Relationship between Principal’s Emotional Intelligence and Faculty’s Job Satisfaction and Performance: Empirical Evidence from B.Ed Colleges in West Bengal

Education

Background: Emotional intelligence is increasingly recognized as a key factor influencing leadership effectiveness and job satisfaction. In educational institutions, particularly in B.Ed colleges, emotional intelligence not only affects job satisfaction but also impacts job performance. Objectives: This study aimed to (1) assess the emotional intelligence levels of principals in B.Ed colleges in West Bengal, (2) evaluate faculty job satisfaction and job performance, (3) examine the relationship between emotional intelligence, job satisfaction, and job performance, and (4) investigate the moderating role of job satisfaction. Methods: A descriptive-correlational research design was employed using a sample of 24 principals and 188 faculty members from B.Ed colleges in West Bengal. Emotional intelligence was measured using the Emotional Intelligence Scale, job satisfaction with the Job Satisfaction Survey, and job performance using the Job Performance Appraisal Scale. Data were analyzed using Pearson’s correlation, hierarchical regression, and structural equation modeling to test the hypothesized relationships. Results: Emotional intelligence showed a significant positive relationship with both job satisfaction (r=0.59, p<0.001) and job performance (r=0.55, p<0.001). Hierarchical regression revealed that emotional intelligence accounted for 35% of the variance in job satisfaction (R²=0.35) and 31% in job performance (R²=0.31). Structural equation modeling demonstrated that job satisfaction partially moderated the relationship between emotional intelligence and job performance. Conclusion: The findings underscore the pivotal role of emotional intelligence in educational leadership, highlighting its impact on both job satisfaction and job performance. Emotionally intelligent leaders cultivate positive work environments that enhance faculty motivation and effectiveness. This study suggests incorporating emotional intelligence training into leadership development programs in educational settings.

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