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Procedia Economics and Finance 35 (2016) 674 – 682

7th International Economics & Business Management Conference, 5th & 6th October 2015

Emotional Intelligence and Job Performance: A Study Among

Malaysian Teachers
Mafuzah Mohamad*, Juraifa Jais
c
College of Business and Accounting , University Tenaga Nasional, 26700 Muadzam Shah, Pahang

Abstract

Educational systems around the world have rapidly experiencing changes and reforms, impacting to teachers’ job performance.
Despite these changes, discussion on how to predict teachers’ performance is complex and remains difficult to evaluate. This study
addresses the gap in the literature by investigating the role of emotional intelligence in teachers’ job performance. This study
analyses the relationship between emotional intelligence (EI) which consists four dimensions: self-regulations, self-awareness, self-
motivation and social skill (relationship management) and job performance. Respondents were 212 teachers in 6 secondary schools
in Kedah. Data was collected through questionnaire survey and a significant correlation emerges from the data between emotional
intelligence and job satisfaction. Overall, this research contributes to the emotional intelligence literatures by providing meaningful
management implications to the school administrators and Malaysian higher education system.
© 2016 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license
© 2015 The Authors. Published by Elsevier B.V.
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-reviewedunder
Peer-reviewed under responsibility
responsibility of Universiti
of Universiti Tenaga
Tenaga Nasional.
Nasional
Keywords: Emotional inteligence; job satisfaction; Malaysia; teachers; education

*
Corresponding author. Tel.: +6 09045502069; fax: +6 094552006
E-mail address: mafuzah@uniten.edu.my

2212-5671 © 2016 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-reviewed under responsibility of Universiti Tenaga Nasional
doi:10.1016/S2212-5671(16)00083-6
 Mafuzah Mohamad and Juraifa Jais / Procedia Economics and Finance 35 (2016) 674 – 682 675

1. Introduction

For the past decade, the higher education sector in Malaysia has grown tremendously and Malaysia aims to be a
centre of educational excellence in the region. A recent launch of “Strategic Plan for Higher Education: Laying the
Foundation Beyond 2020” outlines the measures and strategies that will create Malaysia into an international centre
of educational excellence (The National Higher Education System). The plan has incorporated teacher as active agent
of change in gearing Malaysia toward the goal.
Due to their active roles, teachers constantly challenged by their working surrounding such as implementation of
School Based Assessment (SBA), disruptive students, heavy workload, hectic working environments, insensitive
administrators, and parents’ expectation (Ishak, Iskandar & Ramli, 2010). Such environments create psychological
distress (Kokkinos, 2009 Malach-Pines, 2005: Skaalvik & Skaalvic, 2007), discontentment and emotional outburst or
emotional fallout among teachers (Idris, 2003; Noriah et al., 2006; Ishak et.al. 2010), and choose early retirement
(Cano-Garcia, Padilla-Munoz, & Carrasco-Ortiz, 2005: Hakanen, Bakker, & Schaufeli, 2006).
Thus, teacher’s role in today's era has become more difficult and varied (Williams & Burden, 2000). In a similar
vein, Stoeber and Rennert (2008) confirmed that research in different cultures indicated that school teachers are among
those professionals with the highest level of job stress.
Recently, some literature authors have begun to explore the role of emotions and EI in education as a means to
improve performance (Arnold, 2005; Jennings & Greenberg, 2009; Rohana, Kamaruzaman, & Zanariah, 2009; Sutton,
2004; Najmuddin, Noriah, & Mohamad, 2011). Interestingly, Corcoran & Tormey, (2012) found that EI contributes
positively toward the teaching role. Specifically, researchers assert that employees’ EI can predict work related
outcomes, such as job satisfaction and job performance (Bachman, Stein, Campbell, & Sitarenios, 2000; Prati,
Douglas, Ferris, Ammeter, & Buckley, 2003; Wong & Law, 2002).
Teachers who are skilled at valuating their own emotions are better in communicating their needs and they would
be able to be more concern towards their own feelings in order for them to accomplish their goals resulting better
performance (George, 2000; Day & Carroll, 2004). They also tend to be more attentive to others' needs and provide
emotional support to gain cooperation with others to achieve a common task and good performance. Previous studies
have shown that teachers with high emotional intelligence demonstrate outstanding performance (Hayashi & Ewert,
2006; Arnold, 2005). Teachers are increasingly found to be no longer professional and discouraged in their works
(Louis, 1998). Therefore, this study aims to provide an understanding about the linkage between EI and teachers’ job
performance.

