TITLE

Do ithe ieffects iof ileader iand ifollower

iemotional iintelligence iimpact ion
iperformance, iattitude iand iself-efficacy

ABDUL REHMAN

RESEARCH PURPOSAL

University of the Punjab

 Social Research Method

Research Purposal

Submitted BY:
ABDUL REHMAN MHRM-62

SHAHZAD AHMAD MHRM-61

FARHAN MUNAWAR SHAH MHRM-66

MUHAMMAD ADEEL MHRM-81

SAIF ALI MMKT-63

Submitted To:
Miss Iman Saleem Bukhari
 Social Research Method

ABSTRACT:

Many ipeople ireport ito ihave ilost itheir imotivation iand ienergy idue ito ibad iboss
iinfluence iwhile iothers ihappily iattend ijob imeetings iand iare ihighly ieffective idue
ito ibosses ihaving istrong iemotional iintelligence iquotient, ithe iaim iof ithis istudy iis
ito ifind iout iwhether iemployees, imanagers ior ileaders iregard ithemselves ias icapable
iof idoing icertain iwork, ido ithey iconsider ithemselves icapable iand ihow ilikely iare
ithey ito iwork iwith icolleagues iand iteam imembers. iOur ipurposed iresearch idesign
iwould ibe imixed imethods iresearch, ias ithis iwould ibe ia iquantitative ias iwell ias
iqualitative iresearch iarticle iwe iwould iconduct ia isurvey iquestionnaire ithrough
igoogle iforms ito icollect idata ifrom istudents ias iwell ias iget isome istructured
iinterviews idone ito iknow imore iabout ifactors iaffecting ithe iemotional iintelligence
iof ileaders iand isub iordinates. iFor idata ianalysis iwe iwould ibe iusing iSPSS
isoftware ito ifind iregression ianalysis iusing iBeta ivalues iand iwe iwould ialso ifind
iout icorrelation ivalues iwe iwould ialso iuse iexcel ito imake itree idiagram ievidence
ifor ithe ifactors iof iEI iof iboth ileaders iand ifollowers ithat iaffect ijob ioutcomes iand
ihow isatisfied ithey iare iwith ithe iwork ithey ido. iOur ifindings iwould ibe imatching
ithe iprevious istudies iconducted iin ithis iarea iand iwe imight iget ialtered iresults idue
ito ibeing iin ia idifferent icountry imoreover ithe ipractical iimplications iof ithis istudy
iwould iallow ithe icorporate isector ialso ithe ieducational isector ito iknow iabout ithe
iimpact iof iEI ion ijob ioutcomes iand ithey iwould iprovide iEI itraining ito itheir itop
imanagers iand ileaders iand ithere iwould ibe ia ishift iin iattitudes iof ibosses. iThis
iwould ihave iwidespread iimplications ifor ichanging ijob itrainings iaimed itowards iEI
iand isocial iintelligence.

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 Social Research Method

Contents
ABSTRACT: ............................................................................................................................................ 1
CHAPTER :1............................................................................................................................................ 4
Introduction: ......................................................................................................................................... 4
Research Statement: ......................................................................................................................... 4
Research Objective:.......................................................................................................................... 4
Research Questions: ......................................................................................................................... 5
Key words: ....................................................................................................................................... 5
Limitations: ...................................................................................................................................... 5
CHAPTER :2............................................................................................................................................ 6
Literature Review: ................................................................................................................................ 6
CHAPTER: 3............................................................................................................................................ 8
Conceptual/Theoretical Framework/Hypotheses of the study: ............................................................ 8
Variables: ......................................................................................................................................... 8
Types and shapes of variables:.............................................................................................................. 8
Model: .................................................................................................................................................. 9
Independent variable Dependent ...................................................................................................... 9
CHAPTER: 4.......................................................................................................................................... 13
HYPOTHESES: ................................................................................................................................. 13
Hypothesis 1: .................................................................................................................................. 13
Hypothesis 2 ................................................................................................................................... 13
Hypothesis 3 ................................................................................................................................... 13
Hypothesis 4 ................................................................................................................................... 13
Hypothesis 5: .................................................................................................................................. 13
Methodology: ..................................................................................................................................... 13
Research Design ................................................................................................................................. 13
Data Collection Method: ................................................................................................................ 13
Data Analysis Methods and Tool for data analysis: ....................................................................... 13
FINDINGS OF SURVEY QUESTIONAIRE: ............................................................................... 14
Findings: ............................................................................................................................................. 18
Hypothesis 1 ................................................................................................................................... 19
Hypothesis 2 ................................................................................................................................... 19
Hypothesis 3 ................................................................................................................................... 19
Hypothesis 4 ................................................................................................................................... 19

