INTERCEDING EFFECT OF ORGANIZATIONAL SUPPORT

BETWEEN EMOTIONAL INTELLIGENCE AND JOB

SATISFACTION: A CONFIRMATION FROM PRIMARY PUBLIC
SCHOOLS OF PUNJAB
Rao Kashif Ali, MPhil Student, UVAS Business School, University of
Veterinary and Animal Sciences, Lahore. Email: kashifaliuvas@[Link]
Muhammad Ali Hamza, UVAS Business School, University of Veterinary and
Animal Sciences, Lahore. Email: mahamza@[Link]
Abstract. The focus of this empirical study is to examine the
interceding effect of Perceived Organizational Support (POS)
between Emotional Intelligence (EI) and Job Satisfaction (JS). For
this purpose, random data of 300 respondents was collected from
primary public schools of four districts of Punjab, Pakistan i.e.
Lahore, Sahiwal, Okara and Nankana Sahib through self-
administrative questionnaires. The time legged approach is used in
collection of data to decrease self-biasness of responses.
Sequential Equation modeling is applied to test the effectiveness
and fitness of model. The results of the study suggest that job
satisfaction is positively affected by emotional intelligence
Perceived Organizational Support (POS) also influences the
relationship between emotional intelligence and job satisfaction.
Practical implications and future directions are also provided.
Keywords: Job Satisfaction, Emotional Intelligence, Perceived
Organizational Support
Introduction
An emotionally intelligent worker is not less than a blessing for any
organization. While schools, where the teachers are responsible for personality
development of the students, Emotional Intelligence (EI) contains a vital part.
EI helps to develop a pleasant work environment and also contributes towards
job satisfaction (Patra, 2004). Previous studies show that EI is very important
for an employees’ performance and at the same time for job satisfaction
(Braun, Peus, Weisweiler, & Frey, 2013). An employee having high level of EI
is more adaptable to the work environment (Sy, Tram, & O’Hara, 2006). It is
also usually believed or perceived by the employees that an organization
supports its employees (W, H, M, & A, 2017). Job satisfaction of an employee
also becomes high with high-perceived organizational support. Current study
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 Kashif & Hamza

focuses on the relation between emotional intelligence on job satisfaction in the

presence of mediating effect of perceived organizational support in primary
public schools of Punjab. An emotionally intelligent worker can handle
stressed situations intelligently (Cherniss, Goleman, Emmerling, Cowan, &
Adler, 1998) and can be more satisfied with job. With emotional intelligence,
perceived organizational support for a worker can add satisfaction to the job.
Numerous teachers picked school teaching as a career as they worth the
ineradicable honor that they can have (Iwanicki, 1983) and in light of the fact
that they appreciated the enthusiastic and individual advantages of this job
itself, for example, self-improvement and a feeling of achievement. Truth be
told, numerous educators chosen this career since they wanted helping other
people and were managed the opportunity for self-improvement and open
interest of people (Cobb, 2004).
There is a pile of literature available on emotional intelligence and job
satisfaction. Such as Moderating, effect of POS has been studied by Akhter et
al. (2017) with EI and job performance. The findings of their study suggested
that emotionally intelligent employees could more easily adapt their emotions
in their working environments and feel more satisfied. Similarly, Hosseinian et
al. (2008) also studied the effect on job satisfaction by training EI skills of
employees. Rorlinda et al. (2016) conducted the study about link among
emotional intelligence and job satisfaction in school counseling head teachers
in Malaysia.
Another reason to conduct this research study is taking POS as a mediator
between EI and Job Satisfaction which has not been studied so far at this level
and in this context, hence, fulfilling the gap of previous researches. This
research will be helpful to know the role of perceived organizational support on
teachers’ EI and Job satisfaction.
Job satisfaction of a teacher is very important because unsatisfied teachers
cannot be fully involved in teaching the students. Especially teaching at public
primary schools of Punjab turns out to be more emotionally exhaustive and
challenging work, therefore a considerable list of teachers apparently seems
unsatisfied with their work.
Research Questions
Current Study will answer the following research questions:
 Does emotional intelligence effect job satisfaction?
 Does Perceived Organizational Support mediate relation between
Emotional Intelligence and Job Satisfaction?

