasielewski, 1985).
(3) Utilization of emotions of oneself and others:
Individuals also differ in the ways (functional vs. dysfunctional) in which they utilize their
emotions.
Emotions can:
help in generating multiple future plans (flexible planning);
improve the decision-making process due to a better understanding one's emotional
reaction (creative thinking);
acilitate cognitive processes such as creativity on the one hand and punctuality on the
other hand (mood redirected attention); and
enhance persistence regarding challenging tasks (motivating emotions) (Salovey &
Mayer, 1990).
4.1 Job Satisfaction
Employee job satisfaction is critical to organizational communication, since it is directly
related to organizational outcomes. Job satisfaction can be conceptualized as an individual's
Vol. 5, No. 2, (Fall 2009)
The Relationships Between the Emotional Intelligence and Job Satisfaction: Emprical Findings From
Higher Education Institution in Malaysia
127
attitude toward his or her job. Beginning in the late 1950s, researchers have sought to
understand job satisfaction and conduct empirical studies to test their models. In a departure
from conventional theories, Herzberg and his colleagues (Herzberg, Mauser & Snyderman,
1959) proposed a typology in which separate groups of factors were proposed to independently
influence job satisfaction and job dissatisfaction. This led to the development of their dual
factor theory of job satisfaction. This theory proposes that job satisfaction and job
dissatisfaction are independent constructs and not part of a single continuum. Thus,
individuals not exhibiting job dissatisfaction may still not exhibit true satisfaction with
their jobs.
Job satisfaction is based on individuals' experience which is associated with individuals'
needs, expectation and benefits of their jobs (Locke, 1976). Dormann and Zapf (2001)
stated that job satisfaction has become one of the most critically important and extensively
research concepts in organizational psychology. These authors have speculated that job
satisfaction can be significantly influenced by a wide variety of task characteristics including
responsibility, task variety and communications/feedback mechanisms. Dormann and Zapf
(2001) also reported the emergence of significant relationships between job satisfaction,
absenteeism and other workplace behaviors.
Job satisfaction has been linked both to situational factors (sociological perspective) and
personal factors (psychological perspective). Heller, Judge and Watson (2002) reported
that situational factors include job-related conditions such as pay, opportunities for
promotion, and working conditions and job characteristics such as task identity, task
significance, skill variety, autonomy, and feedback. Research has provided consistent
results to support the positive correlation between job satisfaction, job conditions, and job
characteristics (Heller et al., 2002). Personal factors include personality disposition, traits,
self-esteem, motivation, and emotions (Dormann & Zapf, 2001). Heller et al., (2002)
identified that such positive factors as high energy, pleasurable engagement, and enthusiasm
are positively related to job satisfaction, while negative factors such as distress, unpleasant
engagement, and nervousness are negatively related to job satisfaction. Several studies
have confirmed that job satisfaction is directly related to personal affective disposition
factors (Staw & Cohen-Charash, 2005; Gerhart, 2005).
In short, a review of the literature suggests that job satisfaction is a critical variable in an
organizational climate study. Although the variable has been studied to a great extent in
past decades, there is a gap in terms of understanding of how the variable is related to
emotional intelligence and trust. Both of these variables are critical to organizational
communication and organizational outcomes. However in this study only emotional
intelligence is considered for the investigation of the relationship between EI and job
satisfaction.
4.2 Research Model
The present study is trying to examine the relationship between emotional intelligence and
job satisfaction. Earlier research has shown that a positive relationship exists between the
two constructs. However, almost all of these researches have been carried out in western
countries. Hence, the present study is an attempt to explore the relationship between
emotional intelligence and job satisfaction in higher education institution in Malaysian
context.
Literature review showed that emotions have a significant impact on one's attitude and
behavior. Emotionally intelligent people are assumed to be better able to handle stress
generated from their careers and are more to be expected to experience positive emotional
states for the most part of the time. They are also more likely to be able to build constructive
and productive relationships with others such as customers, colleges, peers, clients, managers
(Robbins, 2005).
128 Journal of Management and Social Sciences
Muhammad Masroor Alam
The dependent variable is the job satisfaction, which is the main concern for the present
study, and the three independent variables are the appraisal of emotions in oneself and
others, the regulation of emotions in oneself and others, and finally, the utilization of
emotions to facilitate thinking.