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Hypothesis 5 ................................................................................................................................... 19
CHAPTER:5........................................................................................................................................... 20
CONCLUSION: ................................................................................................................................. 20
LIMITATIONS and RECOMMENDATIONS of the STUDY: ........................................................ 20
REFERENCES:.................................................................................................................................. 21
APPENDIX A: ................................................................................................................................... 21
ETHICS STATEMENT: .................................................................................................................... 21
SURVEY QUESSTIONNAIRE ........................................................................................................ 22

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 Social Research Method

CHAPTER i:1
Introduction:
Emotional iIntelligence iis ithe iability ito iregulate iemotion iin ia ipositive imanner iand inot ilet iit
idisturb iyour idaily iwork iroutines iand ialso ito iavoid ibad idecision imaking iwhich icould iruin ia
iperson’s icareer. iProponents iof ithe iEI iconcept iargue ithat iEI iaffects ione’s iphysical iand imental
ihealth ias iwell ias ione’s icareer iachievements i(e.g., iGoleman, i1995).
Some iemerging ileadership itheories ialso iimply ithat iemotional iand isocial iintelligence iare ieven
imore iimportant ifor ileaders iand imanagers ibecause icognitive iand ibehavioral icomplexity iand
iflexibility iare iimportant icharacteristics iof icompetent ileaders i(Boal i& iWhitehead, i1992).
iWhereas, ithere iis ilittle iproof iin ithe iliterature iabout ithe irelationship ibetween ithe iEI iof iboth
ileaders iand ifollowers iand itheir ijob ioutcomes.
The ipurpose iof ithis istudy iis ito ifind iout ihow igood iemotional iintelligence ion ithe ipart iof ileaders
iinculcates ia isense iof icommitment iand iachievement iin ithe ifollowers iof ithat ileader iwhether iit
iis ian iorganization ior iany iother ienvironment. iEmotional iIntelligence iand iSocial iIntelligence iare
inow imore iimportant ifor iemployers irather ithan igrades ior iGPA iso iit iis ia ivery icrucial ifactor
ito ihave iskills ilike iemotional iIntelligence iand ibe iable ito iperform iemotional ilabor iwithout
ihaving ito igo ithrough ia iburnout iphase. iMoreover, ipeople iwho ihave igood iEI iare imore iprone
ito iget ihired iand ibe inominated ifor ipromotions iand ileadership iroles ilike ithe iCEO, imanaging
idirector ior iany iother iposition irequiring ihigh icommitment iand iability ito iregulate iemotions. ithe
icore iconcepts iof iEI iand iemotional ilabor iare idiscussed iand ihypotheses iare ideveloped
iconcerning itheir irole iin ileadership iand imanagement iresearch.
EI iis ireferred ito ias ia iset iof iinterrelated iabilities ipossessed iby iindividuals ito ideal iwith
iemotions, iwhile iemotional ilabor iis ireferred ito ias iemotion-related ijob irequirements iimposed iby
iorganizations. iThus, iEI iis ia iparticular iset iof ian iindividual’s iabilities, iwhile iemotional ilabor
irepresents ia iparticular itype iof ijob idemand. iThe iproject ireported iin ithis ipaper iwas idesigned
ito idevelop isuch ia imeasure iand iprovide iexploratory ievidence iconcerning ithe ieffect iof ithe iEI
iof iboth ileaders iand ifollowers ion ijob ioutcomes.

Research iStatement:

Do ithe ieffects iof ileader iand ifollower iemotional iintelligence iimpact ion iperformance,
iattitude iand iself-efficacy.

Research iObjective:

 To ifinf iout ihow icompetent iand ieffective ithe ifollowers ithink ithey iare iwhen ithey ihave
iworked iunder ia ileader iwith ihigh iEI iand iSocial iIntelligence
 To ifind iout ihow iconfident ithe iemployees ibecome iin itheir iabilities ito isucceed.

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Research iQuestions: i
The iresearch iquestions iare ito ifind ithat:
 How icompetent iand ieffective ithe ifollowers ithink ithey iare iwhen ithey ihave iworked
iunder ia ileader iwith ihigh iEI iand iSocial iIntelligence
 How iconfident ithe iemployees ibecome iin itheir iabilities ito isucceed
 How isatisfied ithey iare ito ishare itheir iemotions iwith ifriends iand icolleagues.