1.1. Emotional Intelligence (EI)

“The capacity to reason about emotions to enhance thinking. It includes the ability to accurately perceive emotions,
to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to
reflectively regulate emotions so as to promote emotional and intellectual growth”
(Mayer, Salovey, & Caruso 2004, p. 197).

Emotional intelligence (EI) has recently attracted a lot of interest in academic research (Dev et al., 2012; Goleman,
2001; Mayer et al., 2000; Petrides & Furnham, 2003; Schutte et al., 2009; Stough, Saklofske, & Parker, 2009).
Woolfolk, et al (2008) defined EI as the ability to process emotional information accurately and efficiently, EI has
also been defined as an ability for recognizing one’s own feeling better than others, motivated ourselves and good in
managing own emotions and relationships (Goleman, 2005). Goleman (1997) and Higgs, (2000) agreed that EI is
about own feeling and being able to handle those feelings; being able to motivate ourselves to get jobs done, be
creative and perform at our level best; be sensitive and able to handle relationships effectively.”
676 Mafuzah Mohamad and Juraifa Jais / Procedia Economics and Finance 35 (2016) 674 – 682

2.2 Dimension of Emotional Intelligence (EI)

2.2.1 Self-regulations

"Self-regulation (or self-regulated learning) refers to learning that results from a student's self-generated
thought and behaviors that are systematic oriented toward the attainment of their learning goals"

(Schunk & Zimmerman, 2003, p.59).

Self-regulation or self-management is the second of Goleman’s core competencies. The concept of self-
management is through the ability to remain calm during provocative or conflict situation, while keeping
defensiveness to a minimum and ultimately renovating rationality (Wolmarans & Martins, 2001). Self-regulation
progresses primarily from social source and changes to individual sources in a sequence of levels (Schunk &
Zimmerman, 2003). According to Schunk & Zimmerman, (2003) self-regulation would encourage people to take a
more powerful role on their thoughts, emotions, and performances.

2.2.2 Self awareness

Self-awareness is the most crucial competency associated with work place emotional intelligence. Grayson, (2013)
defined self-awareness as the ability to recognize one’s feelings, to differentiate between them, to know what one is
feeling and why, and to know what caused the feelings. Goleman (1998) defined emotional self-awareness as a way
of identifying a person emotions and how it could effects. Yeung (2009) stated that the first step of becoming an
emotionally intelligent is to become as self-aware as possible. Yeung (2009) also argued that if emotional intelligence
were a journey, then self-awareness would be the skill of map reading.

2.2.3 Self-motivation

Goleman (1995) defined that emotional self-motivation involves the ability of controlling the emotional
tendencies that facilitate in other to reach one’s goals. Self-motivation also refers to the abilities to set goals and
create an arduous, and also to remain focused and positive by any setbacks that may occur during setting goals. Self-
motivation is assurances would involve in every day action which could also committed to any particular cause.
Wolmrans & Martins, (2001) suggested that one way that are founded on self-motivations is taking responsibility for
a person successes and failures.

2.2.4 Social skill (relationship management)

Social skills refer to a person's talent in managing relationship with others and building systems also called people
skills. The set of social skills includes respect for others, mutual regard, commitment, openness, tolerance, empathy,
negotiation, communication etc. (Schuetz, 2011). It involves the ability of meeting each other’s needs, relating to each
other over time and exchanging information about one feeling, thought and ideas. Others qualities, social skills are
effective in leading change, persuading others, building and leading teams (Goleman 1995). Social interaction also
results in many advantages. It gives confidence and social acceptance. It can help managers in many ways. It can help
do many things which cannot be completed alone, for example; getting support from a team or completing a project
(Pettry, 2006).