These three dimensions of emotional intelligence have been conceptualized based on the
framework of Salovey and Mayer (1997) is suggested to influence job satisfaction. The
conceptual framework of this research is illustrated in the figure below. The purpose of
the research is to discover the various dimensions in emotional intelligence that contributes
to customer satisfaction. The research model developed on the basis of theoretical framework
is shown below (see Figure 1)
Figure 1:
Research Model of EI and job satisfaction.
Based on the theoretical framework as above, a number of hypotheses are derived. The
following hypotheses were developed for this study.
H1: There is a significant association between appraisal of emotions in oneself and other,
regulation of emotions in oneself and other and utilization of emotions in oneself
and others with job satisfaction.
H2: The three dimensions of emotional intelligence (appraisal of emotions in oneself and
other, regulation of emotions in oneself and other and utilization of emotions in
oneself) positively effect the perceived job satisfaction.
4. METHODLOGY
4.1 Research Design
This is an exploratory research study, as its major purpose was to gain a better understanding
of the employee emotional intelligence and job satisfaction. Survey-based methods were
used to collect detailed information regarding the characteristics of the employees in their
respective schools
Appraisal of
emotions in oneself
and others
Regulation of
emotions in oneself
and others
Utilization of
emotions in oneself
and others
Satisfaction
Vol. 5, No. 2, (Fall 2009)
The Relationships Between the Emotional Intelligence and Job Satisfaction: Emprical Findings From
Higher Education Institution in Malaysia
129
4.2 Research Population and sampling
There are a total of 750 employees in the schools of UniMap. In this study, probability
sampling was used because the elements in the population have some known chance or
probability of being selected as sample subjects.
According to Krejcie and Morgan (1970) when in sample size determination and various
variables are under study of investigation, it is therefore difficult to determine the sample
size with precision and confidence level. Therefore they had created a table of sample
population and the sample size as rule of thumb to ensure that the sample size of the said
population would be able to generalize the study findings (as cited in Sekaran 2000, p.
295). Therefore, 254 respondents were the samples in this study. However only 120 usable
questionnaires (a return rate of 66 percent) received for this study.
4.3 Instrumentation
There are two questionnaires used in the present study. The first questionnaire for EI is
adopted from a study by Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim,
(1998), who have developed the questionnaire on the basis of theory presented by (Mayer
& Salovey, 1997) and the second questionnaire for job satisfaction is adopted from a study
by Schriesheim and Tsui (1980). Using these questionnaire data were collected from the
drawn sample and statically processed.
Questionnaire is a formalized set of questions for obtaining information from respondent.
The questionnaire is divided into 3 parts. The first part of the questionnaire is the demographic
data of the respondents which includes general questions on the gender, age, race, and
marital status. Part II includes questions about the, occupation, and working experience.
Part III is consisting of 13 items measuring appraisal of emotions in the self and others.
Part VI consisting of 10 items measuring regulation of emotions in the self and others, and
part V consisting of 10 items measuring utilization of emotions to facilitate thinking. The
three parts (III, IV, and V) are with five point scale answers ranging from (1=strongly
disagree) to (5=strongly agree). Lastly, part VI consists of 6 items measuring job satisfaction,
with five point scale answers varying from (1=very dissatisfied) to (5=very satisfied).
4.4 Reliability Testing
Reliability testing was done to test the appropriateness of questionnaire used in this study.
In this study, reliability test employed the used of Cronbach Alpha testing as it is the most
frequently used reliability test tool by social researchers. The overall Cronbach Alpha
reliability coefficient for 39 items is over .80 but less than.9, which is highly acceptable.
According to Hair, Babin, Money and Samouel (2003), the reliability analysis scale can
be accepted if the Cronbach Alpha coefficient is between 0.6 and 1.0. , where on the scale
reliability score range .8 to < 9 is very good and reliability score .9 is excellent (p.172).
The following reliability scores of the variables computed in this study and the score is
presented in Table I.
Table I:
Reliability Scores
Appraisal and expression of emotions of self and other
Regulations of emotions of self and other
Utilization of emotions of self and other
Job satisfaction
Variables
13
10
13
6
.89
.85
.89
.83
Reliability
Score
Number
of items
130 Journal of Management and Social Sciences
Muhammad Masroor Alam
4.5 Data Analysis
In this study, descriptive analyses were carried out to describe the profile of respondents.