Key iwords:

iEmotional iIntelligence, iSocial iIntelligence, iEmotional iLabor, iEmployee iconfidence iand

ieffectiveness, iJob ieffectiveness, iJob isatisfaction, iTurnover iintentions, iAbility ito iachieve itargets,
iSet ihigh igoals, iEmployee iproductivity

Limitations:
This istudy ihas ibeen iconducted ion ithe istudents iof idifferent iUniversities iof iLahore iit idoes inot
iinclude idata iof istudents irelated ito iother icities iand iit idoes inot iinvolve ithe icorporate isector
iwhich imight idistort ithe iresults ia ibit. iThis istudy iwas iconducted iover ia ishort itime ispan iof ione
iweek iwith iminimal iinteraction idue ito iCovid i19 irestrictions iand imight igive idifferent iresults
iwithout ithe irestrictions. iIt iis irecommended ito istudy ithis ifurther ias iit ihas imajor icorporate iand
ieducational ibenefits iboth imonetary iand iintellectual ibenefits, ialong iwith iimportance ion itreating
ihumans ikindly ito iget ithe ibest iresults iout iof ithem. iThere iare imany iother ifactors ito ibe istudied
ilike iduration iof itime iwith iLeader ihaving ihigh iEI, iconferences, imeetings iand itrainings
iinvolving iEI iattended iand imany imore iare ito ibe iexplored.

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 Social Research Method

CHAPTER i:2

Literature iReview:
Leadership iinitiative icalls ifor icommunications iwith isub iordinates, iassociates iand idifferent
iexperts iof ihigher ior ia isimilar idesignation, iwhen iengaged iwith iconnection ienthusiastic
imindfulness iand ifeeling iguideline ibecomes ian iintegral ifactor iso iemerges ithe ineed iof
iEmotional iIntelligence iof ilaborers iAs iHouse iand iAditya i(1997) isummed iup, icontemporary
iexploration ion iknowledge ioffers irestored ipotential ifor iauthority icharacteristic iexamination. iThe
iidea iof ivarious iinsight iand iSternberg's ihypothesis iof itriarchic iknowledge ihave isuggestions ifor
iadministrative ijobs. iAdministration iis iinserted iin ia isocial isetting, iand ithe ipossibility iof isocial
iknowledge ias ia inecessary iinitiative icharacteristic iis ian iincredible ione. iDay iemphasized ithat
i‘‘specific iexamples iof ithe itype iof iintrapersonal icompetence iassociated iwith ileader idevelopment
iinitiatives iinclude iself-awareness i(e.g., iemotional iawareness, iself-confidence), iself-regulation
i(e.g., iself-control, itrustworthiness, iadaptability), iand iself-motivation i(e.g., icommitment, iinitiative,
ioptimism).’’ iNumerous iauthority ispecialists ihave ilikewise icontended ithat iviable iadministration
iconduct ion ia ivery ibasic ilevel irelies ion ithe ipioneer's icapacity ito itackle icomplex isocial iissues
ithat iemerge iin iassociations. iHouse iand iAditya isummarized, i“contemporary iresearch ion
iintelligence ioffers irenewed ipotential ifor ileadership itrait iresearch. iThe inotion iof imultiple
iintelligence iand iSternberg’s itheory iof itriarchic iintelligence ihave iimplications ifor imanagerial
iroles. iLeadership iis iembedded iin ia isocial icontext, iand ithe iidea iof isocial iintelligence ias ia
irequired ileadership itrait iis ia ipowerful ione” iThe iachievement irate ifor iadministrators iand
ipioneers irelies iexceptionally iupon ithe isocial iand ipassionate iinsight ias iopposed ito ithe
icustomary imental iknowledge iof iup-and- icomers. iHooijberg, iHunt, iand iDodge i(1997)
iintroduced ia istructure iof ithe ipsychological, isocial, iand iconduct iintricacies iof iauthority. iThey
icontended ithat ithe isocial ipart iof ia ipioneer's iability icomprised iof itwo isegments—social
iseparation iand isocial icombination. i
Social iseparation iwas icharacterized ias ithe icapacity iof ian iadministrative ipioneer ito isegregate
iand iperceive ithe idifferent ifeatures, iviewpoints, iand imeanings iof ia igiven isocial icircumstance
iover ithe ilong irun. iSocial iseparation iis ia icomponent iof ithe ipioneer's icapacity ito iobserve
iexisting iand ipossible iexamples iof isocial iconnections; ithe ipioneer's icapacity ito imanage ifeelings
iinside iself iand iperceive ifeelings iin iothers; ithe inumber iand ilevel iof ifreedom iof ia ipioneers,
iesteem iinclinations iand ithe ipioneer's idegree iof iself-intricacy iin ibasic iterms ia idecent idirector
iand ipioneer iis ithe iperson iwho icomprehends ihis iown ifeelings ijust ias ithose iof iothers iso ihe
ican iall ithe imore ilikely iconvey iand iunderstand ithem. iThis ithought iis isupported iby iBoal iand
iHooijberg iwho ifeatured ithe icontention ithat isocial iintricacy iis ia icenter icomponent iof ipioneer
iadequacy. iDay iunderlined ithat iparticular iinstances iof ithe ikind iof iintrapersonal icapability
irelated iwith ipioneer iimprovement idrives iincorporate imindfulness i(e.g., ienthusiastic imindfulness,
ifearlessness), iself-guideline i(e.g., idiscretion, idependability, iflexibility), iand iself-inspiration i(e.g.,
iresponsibility, idrive, ihopefulness). ipassionate imindfulness, ienthusiastic icontrol, iand iself-
inspiration iare ithe iessential iparts iof ithe iEI ibuild. iit itends ito ibe iseen ithat iEI iis iseen iin ithe
iauthority iwriting ias ia icenter ivariable ithat iinfluences ichief iadequacy. iThorndike icharacterized
isocial iknowledge ias ithe icapacity ito icomprehend iand ioversee ipeople, iyoung imen iand iyoung
iladies ito iact idiligently iin ihuman irelations.

