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(IJM), ISSN 0976 6502(Print), ISSN 0976 –(IJM)
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Volume 3, Issue 2, May-August (2012)
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Volume 3, Issue 2, May- August (2012), pp. 387-400
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EMOTIONAL INTELLIGENCE AS AN ANTECEDENT OF TURNOVER

INTENTION: AN EMPIRICAL ANALYSIS ON FACULTY MEMBERS

Saket Jeswani
Sr. Assistant Professor,
Shri Shankaracharya Institute of Technology and Management,
Junwani, P.O. Nehru Nagar, Bhilai, Chhattisgarh, India - 490020
Email: saketjeswani@gmail.com

Dr. Sumita Dave

Professor,
Faculty of Management Studies, Shri Shankaracharya Group of Institutions,
Junwani, P.O. Nehru Nagar, Bhilai, Chhattisgarh, India - 490020
Email: sumitadave@rediffmail.com

ABSTRACT

Emotional Intelligence plays a critical role among faculty members, as they are
associated with shaping futures of students and there is a high component of human contact. The
purpose of this study is to examine the impact of Antecedents of emotional intelligence of
faculty members on turnover intention in various technical educational institutes of India. A 23-
item instrument was generated using Bar-On model of EI following a critical review of the
literature. Principal component analysis with varimax rotation was used to determine construct
validity and Cronbach’s coefficient alpha to determine the scale internal consistency. Data were
collected through structured questionnaires using convenience sampling technique. Regression
analysis was used to determine the causal relationship between the antecedents of emotional
intelligence and turnover intention. The result of this empirical investigation demonstrates that
emotional intelligence has a significant impact on turnover intention of faculty members. Among
five antecedents of emotional intelligence, general mood has an inverse significant impact on
turnover intention. The results will help management of technical educational institutes to realize
human capabilities and the way to improve them by paying more attention on psychological
issues. The research results are further used for designing the continuous training strategies
which shall be implemented on faculty members in order to acquire the emotional intelligence
competence.

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Keywords: Emotional Intelligence, Faculty Members, Technical Education, Turnover Intention

INTRODUCTION

In the previous decade, emotional intelligence has generated an enormous amount of

interest both within and outside the field of psychology. Today, in the age of information and
highly skilled and sophisticated work teams, emotional intelligence has become a vital skill to
possess and an important domain to research upon. Emotions are our feelings. Emotions often
lead to coping activities. When we feel something, we consequently respond to that feeling. This
can be both in the immediate (and often subconscious) response to the feeling and also in the
more thoughtful handling of the aftermath. Where this has been a negative feeling, the response
may range from vigorous justification of our actions to conciliatory apologies and other 'making
up'. A common response to the repression of unwanted emotions is displacement, where we act
out our frustration in other ways. Emotions affect and are a part of our mood, which is usually a
more sustained emotional state. Mood affects our judgment and changes how we process
decisions. It has become more crucial for individuals to collaborate and communicate with each
other than to exercise technical skills (Holt & Jones, 2005). This is because, it is very difficult to
control and manage one’s emotions easily. Most people respond surprisingly when they do not
able to control their emotions. In this situation, their emotions overrule on their mental &
physical performance.

Emotional intelligence brings together the fields of emotions and intelligence by viewing
emotions as useful sources of information that help one to make sense of and navigate the social
environment. EI can create a pleasant workplace and affect employees’ job satisfaction, efficient
management and organization development (Patra, 2004). EI, as a stress easer at work, has a
positive effect on employees’ productivity. Studies show that EI is extremely important in
productivity and job satisfaction. (Jorden et al., 2002).

Emotional Intelligence (EI) is defined as one’s ability to recognize one’s own feeling and
others’ feeling, to differentiate among them, and to use the information to manage one’s thinking
and behavior (Salovey & Mayer, 1990). By developing EI, individuals learn to study their
reactions and control their emotional patterns. Gradual learning of skills to control and respond
correctly to emotions, improves communication at workplace, increase productivity and decrease
interpersonal problems (Caruso et al., 2002).