For this study, Pearson correlation test was used to inspect whether job satisfaction has
significant relationship with three dimensions emotional intelligence. In this study multiple
regressions was also used to find out which variable of emotional intelligence most
dominantly influences the job satisfaction.
5. ANALYSIS AND FINDINGS
5.1 Background of the UNIMAP Employees
Frequencies, means, and standard deviations for all variables were calculated, to obtain
a general profile of the distribution.
The overall summary profile of the participating university employees in this survey based
study, are presented in Table II.
Table: II
Background of Respondents
The overall profile of the participating employees 'demographic characteristics, presented
in Table II. Out of 120 respondents, 74 (61.7%) were male and 46 (38.3%) were female
employees representing almost all the major department excluding faculties or teaching
personnel in the university. The distribution of the departmental representation were mainly
from admission/marketing department, which represented 43 (35.8%) respondents followed
by 36 (30%) respondent from Library, 30 (25%) and 11(9.2%) respondents from
Finance/accounting and administration/HR respectively.
The distribution of ages of the respondent ranged from 19 to 55, with a mean of 35.5 years.
Many (44.2%) of the participating respondent were holding a bachelor degree, Masters
Variable (S)
Gender
Male
Female
Ethnic Origin
Malay
Indian
Chinese
Highest Qualification
Diploma
Bachelor Degree
Master Degree
Ph.D Degree
Age
Frequency
74
46
64
31
25
16
53
44
7
Minimum
19
%age
61.7
38.3
53.3
25.8
20.8
13.3
44.2
36.7
5.8
Marital Status
Married
Unmarried
Divorced/Separated
Departments
Finance/Accounting
Admissions/Marketing
Library
Administration/HR
Working Experience
< 1 Years
2 - 5 Years
6 - 10 Years
Maximum
55
%age
60.8
37.5
1.6
25.0
35.8
30.0
9.2
30.0
39.2
30.8
Frequency
73
45
2
30
43
36
11
36
47
37
Mean
35.95
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The Relationships Between the Emotional Intelligence and Job Satisfaction: Emprical Findings From
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131
degree (36.7%), 5.8% were achieved a PhD degree while diploma holders were 13.3%.
Most of the participating employees were Malay (53.3%), Indian Malaysian were 28.8
percent , while 20.8 percent were Chinese Malaysian. The majority 73(60.8%) of the
respondent were married; wile 45 employees (37.5%) were unmarried while 2 respondents
(1.7%) were either divorced or separated.
5.2 The Relationship between EI and JS
Hypothesis one examined the association and the nature of relationship between job
satisfaction and the three dimension of emotional intelligence , appraisal of emotions of
self and other (Appraisal), regulations of emotions of self and others (Regulations) and
utilization of emotions of self and other(Utilization)
Table III Hypothesis:
One - Correlations analysis
Emotional Intelligence - Job Satisfaction
** Correlation is significant at the 0.01 level (2-tailed)
Analysis of the data resulted from the Pearson correlation analysis (see Table III), indicates
that as expected overall job satisfaction is positively correlated with the three component
of emotional intelligence and the association is significant at the 0.01 level, indicates that
the association is highly significant and the relationship is positive.
The correlation analysis also reveals that the association is highly significant and the
strength of the association between independent and dependent variables are very strong
between job satisfaction and the three component of emotional intelligence. The value of
coefficient (r) determines the strength of the association and is very strong and positive
between utilization, regulations and job satisfaction (.890), (.849) respectively. However
as compare to utilization and regulations the association is somewhat at moderately strong
between appraisal and job satisfaction (.786). Therefore hypothesis one is failed to be
rejected i.e. supported.
The findings of the correlation analysis imply that employee's level of greater emotional
intelligence may lead to higher job satisfaction and perceived great self motivation among
the non faculty staff in University Malaysia Perlis.
5.3 Test of Multicollinearity
One necessary requirement in employing multiple regression analysis is to test for the
collinearity of the independent variables (Hair et. al 2003). Collinearity refers to the case
of two explanatory variables that are perfectly correlated while the term multicollinearity
is used to refer to collinear relations between more than two independent variables.
