Examining the Relationship Between Emotional Intelligence, Job Performance, Job Satisfaction, and Employee Engagement among Workforce Educators
Type of DegreePhD Dissertation
Education Foundation, Leadership, and Technology
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Emotional Intelligence (EI), a multidimensional construct, is considered as the capacity to process emotional information accurately and effectively to include monitoring one’s own and others’ feelings and emotions. Specifically, EI includes the ability to perceive, monitor, regulate and use emotions to engage in sophisticated information processing to utilize the information as a guide to thinking and behavior. There is an increasing body of evidence, indicating that EI plays a critical role in daily life and can predict successful interactions, job performance, job satisfaction, and emotional well-being. With millions of Americans unable to fulfill the basic needs for their families, the increased demand of entry-level automated jobs, and the increased demand for global competition, workforce educators have been tasked to upskill and train incumbent and entry-level employees. Educators play a critical role in not only achieving the goals of education and training, but fulfilling the goals of the organization and extended communities. EI contributes to job performance and a well engaged workforce. In this study, 123 workforce educators in the Southeast United States were surveyed using the WLEIS, Carlos and Rodriques Job Performance Scale, SIJS, and the UWES-9 to investigate the relationship between EI, job performance, job satisfaction and employee engagement. The results suggested that EI was significantly associated with the prediction of job performance. Further, results from the hierarchical regression indicated that the addition of EI explained an additional 15% of the variance in job performance. The research findings contribute to the literature, highlight the role and importance of EI, and provide practical implications for the future of workforce educators.