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Following iThorndike, iGardner iincluded isocial iinsight ias ione iof ithe iseven iknowledge ispaces iin
ihis ihypothesis iof idifferent iinsights. iAs iper iGardner, isocial iinsight iis icontained ian iindividual's
irelational iand iintrapersonal iinsights. iIntrapersonal iinsight iidentifies iwith ione's iknowledge iin
imanaging ioneself, iand iis ithe icapacity ito irepresent icomplex iand iprofoundly iseparated
iarrangements iof isentiments.'' iinterestingly, irelational iinsight iidentifies iwith ione's iinsight iin
imanaging iothers iand iis ithe icapacity ito inotice iand imake iqualifications iamong iothers iand,
ispecifically, iamong itheir istates iof imind, ipersonalities, iinspirations iand igoals iDay iadditionally
isupported ithe isignificance iof iEI iin ipioneer iviability. iWhile iexamining ithe ipreparation iand
iadvancement iof ipioneers iin iassociations, iDay istressed ithat iparticular iinstances iof ithe ikind iof
iintrapersonal icapability irelated iwith ipioneer iimprovement idrives iincorporate imindfulness i(e.g.,
ienthusiastic imindfulness, iself-confidence),self-guideline i(e.g., irestraint, ireliability, iversatility),
iand iself-inspiration i(e.g., iresponsibility, idrive, ihopefulness).Salovey iand iMayer i(1990) iand
iMayer iand iSalovey iconceptualized iEI ias icomposed iof ifour idistinct idimensions:
1. Evaluation iand iarticulation iof ifeeling iin ioneself i(self-emotional iappraisal i[SEA]). iThis
iidentifies iwith ithe iperson's icapacity ito icomprehend itheir iprofound ifeelings iand ihave
ithe ioption ito icommunicate ithese ifeelings inormally. iIndividuals iwho ihave
iextraordinary icapacity iin ithis ispace iwill idetect iand irecognize itheir ifeelings ia ilong
itime ibefore ia igreat imany ipeople.

2. Evaluation iand iacknowledgment iof ifeeling iin i(others' iemotional iappraisal i[OEA]).
This iidentifies iwith ipeople igroups' icapacity ito isee iand icomprehend ithe ifeelings iof ithose
iindividuals iaround ithem. iIndividuals iwho iare ihigh iin ithis icapacity iwill ibe isubstantially
imore itouchy ito ithe isentiments ifurthermore, ifeelings iof iothers ijust ias iguessing itheir
ithoughts.

3. Guideline iof ifeeling iin ioneself i(regulation iof iemotion i[ROE]). iThis iidentifies iwith ithe
icapacity iof iindividuals ito imanage itheir ifeelings, iwhich iwill iempower ia imore iquick
irecuperation ifrom imental ipain.

4. Utilization iof ifeeling ito iwork iwith iexecution i(use iof iemotion i[UOE]). iThis iidentifies
iwith ithe icapacity iof ipeople ito iutilize itheir ifeelings iby iguiding ithem itowards ivaluable
iexercises iand iindividual iexecution. iLiterature ireveals ithat ithe ibetter iqualities iand
isocial iskills ia ileader ihas ithe igreater ithe imotivation iof ihis ifollowers iand ithe icompany
ihe iheads.

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CHAPTER: i3

Conceptual/Theoretical iFramework/Hypotheses iof ithe istudy:

The ifigure ishows ithe iconceptual imodel iof ithe istudy: iIt ishows ithe ieffects ithat isocial iand
iemotional iintelligence ihas ion ithe ileadership itraits, ijob iturnover, ijob isatisfaction iand ioverall
icapability iof ithe ipeople iinvolved.

Variables:
The imeasurable itraits ithat ican ichange iover ithe icourse iof ia iscientific iexperiment.

Types iand ishapes iof ivariables:

There iare ifollowing itypes iof ivariables iwith itheir ishapes:
 Dependent ivariables

 Independent ivariables

 Mediating ivariables

 Moderating ivariables

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 Social Research Method

Model:
The iflow ichart iwhich isimply ishow ithe iamount iand iimportance iof ivariables iin ithis iarticle
iwith itheir icorresponding ishapes.