Multicollinearity may have devastating effects on regression statistics to the extent of
interpreting them useless, even highly misleading (Pedhazur, 1997). Since multicollinearity
could cause problems in interpreting regression analysis, it was prudent to test the
multicollinearity of the explanatory (independent) variables to determine whether or not
independent variables in this study were highly correlated to each other once added into
the regression model. The variance inflationary factor (VIF) for each explanatory variable
was used in this study as suggested by Bersenson et al. (2004).
Job Satisfaction
Appraisal
Regulations
Utilization
Job
Satisfaction
1
.786**
.842**
.890**
Appraisal
.786**
1
.793**
.666**
Regulations
.842**
.793**
1
.734**
Utilization
.890**
.666**
.734**
1
132 Journal of Management and Social Sciences
Muhammad Masroor Alam
When the result of variance inflationary factor (VIF) in each independent variable is equal
to 0, this means that theses variables are uncorrelated to each other. There will be too much
correlation between the independent variables if variance inflationary factor (VIF) is greater
than 5 (Hair, Andersdon, Tatham & Black, 1992). From the result of multicollinearity
diagnostics test of this study (See Table IV), it is suggested that independent variables in
this study were not highly correlated with each other. Therefore this requirement for
employing regression analysis techniques has been fulfilled. Table IV shows the result of
this test.
Table IV:
Test of Multicollinearity
5.4 The Effect of emotional intelligence on job satisfaction (Hypothesis Two)
While correlation analysis of this study, indicates the relationship and the strength between
the explanatory variables and the dependent variable in hypothesis one confirmed the
positive yet significant very strong relationship among the independent and dependent
variables in the model of the study.
To test the hypothesis 2 multiple regression analysis were adopted for the regression model
to estimates the variance explained onto job satisfaction by three components of emotional
intelligence.
Three components of emotional intelligence (Appraisal, regulation and utilization) were
included in the regression model to calculate the effects of variance caused on the job
satisfaction by these three emotional intelligence variables.
First the multiple regression analysis was employed to test the overall effect of the three
emotional intelligence (Appraisal, regulation and utilization) (independent variable) on
job satisfaction (dependent variable). The results are shown in table V
Table V:
Overall Influence of EI on Job Satisfaction
The results from Table V, indicate that the multiple regression coefficients (R) of EI factors
and the job satisfaction is .905 and the adjusted R square is .813. The value of F is 173.939
(P<0.05).
Therefore, from the regression analysis findings indicate that 81.3 percent of the variance
(adjusted R Square) of job satisfaction has been significantly explained by the three factors
of emotional intelligence (Appraisal, regulation and utilization). Thus the results in this
study support the alternative hypothes is that three factors of emotional intelligence
(Appraisal, regulation and utilization) significantly influence the job satisfaction in the
University Malaysia Perlis.
However in the regression analysis beta values of each independent variable signify the
Variables
Appraisal
Regulation
Utilization
Label
Appraisal
Regulation
Utilization
VIF
2.31
3.39
2.10
R
.905
R Square
..818
Adjusted R Square
.813
Std. Error of the Estimates
.24943
F
173.939
Sig.F
.000
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133
contribution and influence on the job satisfaction was addressed and the results are shown
in Table VI.
Table VI:
Influence of each EI factor on Job Satisfaction.
Dependent variable: job satisfaction
From the result presented in table VI, appraisal appeared as the strongest explanatory
variable with standardized beta of .484. This is followed by regulations with a standardized
beta of .350 and utilization with a beta value of .147.
A further analysis was performed to examine that how these three variables; customer
orientation, competitor and interfunational coordination individually and jointly contribute
to R Square value or the total explanatory power of the regression model. The result of
step wise regression analysis is shown in table VII for the overall effect of the three
variables.
Table VII:
The overall influence (effect) of appraisal, regulations and utilization on Job satisfaction
The results of the stepwise multiple regression analysis indicates that multiple regression
coefficients (R) of appraisal, regulations and utilization on job satisfaction is.905 and the
adjusted R square is .813. Therefore, the findings confirmed and suggested that the overall
81.3 percent of the variance (adjusted R square) in job satisfaction has been significantly
explained by theses three factors of emotional intelligence influence the job satisfaction
of non teaching staff in University Malaysia Perlis.
Table VIII.
