Managing institutional heads' emotional intelligence for subordinate teachers' job satisfaction and students' academic performance

Abstract

This paper aims at to evaluate whether institutional heads’ emotional intelligence can be managed to affect their respective subordinate teachers’ work performance and job satisfaction and students’ academic performance. Study involved 110 educational institutional heads and asked them to evaluate whether they exercise their emotional intelligence while performing their services to effectively manage to affect their respective 550 subordinate teachers’ work performance and job satisfaction. To cross-check the institutional heads referred claim, subordinate teachers were asked to validate the claim of their respective institutional heads to affect their work performance and job satisfaction. Subordinate teachers were further asked to evaluate their own work performance and job satisfaction and its effects on students’ academic performance. Results showed that all eighteen competency-component variables of Emotional intelligence were found statistically existing, in practice, and institutional heads believed they had been exercising their emotional intelligence leadership style-skills to manage their subordinates’ working. Additionally, the statistically existing nine competency-variables which come under Transformational leadership styles were tested and found existing in practice and were more substantial in significance than that of its counterpart Transactional style of leadership. The subordinate teachers were found satisfied from their work performance and job satisfaction, as well as their work performance and Job satisfaction positively contributing towards determination of their students’ academic performance. However, the mediational effect tested between teachers’ work performance–cum-job satisfaction and students’ academic performance was found insignificant but moderation effect of the role of teachers’ level of rewards was found significant. Salaries of teachers on mean were found low while the incremental effect of salaries’ level was found increasing with an increasing rate. Study concluded that both institutional heads and subordinate teachers were found agreed that emotional intelligence competencies of the former could be managed to affect the latter’s work performance and job satisfaction which in turn helped teachers to manage the academic performance of their students; the study also pinpointed the need of certain improvement in managing the work performance and job satisfaction of subordinate teachers by the institutional heads who in turn are expected to manage students’ academic performance.

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Keywords: Emotional Intelligence, Institutional heads, Subordinate teachers and

                   Students’ performance, Pakistan

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JEL Classification: I21, Y40, C19