The theory of emotional intelligence has taken shape in the last two decades (Bar-On,
1997). Although there is an abundance of research on emotional intelligence (Goleman, 1995;
Bar-On, 1997; Cooper and Sawaf, 1997; Goleman, 1998; and Goleman et al., 2002) little
research exists on emotional intelligence and its relationship to turnover intention (Carmeli,
2003) especially within the educational industry. Given the scarcity of study on employees’ EI in
the educational industry, this study attempts to narrow the research gap by empirically examining
how the EI of faculty members affects turnover intentions in the context of technical institute’s.
More specifically, this study has two major objectives: (a) to identify the antecedents of EI of
faculty members (b) to examine the effects of those antecedents and EI as a whole on turnover
intention of faculty members in the education industry. The results of this study would help
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management of education institutes to better understand the role of EI in behaviors of faculty

members.

LITERATURE REVIEW

Emotional intelligence theories point out that our ability to perceive, understand, and
regulates emotions is crucial for our adjustment to the environment, and contributes substantially
to our psychological wellbeing and personal growth, regardless of cognitive abilities and/or
academic performance (Salovey & Mayer, 1990; Mayer & Salovey, 1997). At the most general
level, emotional intelligence (E.I.) refers to the ability to recognize and regulate emotions in
ourselves and others (Goleman, 2001). Peter Salovey and John Mayer, who originally used the
term "emotional intelligence" in published writing, initially defined emotional intelligence as “A
form of 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” (Salovey & Mayer, 1990).

Later, these authors revised their definition of emotional intelligence, the current
characterization now being the most widely accepted. Emotional intelligence is thus defined as
“The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions,
and to regulate emotions to promote personal growth” (Mayer & Salovey, 1997).

Another prominent researcher of the emotional intelligence construct is Reuven Bar-On,

the originator of the term "emotion quotient". Possessing a slightly different outlook, he defines
emotional intelligence as being concerned with understanding oneself and others, relating to
people, and adapting to and coping with the immediate surroundings to be more successful in
dealing with environmental demands (Bar-On, 1997).

Emotional intelligence has also proven to benefit mentoring relationships. These

relationships in turn impact staff turnover (Holt & Jones, 2005). Holt and Jones also suggest that
“emotional intelligence could be a powerful tool in accomplishing strategic business goals in the
areas of hiring, training, and performance development” (2005, p. 20). Employees with higher EI
can effectively recognize frustration and stress –related emotions and hence control them in
order to reduce stress. Such employees can also realize their professional needs and control them,
so their job satisfaction increases.

Three main models of emotional intelligence exist. The first model by Peter Salovey and
John Mayer perceives E.I. as a form of pure intelligence, that is, emotional intelligence is a
cognitive ability. A second model by Reuven Bar-On regards E.I. as a mixed intelligence,
consisting of cognitive ability and personality aspects. This model emphasizes how cognitive and
personality factors influence general well-being. The third model, introduced by Daniel
Goleman, also perceives E.I. as a mixed intelligence involving cognitive ability and personality
aspects. However, unlike the model proposed by Reuven Bar-On, Goleman's model focuses on
how cognitive and personality factors determine workplace success. For the purpose of the study
on faculty members of technical educational institutes of India, Bar-On Model of EI has been
considered and utilized to investigate the impact of EI on turnover intention of faculty members.
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Bar-On: A Mixed Model of Emotional Intelligence

The director of the Institute of Applied Intelligences in Denmark and consultant for a
variety of institutions and organizations in Israel, Reuven Bar-On developed one of the first
measures of emotional intelligence that used the term "Emotion Quotient". Bar-On's model of
emotional intelligence relates to the potential for performance and success, rather than
performance or success itself, and is considered process-oriented rather than outcome-oriented
(Bar-On, 2002). It focuses on an array of emotional and social abilities, including the ability to
be aware of, understand, and express oneself, the ability to be aware of, understand, and relate to
others, the ability to deal with strong emotions, and the ability to adapt to change and solve
problems of a social or personal nature (Bar-On, 1997). In his model, Bar-On outlines 5
components of emotional intelligence: intrapersonal, interpersonal, adaptability, stress
management, and general mood. Bar-On posits that emotional intelligence develops over time
and that it can be improved through training, programming, and therapy (Bar-On, 2002).