Influence of each variable on Job Satisfaction
The result of stepwise multiple regression analysis (see Table VIII) indicates that appraisal
have the highest standardized beta value (.484) and contributed 73.7 percent (adjusted R
square = .737) to the variance of job satisfaction. Regulations also have significant influence
on the job satisfaction with the standardized beta value of .350 and contributed approximately
6.9 percent (R Square change = .069) to the variance of job satisfaction. Utilization however
also significantly influences to the variance of the job satisfaction with relatively low beta
Independent Variables
Appraisal
Regulations
Utilization
Std.
error
.084
.072
.058
[Link]
.484
.350
.147
t
7.28
4.805
2.47
Sig.t
.000
.000
.015
R
.905
R Square
..818
Adjusted R Square
.813
Std. Error of the Estimates
.24943
F
173.939
Sig.F
.000
Independent Variables
Appraisal
Regulations
Utilization
Adjusted R
Square
.737
.805
.13
[Link]
.069
.010
Beta
.484
.350
.147
Sig.t
.000
.000
.015
134 Journal of Management and Social Sciences
Muhammad Masroor Alam
value of .147 and estimated approximately 1 percent variance on job satisfaction.
The result of this hypothesis (Table VII) further imply that appraisal with the greater beta
value of (.484) is one of the most stronger predictor of job satisfaction and therefore
appraisal influence largely to job satisfaction of non teaching staff. Regulations and
utilization are also appeared to be significantly effect the employee's job satisfaction. This
implies that job satisfaction of employees in the University Malaysia Perlis appraisal,
regulations and utilization are crucial to for job satisfaction for job satisfaction. Therefore
the result of this hypothesis indicates that a hypothesis 2 is also supported.
The following significant variables are shown below which are the significant predictor
variables for Employee's Job Satisfaction.
6. DISCUSSION
Hypothesis one was tested the association and strength of association among the four
variables in this study. To examine the association and relationship, a Pearson correlation
matrix indicated that job satisfaction is significantly positively correlated with the appraisal
of emotions, regulations of emotion and also with the utilization of emotions. The data
also indicated that the association among the variables are certainly positively correlated
as expected and strength of association is vary from high to very high which also further
confirmed the assumption that the perceive job satisfaction would have stronger and
positive relation with the three components of emotional intelligence. This also indicates
that the association between the emotional intelligence and job satisfaction has been proven
as it has been proven in various previous studies. Therefore it can be concluded that job
satisfaction and dimensions of EI are positively related and if firms need to improve the
perceived jobs satisfaction among employees at work place, they should ensure that the
employees do aware of their EI and exercise their emotional intelligence.
Further the results of hypothesis 2 imply that appraisal is one of the stronger predictor job
satisfaction and therefore appraisal influence largely to job satisfaction of non teaching
staff. Regulations and utilization are also appeared to be significantly effect the employee's
job satisfaction. This implies that job satisfaction of employees in the University Malaysia
Perlis emotional intelligence (appraisal, regulations and utilization) are crucial for job
satisfaction.
7. CONCLUSION AND RECOMMENDATION
To conclude the overall study in a simple manner, that the study findings are important
contribution to the body of knowledge in term of identification of a positive relationship
between the emotional intelligence and job satisfaction in an university work setting.
Job satisfaction is certainly the hottest issues in the management research. Job satisfaction
has been researched in different industrial environment and also at different level of
employee's roles and responsibilities dimensions. However the current management and
organizational behavior research has turned its focused on emotional intelligence to cope
of the ability of people to know their emotions and understand others emotions to cope
p
.000
.000
.015
Predictor variables
Appraisal
Regulations
Utilization
Beta
.484
.350
.147
Adjusted R Square = .817 F=173.939, p < 0.005
Vol. 5, No. 2, (Fall 2009)
The Relationships Between the Emotional Intelligence and Job Satisfaction: Emprical Findings From
Higher Education Institution in Malaysia
135
with environmental demands and pressures. This study therefore confirmed that EI has
positive effect on job satisfaction of employees at university. Further to this a university
administration and HR policies could have been developed to ensure that EI factor must
be incorporated particularly in one of the most crucial process of staffing and performance
appraisal and other HR Functions. Employing with a high level of emotionally intelligent
employee would certainly an asset to the organization.
On the basis of the finding of the study and overall discussion drawn from the findings, I
would like to make several future recommendations to the university perils may be in
terms of development of policy document for a broader university strategic vision.