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This study will add the literature on job satisfaction of primary public
school teachers by understanding the direct impact of EI and mediating role of
perceived organizational support on job satisfaction. The study will help policy
makers to design programs to enhance emotional intelligence of the teachers
and craft environment of organizational support that could boost teachers’
satisfaction which will lead to good teaching and cognitive development of
generations to come.
1. Literature Review
This section will constitute on the review of recent and previous studies
about Emotional Intelligence, Job Satisfaction and Perceived Organizational
Support. On the basis of this section conceptual model will be developed and
also the hypotheses will be drawn.
Emotional Intelligence (EI)
Emotional Intelligence (EI) is not a new phenomenon to be studied. It is
rich in literature. Different authors have studied EI in relation to different
variables. There is huge literature available about EI to be used as variable.
Some of them are discussed in this section.
Afsheen et al. (2010) studied EI with respect to Job Satisfaction and with
mediating effect of Transformational Leadership. Cross sectional research
design was used for this research study and data was collected by survey
questionnaire. For data collection 250 managers from telecommunication
industry of Pakistan were selected on purposive basis. The results of the study
suggested positive impact of emotional intelligence on job satisfaction. It also
revealed that emotional intelligence has also significant impact on creating
transformational leadership behavior. Among limitations of this study is its
cross sectional design and its convenience sampling technique which makes it
limited with respect to its generalizability (Afsheen Fatima, 2010).
Humaira Latif and Khan (2017) studied EI in relation to Job Performance.
The study took EI as predictor for job performance in high school teachers. For
this purpose, 35 high schools were randomly selected and data was collected
from 210 female teachers. The results showed that EI is a poor predictor of job
performance but the teachers with high EI have high level of Job Satisfaction
and their students also secured higher marks. This study also recommends that
EI is an important parameter which must be considered at the time of recruiting
a teacher (Humaira Latif & Khan., 2017).
Job Satisfaction (JS)

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Like EI, Job Satisfaction is also a well-known variable to be studied. It also

has bulk of literature available in its support. Job Satisfaction has been studied
in different perspectives. Review of fewer is given below because of the
limitation of the fact to discuss all previous work.
Simin Hosseinian et al. (2008) has studied the relation among Job
Satisfaction and EI. They conducted this study to know the effect of training
some components of Emotional Intelligence on Job Satisfaction. This study
was conducted by Quasi Experimental Method consisting on Four months’
duration with pre and post-test sessions. For this purpose, people from two
industries were selected. Further, 28 people were selected which were
randomly divided into control group and experimental group. Experimental
group was provided with training sessions on EI. The results of this study
showed that by training Emotional Intelligence, Job Satisfaction and as well as
productivity can be enhanced (Simin Hosseinian, 2008).
Similarly, Muhammad Hakkak (2014) has also done valuable work by
taking the JS as a variable in relation with Perceived Organizational Support
and Organizational Commitment. Descriptive Survey was used as research
methodology to conduct the study. For this purpose, employees of a bank were
taken as population of the study. Data collection was conducted by using three
questionnaires. The results of this research study showed that Job Satisfaction
has direct positive relation with Organizational Commitment and Perceived
Organizational Support (Mohammad Hakkak, 2014).
Perceived Organizational Support (POS)
When literature is peeped into it found that POS has been studied a lot in
different perspectives. Among many studies only some of them are reviewed as
under.
Like emotional intelligence POS plays an important role in job satisfaction
of employees in any organization. As said by Eisenberger and Huntington
(1986) when a worker perceives that his/her organization give importance to
his/her participation this thing makes them more committed towards their work
and satisfaction increases accordingly (Huntington, 1986).
Haluk Erdem (2017) has studied the POS with respect to problem focused
and stressed focused coping behaviors. This study was conducted among the
employees of special education schools and rehabilitation centers. For this
purpose, 1088 employees working in 35 respective institutions in four
provinces of Turkey were selected as targeted population. Survey questionnaire
were administered via E-mails. The results of this study reveals that the
employees having higher levels of POS shows less emotional focused stress