Independent ivariable Dependent

variable

Behavior icomplexity For iaffection iof

ileadership

Right
ibehavio
r iright
itime

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 Social Research Method

Social idifferentiation Leaders iwill iinteract

iand iwith
iintegration
followers iwith

Positive isocial
iattitude

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 Social Research Method

Emotional Leadership
iintelligence
i

Adaptabil
it

Social iintelligence Job isuccess iof

imanagers iand
ileaders

Work
istate iin
inature

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 Social Research Method

Social iand Solve iemployee

iemotional iproblems
iintelligence

Excess
iof
actions

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 Social Research Method

CHAPTER: i4

HYPOTHESES:
Hypothesis i1: iHigher iEmotional iintelligence iis irelated ito ihigher ijob iperformance.
Hypothesis i2: iThe iHigher iEmotional iIntelligence iis ihigher ithe ijob isatisfaction.

Hypothesis i3: iHigh iEmotional iintelligence iis irelated ito istronger

iorganizational icommitment.

Hypothesis i4: iHigh iEmotional iintelligence ileads ito ilower iturnover iintention.
Hypothesis i5: iThe ibetter ithe iemotional iintelligence iof isupervisors ithe ibetter iand
ieffective iin irole ibehaviors i(i.e., ijob iperformance) iof itheir isubordinates.

Methodology:
Research iDesign
The imethodology iused iin ithe iresearch iis iboth iquantitative iand iexplorative i(qualitative)
iand ithe iinvestigative iparadigm ihas ibeen iused ias ithe ipurpose iis ito ifind ihoe iemotional
iand isocial iintelligence iaffects ithe iwork ioutcomes iof iboth ileaders iand ifollowers iin ithe
iworkplace ienvironment iand iother iareas. iCase istudy imethod ihas ibeen iused ihere.

Data iCollection iMethod:

The idata ihas ibeen icollected ifrom iuniversity istudents istudying idifferent isubjects iand iof
idifferent isemesters, ithe idata ihas ibeen icollected ithrough ionline isurvey iquestionnaire iusing
igoogle iforms. iWe ihave ireceived ianswers ifrom imore ithan iseventy istudents iregarding itheir
iself iand ihow iemotional iintelligence ihas imade ithem imore iconfident iand icompetent. iThe
isoftware iNVivo ihas ibeen iused ihere. iWe ihave iused ionline iquestionnaire ias iit isaves icost
itime iand iis imore iefficient ihas ia iwider ireach iand icompliance irates iand iit iis ieasier ito iget
iresults iand iinterpret ithem ithrough ithe ipie icharts iand iby iuse iof isoftware.

Data iAnalysis iMethods iand iTool ifor idata ianalysis:

Here iwe iwould ibe iusing iNVivo isoftware ifor itechniques ifor iinterpreting iqualitative iand
iquantitative ianalysis. iWe iwould isee ithe iregression imodel iand isee ithe idifferent ibeta ivalues
ias ito ihow ithe iemotional iintelligence iaffects ithe iwork ioutcomes iof iboth ithe ileaders iand
ifollowers iand iits iimpact ion itheir iself-perception. iOzkan i(2004) iargued ithat iNVivo iis ivery

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 Social Research Method

ihelp ifull ifor idata iarrangement iand ianalysis ibut iit iis istill ithe iresearcher’ ieffort ifor idata
iorganizing, icoding iand ianalysis.

FINDINGS iOF iSURVEY iQUESTIONAIRE:

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 Social Research Method

Do iyou ihave igood irelationship iwith Do iyou iencourage ito ilearn

icoordinates? ifrom iyour imistakes, iif iany ione
iidentified iyour imistakes
74 iresponses
74responses

@ iStrongly iAgree
@ iAgre
Neutral
i@
iDisagree
@ iStro ingly
iDisagree

I iam ia iself imotivated iperson.

Do iyou iencourage ito ilearn ifrom

iyour imistakes, iif iany ione iidentified
iyour imistakes
I iam iwilling ito iaccept imy ifaults
74 iresponses

@ iStrongly iAgree
M iAg

D
@ iStrongly iDisagree

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 Social Research Method

We had collected the survey responses from 74 participants although the results were sent out to
100 students only 74 had been filled and returned the rest of the survey results were incomplete
and we used Google forms for easy dispatch and to reach a wider area. The results of the pie charts
show that emotional intelligence and social intelligence does have a positive effect on the
confidence, leadership skills and focus on attainment of difficult goals for the participants
involved. This shows that people who are high in EI and SI prove not only to be good leaders but

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 Social Research Method

also ito ibe igreat ibosses iand ipeople iof ihigh iworth iwith ithe iability ito inot ionly imotivate
iothers ibut ialso ito iincrease itheir istatuses iand iunderstanding iof iself-worth iand idevelop ia
igreat ireason ifor iexistence iwith ithe iaim ito imake isociety ia ibetter iplace.