7.1 The HR Policy
The most important recommendation or suggestion is made in terms of HR strategic policy
of the university. The policy therefore clearly states that the selection of the employees
at University should not discriminate on the gender biases that are the male and female
potential candidates should have been given equal employment opportunity.
Since the greater job satisfaction is one of the crucial factor of higher productivity, lower
turn over, lower absenteeism, collectively greater organization development therefore all
key factor should have been identified during the recruitment and selection process of the
University. The most importantly university HR policy should now focus on
1. Compensation policies
2. Improvement of supervisor and staff relationship
3. Improvement of environment where coworker's relationship can be improved.
4. Collectively this also leads to fair and effective communication policy in the University.
7.2 Selection Criteria Testing
On the basis of the finding from this study I would like to focus on the selection standards
, which are one of the most important factors or determinants of selecting individual such
as qualification, skills , intelligence ,etc. however since this study reveals that there were
highly positive correlation between the job satisfaction and dimensions of EI therefore it
is suggested that if university would introduce EI tests and candidates with better EI
score may consider for potential hiring, This would certainly be proven to higher job
satisfaction and thus greater performance of the employees. The university can develop
psychometric EI test as they may had already developed for IQ and then test the potential
candidates EI level and do select those who have better EI score on tests.
7.3 Organization Change/Redesining
This is one of the suggestion I would like to make in terms of achieving an optimum level
of job satisfaction of the employees with greater emotional intelligence therefore , this
study finding tells us that there is still need for improving the EI level of the existing
employees in the university because the finding do not allow us to explain the fact that
employees in the university do have an EI level at higher level rather they are at moderate
level therefore an organization change strategy toward providing a much more decentralize
working environment which provide opportunity in fair and fearless communication
channels among employees and the top managers which ensure that people would have
freely able to communicate and express their emotion, use them and regulate to exhibit
functional behavior which would result in greater job satisfaction and thus better productivity
and higher performance.
7.4 Learning Organization
Fundamentally this is relatively new concept of the Management discuss extensively in
136 Journal of Management and Social Sciences
Muhammad Masroor Alam
the literature of organization behavior (Robbins, 2005). This is a philosophy which ensures
that organization is able to adopt changes and support people for suggestions in how to
improve the organization effectiveness. This philosophy is therefore based on sharing of
knowledge, expertise, values, and beliefs among the employees at the work place. The
learning organization is therefore, would certainly an enabler to improve the EI of the
employees which encourage the people at work place to effectively communicate each
other and do contribute in the organizational development through better performance by
encouraging creativity , motivation and innovation at workplace.
8. LIMITATIONS AND FURTHER RESEARCH OPPORTUNITY
The limitation of this study is the sample size, since the sample size is too small to generalize
the overall study therefore the result findings may be understood with cautions and should
therefore limit to the university Perlis environment.
The second limitation as far as the research design is concerned, in term of questionnaire
used in this study to capture the EI. Since there are few more widely used EI construct
(Golman et al, 2002) developed a 139 items construct of most of the dimension of EI is
also in use in the organization behavior studies in terms of EI and to measure its several
dimensions. Therefore one of the issues which limit this research study findings is using
only three dimensions instead of other dimension mentioned by (Golman et al, 2002) to
capture most of the other dimensions of emotional intelligence.
Further research can be done on the comparative study of IQ and EQ of employees at work
place and combined effect of IQ and EI on job satisfaction. This would certainly an
important contribution to the body of knowledge, which would determine how these two
effect job satisfaction at work place taking into again demographic factor such as marital
status and sexual orientation of employees.
Further more, researchers can also look for the other control variables and introduce those
onto their regression model such as age, year of experience or marital status to know how
these factors influence on the job satisfaction when controlled the model through these
variables in the presence of EI as independent variables etc.
Since this study does not revealed that how differently people at different department
shows their emotions and had relationship with job satisfaction, therefore a research design
may need to be enhanced in term of cross functionality or even cross racial level of
employees and their perceived job satisfaction and its association to emotional intelligence.
There could be various approaches and many opportunity is available for academics as
well as managerial research in the area of job satisfaction and the EI, the only requirement
is however the understating the contextual variables of EI to take into account in the study
that is how EI has effected by other variables such as family conflict, a divorced employees
or organization internal environment etc.
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