Bar-On hypothesizes that those individuals with higher than average E.Q.’s are in general
more successful in meeting environmental demands and pressures. He also notes that a
deficiency in emotional intelligence can mean a lack of success and the existence of emotional
problems. Problems in coping with one’s environment is thought, by Bar-On, to be especially
common among those individuals lacking in the subscales of reality testing, problem solving,
stress tolerance, and impulse control. In general, Bar-On considers emotional intelligence and
cognitive intelligence to contribute equally to a person’s general intelligence, which then offers
an indication of one’s potential to succeed in life (Bar-On, 2002).

Antecedents of Emotional Intelligence

Turnover intention (TOI) is an important work-related outcome, given that the technical
educational institutes have a notoriously high turnover rate. Emotional Intelligence may play an
important role in reducing the high turnover rate because employees with higher emotional
intelligence are more likely to see the positive side of things by modulating their perception of
the work environment. That is, they will be better able to take advantage and regulate their
emotions and less likely to leave their job. Carmeli (2003) indicated that emotional intelligence
is negatively related to turnover intention. Five antecedents of emotional intelligence have been
identified with reference to Bar-On Emotional Quotient Inventory (Bar-On, R. 2004), which are
explained below along with the hypothesis.

1. Intrapersonal: It relates primarily to the governing of our ability to be aware of our emotions
and ourselves in general, to understand our strengths and weaknesses, and to express our
feelings and ourselves nondestructively.
H1: Intrapersonal variable has a significant impact on turnover intention of faculty
members.
2. Interpersonal: This factor is, essentially, concerned with our ability to be aware of others’
feelings, concerns and needs, and to be able to establish and maintain cooperative,
constructive and mutually satisfying relationships. (Bar-On, R. 2004)

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H2: Interpersonal variable has a significant impact on turnover intention of faculty

members.

3. Stress Management: It relates primarily to emotional management and control and governs
our ability to deal with emotions so that they work for us and not against us. (Bar-On, R.
2004)
H3: Adaptability variable has a significant impact on turnover intention of faculty
members.
4. Adaptability: It relates primarily to change management -- i.e., how we cope with and adapt
to personal and interpersonal change as well as change in our immediate environment. (Bar-
On, R. 2004)
H4: Stress Management variable has a significant impact on turnover intention of
faculty members.
5. General Mood: It is closely associated with self-motivation. It determines our ability to enjoy
ourselves, others and life in general, as well as influences our general outlook on life and
overall feeling of contentment. (Bar-On, R. 2004)
H5: General Mood variable has a significant impact on turnover intention of faculty
members.

RESEARCH MODEL

An Emotional Intelligence – Turnover Intention Model is generated on the basis of

literature review for the purpose to check the extent of emotional intelligence and its probable
relationship with the faculty members decision to quit or stay as shown in fig 1.

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Figure 1: Emotional Intelligence – Turnover Intention Model

Independent & Dependent Variables

An appropriate instrument is required to formulate the questionnaire. The instrument

needs some base and background of independent and dependent variables. Emotional
Intelligence is the independent variable, which has an impact on the turnover intention of faculty
members’ acting as a dependent variable (Carmeli, 2003). Further, five antecedents of emotional
intelligence i.e. from X1 to X5 are independent variables, which have an impact on emotional
intelligence acting as independent variable (Bar-On. R., 2004).

Research Instrument

The description of independent and dependent variables helps in developing the research
instrument, which is further utilized to formulate the questionnaire. 3 items research instrument
for turnover intention (dependent variable) was designed referring to ‘Turnover Intention Scale’
developed by Donnelly and Ivancevich, 1985. 20 items research instrument for five antecedents
of emotional intelligence (i.e. 4 items for each antecedent) was designed referring to ‘Bar-On
Emotional Quotient Inventory’ (Bar-On, R. 2004). Therefore, 23 items research instrument have
been generated for the purpose of the study including both dependent and independent variable
as depicted in Table 1.