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behavior as they feel more subsidized and obliged by the institution (Haluk
Erdem, 2017).
There is also huge work done on POS by Huntington. He studied the
relation between POS and absentees rate among teachers of private high
schools. For this purpose, data was collected through exchange ideology
questionnaire. This study suggests that increased POS also increases the
affective attachment of the employee with the organization and as a result
enhances the work effort by the employee (Huntington, 1986).
Rationality of Hypothesis
Emotional Intelligence and Job Satisfaction
Emotional Intelligence has great impact on one’s job satisfaction. EI helps
one to control and amend one’s sentiments (Salovey & Mayer, 1990) and
emotions according to situation. As far as the emotional intelligence of
teachers is concerned with students and their job is very important. The job of a
teacher is not only to deliver knowledge to the students but also to groom them
to become a socially active individual. Effective teaching contributes a lot
towards students’ success and emotional health. It is the key to have job
satisfaction to be an effective teacher (Latif & Khan, 2017).
Moreover, many other studies done by different authors such as (Humaira
Latif & Khan., 2017; Syed Salim, Nasir, Shah Moham, & Bazlan Mus, 2012),
(Palmer, Walls, Burgess, & Stough, 2001; Simin Hosseinian, 2008) and
(Vratskikh, Masa'deh, Al-Lozi, & Maqableh, 2016) have also debated on the
relation among emotional intelligence and job satisfaction. And these studies
and many other have proved that emotional intelligence is directly associated
with Job Satisfaction. Many studies concluded that an employee with higher
level of intelligence find their work place more satisfying than others and this
thing made them more satisfied with their job (Bar-On, 2005). Hence, the
reviewed literature is the witness over the hypothesis that EI impacts JS
positively.
H1: Emotional Intelligence has significant positive impact on Job Satisfaction.
POS, EI and JS
According to Organizational Support Theory (Huntington, 1986) workers
establish an overall discernment about the degree to which a firm esteems their
commitments and thinks about their prosperity. Higher level of Perceived
Organizational Support (POS) would create the desire that quality work and
additional work done for the firm will be valued and appreciated. Perceived
Organizational Support would reinforce emotional sense of duty for the
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company and increment endeavors made for its benefit. (Huntington,

1986)&(Shore & Shore, 1995).
Above mentioned literature is further supported by the (Robert
Eisenberger, 1997) that an employee who receives organizational support feels
more satisfied and performs better than others and also more committed and
show sincerity and loyalty to their jobs (Robert Eisenberger, Stinglhamber,
Vandenberghe, Sucharski, & Rhoades, 2002). Same emphasis is done by
(Ariffin Ahmad & Amini Yekta, 2010) that POS helps to achieve job
satisfaction. (R. Eisenberger et al., 2010) said that perceived organizational
support has strong bonding with job satisfaction. POS plays very important role
in determination of Job Satisfaction an determination (R. Eisenberger, et al.,
2010). Hence the following hypothesis is developed i.e.
H2: Perceived Organizational Support has a mediating role between Emotional
Intelligence and Job Satisfaction.

Perceived Organizational Support

H2

H1
Emotional Intelligence Job Satisfaction

Figure 1 Conceptual Model of the Study

2. Methodology
To conduct this study, data was collected from four districts of Punjab
named as Lahore, Okara, Nankana Sahib and Sahiwal. Total of 450
questionnaires were randomly distributed among teachers, out of which 345
were received and 300 were used for final data analysis. . Keeping in mind the
length of the questionnaire, the time legged approach was used and each
questionnaire was administered in two phases. At first stage participants were
provided with set of only 50 questions. In the next phase same participants
were asked to fill the remaining 46 questions. Later these were compiled to
measure and calculate the responses. Before conducting the survey, permission
was obtained from school heads and it was also assured that all the institutional
information and all data collected is kept confidential.
Measures