Reason ifor iTree iMap: ithis iwas ia iquantitative iand iqualitative istudy, iso iwe ifound
icertain ielements ithrough iconducting istructured iinterviews iof i74 iuniversity istudents

The itree imap iindicates ithe idifferent ifactors irelated ito iEmotional iIntelligence iin ihow iit
iincreases idifferent iaspects iof ia iperson iin irelation ito ihis ijob irequirements iand ihow iit

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 Social Research Method

iallows ihim ito idevelop iprofessionally iin ithe iworkplace ias iwell ias iin iany iother
icompetitive ienvironment iwhich iis ibeneficial imostly ifor icorporate isector iand ithe
ieducational isector

which irequires ihighly ieducated iand iwell-mannered iprofessionals. iMoreover iwe idid
iconduct iinterviews ifrom irandom istudents iand ifound iout ithese ielements ibased iupon itheir
ifrequency. iThe inumber iof iparticipants iinterviewed iwere i74 iand ithe iinterview iwas
istructured

ANOVAa

Model Sum iof iSquares df Mean iSquare F Sig.

Regression 5.436 3 1.812 9.777 .000b

Residual 3.521 19 .185

1

Total 8.957 22

a. Dependent iVariable: iEmotional iIntelligence

b. Predictors: i(Constant), iJob iSatisfaction, iJob iPerformance,
iOrganizational iCommitment, iTurnover iIntention

Coefficientsa
Model Unstandardized iCoefficients Standardized t Sig.
iCoefficients
B Std. iError Beta

(Constant) .576 .431 1.336 .197

Job iSatisfaction .215 .121 .274 1.983 .036

Job iPerformance .338 .100 .501 2.004 .003

1
Organizational iCommitment .405 .099 .601 2.071 .001
Turnover iIntention -.301 .121 -.452 1.965 .034
In irole i(job iperformance) .354 .112 .358 2.057 .032

a. iDependent iVariable: iEmotional iIntelligence

Findings:

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 Social Research Method

Hypothesis i1: iHigher iEmotional iintelligence iis irelated ito ihigher ijob iperformance.
Hypothesis i2: iThe iHigher iEmotional iIntelligence iis ihigher ithe ijob isatisfaction.

Hypothesis i3: iHigh iEmotional iintelligence iis irelated ito istronger iorganizational I
commitment.

Hypothesis i4: iHigh iEmotional iintelligence ileads ito ilower iturnover iintention.

Hypothesis i5: iThe ibetter ithe iemotional iintelligence iof isupervisors ithe ibetter iand
ieffective iin irole i ibehaviors i(i.e., ijob iperformance) iof itheir isubordinates.

All iof ithe ihypotheses iturn iout ito ibe itrue ias itheir iBeta ivalues iare iabove i0.2 iand ithe iT
ivalues iare iabove i1.96, imoreover ithe ierror iis iless ithan i5% iso iit iturns iout ito ibe icorrect.
iFrom ithis iwe ican ideduce ithat ithe iperson iin ia ileadership irole iis ivery iimportant iand isuch
iperson imust ihave igreat icontrol iover ihis iemotions iand ihe imust inot iinvolve iin iunethical
ibehavior imoreover ihaving igood iscores ion iEI itest ireveals ihe iis ia igreat ifit ifor icompany
iand ihe ireduces ithe ichances iof iturnover iintentions iand iemployees inot ionly iremain isatisfied
ibut ialso iindulge iin iOrganizational iCitizenship iBehavior iand itheir icommitment itowards
iorganization iand iachievement iof ilong iterm igoals ialso iincreases.

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 Social Research Method

CHAPTER:5

CONCLUSION:

EI iis ia ivery iimportant iaspect ifor ia iperson iwho iaspires ito ibe ia ileader, ithis iskill iis inot
ionly iinborn ibut ican ibe ilearnt iand iwith ithe ipassage iof itime iit ican ibe ihoned ito isuch
iextent ithat ithe iperson ibecomes iknown ito ithe iwhole iorganizational istructure ias ia iperson
iof iimportance iacting ias ia ipoint iof iunity ifor ithe iwhole icorporation. iEI iis ithe ioutcome
iof ia inumber iof ifactors isuch ias isocial iintelligence, ibravery, icalmness, iregulation iof
iemotion, ipatience iand imost iof iall iacceptance iof ishortcomings iand iaccepting idifferences
iof iothers. iThis istudy ireveals ithat ithose iwho ido inot iposses iEI ito ia igreat iextent itend
ito ibecome ibosses iwho igive iorders iand ihave ino isympathy ifor iothers ithey iare inot igood
ileaders iyet ibut ithey ican ibecome igreat ileaders iby ihoning iEI iand ipracticing iteamwork
iand isharing iinformation, ihaving igood irelationships iwith iothers.