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Table 1: Research Instrument

Variable Items Scale Source

Z1 Actively searching for a new job next year Donnelly
Turnover and
Z2 Often think about quitting present job
Intention Ivancevich
Z3 Leave this institute as soon as possible (1985)
Self-Regard (being aware of, understanding and accepting
X11
Intrapersonal ourselves)
(Self-awareness Emotional Self-Awareness (being aware of and understanding our
X12
and self- emotions)
expression) X13 Assertiveness (expressing our feelings ourselves nondestructively)
(X1) Independence (being self-reliant and free of emotional
X14
dependency on others)
X21 Empathy (being aware of and understanding how others feel)
Interpersonal X22 Social Responsibility(identifying social groups)
(Social awareness
and interaction) X23 Interpersonal Relationship (feeling part of our social groups)
(X2)
Satisfying Relationship (establishing mutually satisfying
X24
relationships) Bar-On, R.
Stress Tolerance (effectively and constructively managing our 2004;
X31
Stress emotions) Reference
Management Impulse Control (effectively and constructively controlling our from: Bar-
X32
(Emotional emotions) On
management and X33 Calm & Relaxed (relaxed at work) Emotional
control) (X3) Quotient
X34 Coping Stress (cope up with stress easily) Inventory
(EQ-i))
Reality Testing (validating our feelings and thinking with external
X41
Adaptability reality)
(Change X42 Flexibility (coping with and adapting to change in our daily life)
management) X43 Accept Change ( open to accept change)
(X4) Problem Solving (generating effective solutions to problems of an
X44
intrapersonal and interpersonal nature)
X51 Optimism (having a positive outlook)
Happiness (feeling content with ourselves, others and life in
General Mood X52
(Self-motivation) general)
(X5) X53 Positive Thinking (looking at the brighter side of life)
X54 Self-motivated (self motivation at work)

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RESEARCH METHODOLOGY

The conclusive design was applied in this study to analyze the impact of the antecedents
of emotional intelligence on faculty members’ turnover intention. Non-probabilistic convenience
sampling method was adopted for data collection. The data was collected after formulation of
structured questionnaire with the help of research instrument generated. The questions were
asked on seven point likert scale from the respondents. The questionnaire consisted of three
sections i.e. turnover intention, the antecedents of personality and respondents’ demographic
characteristics. It was distributed online to 1000 faculty members’ of India. The country was
divided into 5 zones viz. East, West, North, South & Central, targeting sample size of 200 from
each zone of India. The response rate was 24.1% (n = 241). The data were collected from faculty
members’ of all cadres viz. Assistant Professors, Associate Professors and Professors.

Measures
To measure emotional Intelligence, 20 items instrument of emotional intelligence has
been utilized from Bar-On’s Model of EQ-I (2002). Turnover intentions, the dependent variable
of the study, were assessed using three items adapted from Donnelly and Ivancevich (1985). The
statements or items in the instrument measure the probability of faculty members’ intention to
leave the institute with the following statements: 1) It is likely that I will actively look for a new
job next year, 2) I often think about quitting and 3) I will probably look for a new job next year.
Each item is represented with seven point Likert response scale to indicate their likelihood of
leaving the institute in the near or distant future. A higher score indicates a higher intention to
leave the organization. The reliability test of this construct is 0.881.

Validity & Reliability of Instruments

The 23 items were subjected to a principal component analysis with varimax rotation, the
results of which are shown in Table 4. The factor analysis yielded eight components
corresponding to the six variables. The result of factor analysis shows that Z1, Z2 and Z3 items of
turnover intention are loaded under 2nd component with high loading values of 0.775, 0.806 and
0.827 respectively. X11 and X12 items of intrapersonal variable are loaded under 4th component
with loading values of 0.757 and 0.762 respectively. X21, X22 and X24 items of interpersonal
variable are loaded under 6th component with loading values of 0.546, 0.516 & 0.687
respectively. X31 and X32 items of stress management are loaded under 5th component with
loading values of 0.758 & 0.829 respectively. X42, X43 and X44 items of adaptability are loaded
under 3rd component with loading values of 0.787. 0.770 & 0.653 respectively. X51, X52, X53 and
X54 items of general mood are loaded under 1st component with loading values of 0.622, 0.791,
0.711 and 0.555 respectively. X13 and X14 items of Intrapersonal variable, X23 item of
interpersonal variable, X33 and X34 item of stress management and X41 item of adaptability may
be eliminated because of low loading & scattered values.