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The established measures have been adopted using five point Likert
Scale where 1= (Strongly disagree) and 5= (Strongly Agree). Table 1 provides
details of the adopted measure.
Table 1 Detail of Adopted Measures of the Study
No. of
Variable Author Year Sample Item
Items
I can accurately identify a range
EI 24 Vratskikh, I. 2015 of emotions that I feel from day
to day.
I feel I am being paid a fair
JS 36 Spector, P. E. 1994
amount for the work I do.
The Organization values my
POS 36 Eisenberger 1986
contribution to its well-being.
Data Analytical Techniques
Quantitative Data was analyzed by using SPSS 2016 (Adu-Gyamfi, 2015),
IBM SPSS and AMOS 22, Software. Mean, standard deviation, regression and
correlation coefficient and reliability of the variables is tested. SEM is applied
to test the model.
Results and Findings
Analysis
Table below shows the descriptive analysis of demographics of the study.
It shows that the number of male participant is 172 while female participants
are 128. Furthermore, it also shows that the people below 18 were only 15
while the highest number of participants belonged to the age group from 36-50
years. Similarly, highest ratio of participants was having 16 years of education.
Table 2 Descriptive Statistics
Male 172
Gender
Female 128
Less than 18 15
18-35 131
Age
36 to 50 122
Above 50 32
14 years 113
Education
16 Years 169
(In years)
18 Years 18

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Table 3 Reliability of Items and Scale

Variabl Cronbach’s Alpha N of Items
e
EI 0.678 24
JS 0.728 36
POS 0.725 36
Reliability table shows that scales used to conduct this research have high
reliability percentage. Scale EI has almost 68% reliability value and Scales
used for JS has its value near 73%. Similarly, POS scale is also showing nearly
73 % reliability values. These values show that these scales are reliable to be
used to collect data and conduct this research study.
Table 4 Correlations of Job Satisfaction, Emotional Intelligence and Perceived
Organizational Support (N=300)
Variable EI JS POS
s
EI 1.00
JS .963** 1.00
POS .783** .909** 1.00
**. Correlation is significant at the 0.01 level (2-tailed)
The above table shows that p=0.000 for all variables which shows a
significant correlation among variables.
Table 5: Regression analysis of Emotional Intelligence and Job Satisfaction

Variable N Mean SD df T R R2 Sig F

30
EI 93.06 8.371
0
1 10.95 0.971a 0.94 0.000b 4880.14
30
JS 141.03 11.29
0
Table 5 shows that value of p=0.000b where significance is when p<0.05. it
shows a positive regression between Emotional Intelligence and Job
Satisfaction. This table shows value of F= 4880 for N=300, where mean for EI
and JS is 93.06 and 141.03 and values for the S.D of EI and JS are 8.371 and
11.292.
Table 6: Regression analysis of Emotional Intelligence and Job Satisfaction
with Perceived Organizational Support
Variabl Mea SD d t R R2 Sig F
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 Kashif & Hamza

e n f
8.37
EI 93.06
1
11.2 6.78 0.99 0.99 0.000 32037.
JS 141 2
9 2 8 5 b 2
11.3
POS 141.7
5
Table 5 represents the regression analysis among EI and JS in the presence
of POS. This analysis table is also showing the significance p value = 0.000 b
while regression is significant when p<0.05. This value depicts a positive
regression among EI, POS and JS. It shows that value of JS increases when the
value of POS is increasing along X-axis. The values of t=6.782 and F
=32037.170 where N=300.
Mediation Analysis
M

Perceived Organizational Support

b
a
X Y

c
Emotional Intelligence Job Satisfaction

Figure 2 Mediation Analysis

Mediation analysis is done by using Process Macro by Prof. Andrew F.

Hayes (2018). According to him the model studied in this research work is
Model 4. The other details of the model to run the mediation test are given as:
X=EI, Y=JS and M=POS (Mediator) and N=300
Results of the test are shown in the given table.
Table 7: Outcome variable: POS (Path a)
Coefficien Se T p LICI ULCI
t
EI 1.1044 0.0455 24.2506 0 1.0148 1.1941