LIMITATIONS iand iRECOMMENDATIONS iof ithe iSTUDY:

This istudy ihas ibeen iconducted ion ithe istudents iof idifferent iUniversities iof iLahore iit idoes inot
iinclude idata iof istudents irelated ito iother icities iand iit idoes inot iinvolve ithe icorporate isector
iwhich imight idistort ithe iresults ia ibit. iThis istudy iwas iconducted iover ia ishort itime ispan iof ione
iweek iwith iminimal iinteraction idue ito iCovid i19 irestrictions iand imight igive idifferent iresults
iwithout ithe irestrictions. iIt iis irecommended ito istudy ithis ifurther ias iit ihas imajor icorporate iand
ieducational ibenefits iboth imonetary iand iintellectual ibenefits, ialong iwith iimportance ion itreating
ihumans ikindly ito iget ithe ibest iresults iout iof ithem. iThere iare imany iother ifactors ito ibe istudied
ilike iduration iof itime iwith iLeader ihaving ihigh iEI, iconferences, imeetings iand itrainings
iinvolving iEI iattended iand imany imore iare ito ibe iexplored.

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 Social Research Method

REFERENCES:
Salami, iS. iO. i(2010). iEmotional iintelligence, iself-efficacy, ipsychological iwell-being iand istudents
iattitudes: iImplications ifor iquality ieducation. iEuropean iJournal iof iEducational iStudies, i2(3), i247-
257.

Ordun, iG., i& iAkün, iF. iA. i(2017). iSelf iactualization, iself iefficacy iand iemotional iintelligence iof
iundergraduate istudents. iJournal iof iAdvanced iManagement iScience iVol, i5(3), i170-175.

Ugwuanyi, iC. iS., iOkeke, iC. iI., i& iAsomugha, iC. iG. i(2020). iPrediction iof ilearners’ imathematics
iperformance iby itheir iemotional iintelligence, iself-esteem iand iself-efficacy. iCypriot iJournal iof
iEducational iSciences, i15(3), i492-501.

Akomolafe, iM. iJ., i& iOgunmakin, iA. iO. i(2014). iJob isatisfaction iamong isecondary ischool
iteachers: iEmotional iintelligence, ioccupational istress iand iself-efficacy ias ipredictors. iJournal iof
iEducational iand iSocial iResearch, i4(3), i487-487.

Cohen, iA., i& iAbedallah, iM. i(2015). iThe imediating irole iof iburnout ion ithe irelationship iof iemotional
iintelligence iand iself-efficacy iwith iOCB iand iperformance. iManagement iResearch iReview.

Asandimitra, iN., i& iKautsar, iA. i(2019). iThe iinfluence iof ifinancial iinformation, ifinancial iself iefficacy,
iand iemotional iintelligence ito ifinancial imanagement ibehavior iof ifemale ilecturer. iHumanities i& iSocial
iSciences iReviews, i7(6), i1112-1124.

Pool, iL. iD., i& iQualter, iP. i(2012). iImproving iemotional iintelligence iand iemotional iself-efficacy
ithrough ia iteaching iintervention ifor iuniversity istudents. iLearning iand iindividual iDifferences, i22(3),
i306-312.

Wong, iC. iS., i& iLaw, iK. iS. i(2002). iThe ieffects iof ileader iand ifollower iemotional iintelligence ion
iperformance iand iattitude: iAn iexploratory istudy. iThe ileadership iquarterly, i13(3), i243-274.

APPENDIX iA:

ETHICS iSTATEMENT:
This iis ia isurvey iquestionnaire ito ifind iout ihow iemotional iintelligence iand isocial
iintelligence iincreases iconfidence iand ileadership iskills iwithin ia iworkplace ior ieducational
iinstitution. iThe iquestions ito ibe ianswered iare iin ithe iform iof iobjective iquestions irequired
ito ibe iticked iand ithe iquestions iare inot imandatory ito ibe ifulfilled. iThis iquestionnaire iin
ino iway iwould ibe iused ito iidentify iyou ipersonally ior ibe iused ifor iany iother ipurposes
iother ithan iresearch. iYou iare ifree ito ileave ithe iquestions iblank iwhich iyou ido inot iwish
ito ianswer iand iyou imay ichoose ito ileave ithe iform iunfilled ientirely. iThis iresearch iis ifor
ithe ipurpose iof iincreasing iour iknowledge irelated ito iemotional iintelligence iand ito ibenefit
ithe icorporate isector iat ilarge iscale.