2.3 Job Performances

"Job performance is the total expected value to the organization of the discrete behavioural episodes that an
individual carries out over a standard period of time. Other than that, it is also an individual output in terms of
 Mafuzah Mohamad and Juraifa Jais / Procedia Economics and Finance 35 (2016) 674 – 682 677

quality and quantity expected from every employee in a particular job, this shows that an individual performance
is most of the time determined by motivation and the will and ability to do the job. "

(Motowildlo, 2003, p. 42)

Jex (2002) defined job performance as all behaviors that employees engage at work. Goleman (2005) asserted
that EI enhance performance and effectiveness of individuals. Scullen, Mount & Goff, (2000) stated that job
performance act as an important concept in organizational practice and research. It also acts as the main role in most
personnel decisions such as merit-based payment, promotion and retention of employees by enabling people to nurture
positive relationships at work, work effectively in teams, and build social capital. Work performance often depends
on the support, advice, and other resources provided by others (Seibert, Kraimer & Liden, 2001). Carmeli (2003)
stressed that employees with a high level of intelligence can manage their emotions in terms of retaining a positive
mental state which can lead to improved job performance.

3 Conceptual Framework and Research Hypothesis

The conceptual framework of the above study is illustrated in the figure below:

EMOTIONAL INTELLIGENCE

x Self-regulations
x Self-awareness
JOB PERFORMANCE
x Self-motivation
x Social skill
Source: George and Brief, (1996)
Source: Daniel Goleman’s (1996)

Figure 1. Conceptual research framework

3.1 Research hypothesis

Watkin (2000) suggested that EI is one of the most important factor which would result to a higher level of job
performance. Similarly, Slaski and Cartwright (2002), suggested that management performance and EI have a
significant positive relationship. Furthermore, employees with high EI would be more adept in adjusting their own
emotions and managing others’ emotions in order to create more positive interactions, which could lead to more
organizational citizenship behaviors performance (Mossholder, Bedian, & Armenakis, 1981; Wong & Law, 2002:
Higgs (2004) Recent research studies found emotional intelligence to be predictive of job performance in a wide
variety of organizational contexts and roles (Abraham, 1999; Cavallo & Brienza, 2002; Ryback, 1997; Servinc, 2001;
Stagg & Gunter, 2002; Vermeulen, 2004; Weisinger, 1998; Wong & Law, 2002). In addition, the neurological sciences
literature also suggests that there is a positive relation between EI and performance.
Self-regulation or self-management contributes to psychological wellbeing (Baumann, Kaschel, & Kuhl, 2005),
health-promoting behaviours (Fuhrman & Kuhl, 1998), employee socialization (Ashford & Black, 1996) and high job
performance (Porath & Bateman, 2006; VandeWalle, Brown, Cron, & Slocum, 1999). Self-management includes the
ability to remain calm during provocative or conflict situation, while keeping defensiveness to a minimum (Wolmarans
& Martins, 2001).
678 Mafuzah Mohamad and Juraifa Jais / Procedia Economics and Finance 35 (2016) 674 – 682

Awareness of one’s own and others emotion states allows individuals to maintain and establish supportive
relationship with others in performance (Averill, 1980). Self-awareness allows individuals to set priority of concerns
like more persuasive or deeper issues is addressed rather than focusing on unimportant problems (Abraham, 1999;
George, 2000). Sosik & Megerian (1999) adds that self-motivation is necessary for team to attract and motivate
follower (Lewis, 2000).
Witt and Ferris (2003) found that social skill controls the relationship between conscientiousness and job
performance, where the relationship was found stronger for an individuals with higher level of social skill (Okumura
& Usui, 2010). Similarly, Ferris, Witt, and Hochwarter (2001) found that social skill could moderates the relationship
between general mental ability and job performance and salary. Based on these propositions, the following hypotheses
were proposed:

H1: There is a significant relationship between emotional intelligence and job performance
H1a: There is a significant relationship between self-regulation and job performance.
H1b: There is a significant relationship between self-awareness and job performance.
H1c: There is a significant relationship between self-motivation and job performance.
H1d: There is a significant relationship between social skills and job performance.