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The above table is showing the mediating impact between EI and POS
making path (a) of the framework. It is showing a positive value and it proves
that POS mediates the role of EI on JS.
Table 8: Outcome Variable: JS (Paths b & c)
Coefficient se T p LICI ULCI
EI .8735 (c) 0.0092 95.28 0 0.856 0.892
POS .3947 (b) 0.0068 58.37 0 0.381 0.408
In the above table, outcome variable is JS which is being directly affected
by EI by path (c) and it is also mediated by POS to change the direct impact of
EI on JS. Values obtained for both EI and POS for JS are positive showing that
POS positively mediated the impact of EI on JS. The significant value for
p=0.000 which also shows that there is a positive relation exists among
variables.
Table 9 Total effect of X on Y
Effect SE t P LICI ULCI C_ PS
1.310 0.019 69.858 0 1.273 1.346 0.116
The above table shows that the direct effect of X on Y =1.3095 and the p-
value= 0.000 which describes the perfect regression among variables.
Table 10 Direct effect of X on Y
Effect SE t P LICI ULCI C’_ PS
0.874 0.009 95.282 0 0.856 0.892 0.077
The table for direct effect of x on y shows the effect values as 0.8735
which is less than the total effect value. It also shows that the POS has its
mediating effect among EI and JS.
Table 11 Indirect Effect(s) of X on Y
Effect Boot SE Boot LICI Boot ULCI
POS
0.436 0.0256 0.3847 0.4853
Table 11: Partially Standardized Indirect Effect(s) of X on Y
Effect Boot SE Boot LICI Boot ULCI
POS
.0386 .0020 .0350 .0427
Table12 Completely Standardized Indirect Effect(s) of X on Y
POS Effect Boot SE Boot LICI Boot ULCI
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0.3232 0.014 0.295 0.350

All the tables for indirect effect are showing a positive effect value which
is making less than one <1 value showing that positive mediating effect is
caused by POS which is making a greater value than direct impact of EI on JS.
Hence, it is proven that POS mediates the role of EI and JS and in the presence
of POS an employee becomes more Emotional Intelligent in order to have high
level of Job Satisfaction.

Structural Equation Modeling (SEM)

Notes for Group
The Model is Recursive; Sample Size = 300
Model Contains the Following Variables:
Observed, Endogenous Variables are: JS & POS
Observed, Exogenous Variables are: EI & POS

Figure 3: SEM: Default Model Drawn and Tested for the Study
Standardized Estimates shown by the figure are impact of EI on POS in
this model is 0.81 that is very strong. The impact of EI on JS estimated is 0.65
that also shows a high relation among both dependent and independent
variables. While POS is showing 0.40 value for standardized estimate for JS
which also shows that JS is effected by POS.
Table 13 Model Fit Summary
Model NPAR CMIN DF P CMIN/DF
Default model 6 0 0
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Saturated model 6 0 0
Independence model 3 1934.06 3 0 644.69
Table 14 RMR, GFI Statistics
Model RMR GFI AGFI PGFI
Default model 0 1
Saturated model 0 1
Independence model 68.621 0.379 -0.243 0.189

Discussion
After applying the different statistical techniques to test the theoretical
framework, different results are obtained. These results explain the, interceding
effect of Organizational Support between Emotional Intelligence and Job
Satisfaction at primary public schools of Punjab. On the basis of hypothesis
developed, analytical techniques used, the results are compiled below.
Results obtained by the correlation and regression tests of EI and JS proved
that Emotional Intelligence and Job satisfaction are related to each other.
Moreover, values of correlation table showed that r=0.963** and p=0.000
which predicts a positive relation among Job Satisfaction and Emotional
Intelligence as a result of correlation analysis of these two variables.
Similarly, regression table shows that value of p=0.000 which also shows a
positive linear regression among Emotional intelligence and Job Satisfaction.
Hence, in the light of above findings it would be said that Job Satisfaction is
affected by Emotional Intelligence. As, values obtained for significance level
are positive so, these results proved that EI has significant positive impact on
Job Satisfaction.
Results obtained by the correlation and regression tests performed to test
the mediating effect of POS between EI and PS. Results from Table showed
that value of r=0.783** is for EI and POS while value of p=0.000 where
(Sig<0.01). This correlation is also producing a positive relation among JS and
EI even in the presence of POS, which is also showing a positive significant
result.
Limitations of the Study
This study will helpful in many aspects but at the same time a single study
cannot cover each and every aspect of a research topic. Here are some
limitations this study has. It is context limited as it is conducted in only four
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districts and it can be expanded to larger areas. It is conducted only in the

primary public schools of Punjab whereas it can be enhanced to high schools,
colleges, universities and other vocational institutions as well.
Future Direction
On the basis of this work future studies can apply action research to
validate the same model. Further exploration can help in identifying that how
emotional intelligence of teachers can be enhanced through trainings and
education so teachers feel satisfied with the job and educate the future better.
Furthermore it is immensely important to figure out the support a teacher looks
forward to from a school administration which can boost the morale of teacher
and help him/her perform better.

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