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 Social Research Method

SURVEY QUESSTIONNAIRE
We are conducting this questionnaire for getting your view/opinion about effect of leader and
followers emotional intelligence on performance and attitude
Gender
*
iMal
e

Female

Age
*
18 i- i21
22 i- i25
26 i- i29
30 i- i34
Work iexperience
*
1 i- i5 iyears
5 i- i10 iyears
10 i- i15 iyears
more ithan i18 iyears
I have the ability to set high but attainable goals
*
Strongly Agree
Agree

Neutral
Disagree

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 Social Research Method

Strongly Disagree
*
Strongly Agree
Agree

Neutral

Disagree
iStrongly
iDisagree

I ireally icare iwhat ihappens ito iothers iand iam iable ito ifeel isympathy ifor ithem
*
Strongly iAgree
iAgree

Neutral
iDisagre
e

Strongly iDisagree
I iam ia ihighly imotivated iindividual
*
Strongly iAgree
iAgree

Neutral
iDisagre
e

Strongly iDisagree

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 Social Research Method

Are iyou icomfortable iwith isharing iyour iopinions iat iwork?

*
Strongly iAgree
iAgree

Neutral
iDisagre
e

Strongly iDisagree
Do iyou ihave igood irelationship iwith icoordinates?
*
Strongly iAgree
iAgree

Neutral

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 Social Research Method

Disagree
iStrongly
iDisagree

Do iyou iagree iwith istatement ithat iremuneration idepends ion iworking iconditions iand
iNumbers iof ilabor ihours?
*
Strongly iAgree
iAgree

Neutral
iDisagre
e

Strongly iDisagree
Do iyou iencourage ito ilearn ifrom iyour imistakes, iif iany ione iidentified iyour imistakes?
*
Strongly iAgree
iAgree

Neutral
iDisagre
e

Strongly iDisagree
I iam ia iself-motivated iperson.
*
Strongly iAgree
iAgree

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 Social Research Method

Neutral
iDisagre
e

Strongly iDisagree
I iam iwilling ito iaccept imy ifaults
*
Strongly iAgree
iAgree

Neutral

Disagree
iStrongly
iDisagree

I igain ipersonal igrowth iby ilearning ivarious iskills iin imy iwork
*
Strongly iAgree
iAgree

Neutral
iDisagre
e

Strongly iDisagree
I ifeel iencouraged ito icome iup iwith inew iand ibetter iways iof idoing ithings.
*
Strongly iAgree
iAgree

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 Social Research Method

Neutral
iDisagre
e

Strongly iDisagree
My ijob ibrings ipositive ichanges ito ime.
*
Strongly iAgree
iAgree

Neutral
iDisagre
e

Strongly iDisagree
The imanager ior iHOD igives ifreedom iyou ineed ito ido iyour ijob ieffectively
*
Strongly iAgree
iAgree

Neutral

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 Social Research Method

Disagree
iStrongly
iDisagree

I iam iable ito isolve iproblems iimmediately ito isatisfy imy isuperiors.
*
Strongly iAgree
iAgree

Neutral
iDisagre
e

Strongly iDisagree

Emotional iintelligence iitems

Self-emotion iappraisal i(SEA)

1. I ihave ia igood isense iof iwhy iI ihave icertain ifeelings imost iof ithe itime.
2. I ihave igood iunderstanding iof imy iown iemotions.
3. I ireally iunderstand iwhat iI ifeel.
4. I ialways iknow iwhether ior inot iI iam ihappy.

iOthers’ iemotion iappraisal i(OEA)

5. I ialways iknow imy ifriends’ iemotions ifrom itheir ibehavior.
6. I iam ia igood iobserver iof iothers’ iemotions.
7. I iam isensitive ito ithe ifeelings iand iemotions iof iothers.
8. I ihave igood iunderstanding iof ithe iemotions iof ipeople iaround ime.

Use iof iemotion i(UOE)

9. I ialways iset igoals ifor imyself iand ithen itry imy ibest ito iachieve ithem.

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 Social Research Method

10. I ialways itell imyself iI iam ia icompetent iperson.

11. I iam ia iself-motivated iperson.
12. I iwould ialways iencourage imyself ito itry imy ibest.

Regulation iof iemotion i(ROE)

13. I iam iable ito icontrol imy itemper iand ihandle idifficulties irationally.
14. I iam iquite icapable iof icontrolling imy iown iemotions.
15. I ican ialways icalm idown iquickly iwhen iI iam ivery iangry.
16. I ihave igood icontrol iof imy iown iemotions.

Emotional iLabor iItems

To iperform imy ijob iwell, iit iis inecessary ifor ime ito:

1. spend imost iof imy iwork itime iinteracting iwith ipeople i(e.g., icustomers,
icolleagues, iand iother iworkers iin ithis iorganization).
2. spend ia ilot iof itime iwith ievery iperson iwhom iI iwork iwith.
3. hide imy iactual ifeelings iwhen iacting iand ispeaking iwith ipeople.
4. be iconsiderate iand ithink ifrom ithe ipoint iof iview iof iothers.
5. hide imy inegative ifeelings i(e.g., ianger iand idepression).

29