4 Research Methodology

The study measures the relationship between emotional intelligence and job performance among teachers in
secondary school teachers in Kedah

4.1 Measures

Data was collected using the questionnaire which was developed based on the instruments by previous researchers.
The questionnaire consists of 3 sections, which are section A, B and C. Section A contains questions related to EI
dimensions. Section 2 contains questions associated to Job Performance and section C consists of questions on
demographic of the respondents. For each variable, five items were used and for each item a corresponding Likert
scale anchored at 1 for “Strongly Agree” and 5 “Strongly Disagree” were used. The respondents were required to
respond based on their level of agreeableness. Table 1 below shows the measurement of study variables:

5 Data Analysis and Findings

5.1 Demographic profile of respondent

Table 2 below presents the demographic of the respondents. Out of 212 respondents who participated in the study,
71 or 33.5% of them are males while the remaining are females (66.5%), In terms of age, the highest percentage is
from age between 41-45 (19.7%), and followed by 36 – 40 (18.8%). As for the race, the highest percentage is Malay
which is 193 (90.6%) followed by Chinese by 11 (5.2%). The highest academic qualification is a Bachelor Degree
with 181 (85.0%) respondent followed by a Master Degree with 23 respondents (10.8%). Majority of respondent have
been working in the present school between 6 to 8 years (25.4%) and 12 years above (25.4%).
 Mafuzah Mohamad and Juraifa Jais / Procedia Economics and Finance 35 (2016) 674 – 682 679

Table 1. Demographic profile of respondents.

Characteristics Frequency Percentage

Gender Male 71 33.5
Female 141 66.5
Age 21 to 25 6 2.8
26 to 30 38 17.8
31 to 35 34 16.0
36 to 40 40 18.8
41 to 45 42 19.7
46 to 50 30 14.1
50 above 23 10.8
Race Malay 193 90.6
Chinese 11 5.2
Indian 7 3.3
Others 2 .9
Academic Qualification Master Degree 23 10.8
Bachelor Degree 181 85.0
Diploma/STPM 6 2.8
Others 1 .5
Number of years in present school 1 to 2 26 12.2
3 to 5 47 22.1
6 to 8 54 25.4
9 to 11 30 14.1
12 and above 54 25.4

5.2 Reliability Analysis

Table 3 below shows the reliability analysis of both of dependent and independent variables. As shown in Table 3,
Cronbach’s Alpha implies a high internal consistency, ranging from 0.70 to 0.80.

Table 2. Reliability analysis

Variables Number of items Cronbach’s alpha

Emotional intelligence 28 0.891
Self-regulations 6 0.774
Self-awareness 8 0.709
Self-motivation 7 0.859
Social skills 7 0.859
Job performance 7 0.884
680 Mafuzah Mohamad and Juraifa Jais / Procedia Economics and Finance 35 (2016) 674 – 682

5.3 Correlation Analysis

As for the correlation analysis, there was a strong, positive relationship between the two variables, r=0. 477, n=212,
p<0.05, with high level of emotional intelligence associated with high level of job performance of the respondents.
Table 4 shows the relationship between the four dimensions of emotional intelligence and job performance.

Table 3. Correlation among variables.

Emotional Self-regulation Self- Self- Social Skill Job

intelligence awareness Motivation Performance
Emotional Intelligence 1 .645** .659** .825** .802** .477**
** ** ** **
Self-regulation .645 1 .247 .411 .282 .203**
** ** ** **
Self-awareness .659 .247 1 .352 .423 .252**
Self-Motivation .825** .411** .352** 1 .581** .380**
** * ** **
Social Skill .802 .282 .423 .581 1 .546**
** ** ** ** **
Job Performance .477 .203 .252 .380 .546 1

**. Correlation is significant at the 0.01 level (2-tailed).

Table 4. Summary of hypothesis testing

No Hypothesis Remarks
H1 There is a significant relationship between Emotional Intelligence and Job Performance Accepted
H1a There is a significant relationship between Self-Regulations and Job Performance Accepted
H1b There is a significant relationship between Self-awareness and Job Performance Accepted
H1c There is a significant relationship between Self-Motivation and Job Performance Accepted
H1d There is a significant relationship between Social Skill and Job Performance Accepted

6 Conclusion

In conclusion, the research highlights the importance of emotional intelligence. It appears that the four domains
(self-awareness, self-regulation, self-motivation, empathy, and social skills) of emotional intelligence have a greater
impact on teachers’ job performance. In order to sustain high performance and competitive advantage, emotional
intelligence should be developed and improved through a systematic and consistent approach (Perkins, 1995; Bar-On,
1997; Cooper & Sawaf, 1997; Cherniss & Goleman, 1998; Goleman, 1998). Therefore, it is recommended that
organizations develop training programs in improving emotional competencies of their managers and workers in the
organization. Organizations should recognize the significant role of emotional intelligence in developing human
capital that leads to a high-performing workforce.

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