Therefore, after factor analysis, 3 items of Turnover Intention (Z) will be considered as
dependent variable whereas 2 items of intrapersonal variable, 3 items of interpersonal variable
(X2), 2 items of stress management (X3), 3 items of adaptability (X4) and 4 items of general
mood (X5) are considered as independent variables for further multivariate analysis. Total 17

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items were considered both including dependent and independent variable and 6 items were
eliminated out of 23 items.

Table 4: Validity Test (Factor Analysis)

Rotated Component Matrix
Items 1 2 3 4 5 6 7 8
Z1 0.092 0.775 -0.052 -0.036 -0.006 -0.033 -0.107 0.028
Z2 -0.209 0.806 -0.077 0.079 0.063 -0.091 0.035 -0.081
Z3 -0.156 0.827 -0.043 -0.046 -0.053 -0.029 0.061 -0.074
X11 0.16 0.024 0.122 0.757 0.006 0.043 -0.024 -0.065
X12 0.09 0.001 0.044 0.762 0.126 0.014 0.096 0.145
X13 0.073 -0.135 -0.1 0.245 0.019 -0.012 0.101 0.757
X14 0.07 -0.096 -0.054 0.071 -0.107 0.591 0.2 -0.024
X21 0.065 -0.059 -0.008 0.446 0.081 0.546 -0.02 0.016
X22 0.158 -0.046 0.08 0.101 0.35 0.516 -0.273 0.099
X23 0.006 -0.004 0.165 -0.159 0.096 0.38 -0.129 0.724
X24 -0.016 0.011 0.236 -0.189 0.064 0.687 0.035 0.192
X31 0.182 0.027 0.16 0.093 0.758 0.088 0.142 0.052
X32 0.034 0.006 0.008 0.037 0.829 0 0.124 0.005
X33 0.179 -0.097 0.138 -0.042 0.102 -0.078 0.785 -0.031
X34 0.007 0.104 0.166 0.112 0.188 0.235 0.705 0.033
X41 0.095 -0.104 0.31 0.186 0.263 0.238 0.232 -0.296
X42 0.065 -0.077 0.787 0.071 0.251 0.094 -0.013 -0.122
X43 0.181 0.015 0.770 -0.014 -0.018 0.109 0.074 0.032
X44 0.075 -0.114 0.653 0.123 -0.002 -0.042 0.223 0.085
X51 0.622 -0.092 0.285 0.143 0.021 -0.027 0.202 0.109
X52 0.791 -0.037 0.038 -0.1 0 0.209 0.14 -0.027
X53 0.711 -0.089 0.07 0.253 0.163 0.069 -0.071 -0.041
X54 0.555 -0.159 0.123 0.32 0.348 -0.117 -0.023 0.117
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.

Reliability or internal consistency of the instruments is estimated with the help of

Cronbach coefficient alpha to check whether the items are all measuring the same thing or not.
The closer the value of Cronbach’s alpha to one, the higher the reliability estimate of the
instrument. As the scale is multi-dimensional, consisting of numerous subscales, coefficient
alphas are estimated for each subscale as shown in table 5 and the values depicts that the data
gathered for all the subscales are reliable.
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Table 5: Reliability Test of Instruments

Independent Variables Items Considered after Validity Cronbach’s Alpha
Test
Turnover Intention (Z) Z1, Z2, Z3 0.753
Intrapersonal (X1) X11, X12 0.796
Interpersonal (X2) X21, X22, X24 0.826
Stress Management (X3) X31, X32 0.865
Adaptability (X4) X42, X43, X44 0.791
General Mood (X5) X51, X52, X53, X54 0.877

DATA ANALYSIS & INTERPRETATION:

The Statistical Package for the Social Sciences (SPSS) (Version 17) was used to facilitate
analysis. The psychometric properties of the instrument were analyzed using principal
component analysis with varimax rotation to determine construct validity and Cronbach’s
coefficient alpha to determine the scale’s internal consistency reliability. Finally, the regression
analysis was conducted to determine the impact of three Antecedents of emotional intelligence
on turnover intention (table 6 to 8). The value of R Square is 0.789 i.e. 78.9% as shown in table
6.

Table 6: Regression Statistics

Model R R Square Adjusted R Square Std. Error of the Estimate
1 0.888 0.789 0.785 0.01826
Antecedents: X1, X2, X3, X4, X5; Dependent Variable: Z

Table 7 reveals that emotional intelligence has a significant impact on turnover intention
of faculty members as F value (176) is greater than Fcrit (2.649).

Table 7: ANOVA
Sum of Mean
Model df F Sig.
Squares Square Fcrit
1 Regression 68.999 5 13.800 176.076 2.649 2.31E-77
Residual 18.418 235 0.078
Total 87.417 240
Antecedents: X1, X2, X3, X4, X5; Dependent Variable: Z

Among all the three Antecedents of emotional intelligence only one Antecedents viz.
General Mood (X5) has significant impact on turnover intention with p values of 0.005 (p<0.05)
as shown in table 8. Therefore research hypothesis H5 is accepted whereas null hypothesis (H0) is
accepted for other four antecedents viz. Intrapersonal (X1), Interpersonal (X2), Stress
Management (X3) & Adaptability (X4) i.e H1, H2, H3 and H4 are rejected.

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Table 8: Linear Regression

Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 4.785 0.635 7.538 0.000
X1 0.076 0.096 0.056 0.795 0.427
X2 -0.004 0.104 -0.003 -0.040 0.968
X3 -0.037 0.113 -0.028 -0.331 0.741
X5 -0.375 0.131 -0.249 -2.862 0.005
Dependent Variable: Y
The beta coefficients for significant Antecedents of emotional intelligence i.e. General
Mood (X5) is -0.375 as shown in figure 2. The negative sign indicates that, there is inverse
relationship between emotional intelligence and turnover intention among faculty members,
where major contribution in enhancing the EI will be of general mood of faculty members.

Figure 2: Analytical Model of EI & TOI

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RESULTS AND DISCUSSION

The study set out to develop a theory-driven multi-dimensional measure of emotional

intelligence and then its impact on turnover intention of faculty members of technical
educational institutes of India. The result of this empirical investigation support that emotional
intelligence has a significant impact on turnover intention (p = 0.004) of faculty members. The
study results revealed that General Mood is the antecedent of emotional intelligence, which has
an inverse significant impact (β = -0.375) on turnover intention (p = 0.005) i.e. if faculty
members are optimist, self motivated, happy and have a positive thinking than it is less likely for
the them to quit the institute.

SUGGESTIONS

In this competitive world, technical educational institutes require satisfied and committed
faculties to generate value for the institution. The result of this study was in the hypothesized
directions in which faculty member with high emotional intelligent score are less intended to
leave the institute. This relationship was in line with previous findings reported and thus this
study managed to validate the results obtained by past researchers.

To enhance the emotional intelligence of faculty members, management of the

educational institutes needs to focus on the general mood antecedent of EI as it have a significant
impact on intention to quit which is inversely related. Management of the educational institutes
needs to formulate such strategies to instill a feeling of self motivation among faculty members
to reduce their turnover. Management should try to mould their faculty members towards having
positive attitude in their life by conducting various workshops/seminars on spiritual wisdom,
mediations and other programs that can instill the positive feelings in oneself. Nevertheless,
management should not stop motivating their faculty members time to time and should support
them at the time of crisis and mishappnenings.

LIMITATIONS

The major limitation of this study is the population factor. Only faculty members of
technical educational institutes of India were used leaving out students and non-academic staff.
This poses a threat to generalizability of the study in relation to prediction of organizational
climate in Indian institutes – the study may not be generalized for the entire academic
community. It is not certain that similar results would be obtained when a study is conducted
using all the subgroups (academic, non-academic and students) for estimation of organizational
climate. Another limitation is dearth of current literature in the area of organizational climate in
relation to turnover intention in educational settings.

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