Emotion is not an Agreement: Empirical Evidence of Tertiary Level Teachers’ Emotional Intelligence, Occupational Stress, Academic Performance, and Satisfaction in Bangladesh

Tanmay Biswas

doi:https://doi.org/

Original article | Turkish Journal of Teacher Education 2024, Vol. 13(1) 1-27

Emotion is not an Agreement: Empirical Evidence of Tertiary Level Teachers’ Emotional Intelligence, Occupational Stress, Academic Performance, and Satisfaction in Bangladesh

Tanmay Biswas

pp. 1 - 27 | Manu. Number: MANU-2403-30-0003.R1

Published online: June 30, 2024 | Number of Views: 16 | Number of Download: 56

Save PDF

Abstract

This study aimed to find the influential factors of emotional intelligence, occupational stress, academic performance, and satisfaction of university teachers and to examine the relationship between emotional intelligence and occupational stress and teachers' academic performance and satisfaction in Bangladesh. The data were collected using a stratified sampling technique through a structured questionnaire from public and private university teachers in Bangladesh. Out of 380 distributed questionnaires, 224 (59%) questionnaires were selected and usable to proceed for final analysis, where 65.4% were male and 34.6% were female. The study's findings reveal that the average emotional intelligence, occupational stress, and academic performance with the satisfaction of male teachers are greater than those of female teachers. However, more significant variability exists in emotional intelligence, occupational stress, academic performance, and satisfaction among males than females. Emotional intelligence positively and significantly impacts teachers' academic performance and satisfaction. Low to average occupational stressed academicians were less likely to be highly preformed and satisfied in their job, and teachers who had low to medium levels of emotional intelligence were more likely to be highly preformed and confident in their profession. Only emotional intelligence was significantly associated with university teachers' academic performance and satisfaction. Therefore, logistic regression analysis further estimated only the significant variable (emotional intelligence) to predict university teachers' academic performance and satisfaction.

Keywords: Emotional Intelligence, Academic Performance, University Teacher, Satisfaction, Teaching-Learning Outcome, Occupational Stress and Bangladesh

How to Cite this Article?

APA 6th edition
Biswas, T. (2024). Emotion is not an Agreement: Empirical Evidence of Tertiary Level Teachers’ Emotional Intelligence, Occupational Stress, Academic Performance, and Satisfaction in Bangladesh . Turkish Journal of Teacher Education, 13(1), 1-27.

Harvard
Biswas, T. (2024). Emotion is not an Agreement: Empirical Evidence of Tertiary Level Teachers’ Emotional Intelligence, Occupational Stress, Academic Performance, and Satisfaction in Bangladesh . Turkish Journal of Teacher Education, 13(1), pp. 1-27.

Chicago 16th edition
Biswas, Tanmay (2024). "Emotion is not an Agreement: Empirical Evidence of Tertiary Level Teachers’ Emotional Intelligence, Occupational Stress, Academic Performance, and Satisfaction in Bangladesh ". Turkish Journal of Teacher Education 13 (1):1-27.

References

Abdulaal, M. A. A. D., Alenazi, M. H., Tajuddin, A. J. A., & Hamidi, B. (2022). Dynamic vs. diagnostic assessment: Impacts on EFL learners' speaking fluency and accuracy, learning anxiety, and cognitive load. Language Testing in Asia, 12(1), 32.

Ablanedo-Rosas, J. H., Blevins, R. C., Gao, H., Teng, W. Y., & White, J. (2011). The impact of occupational stress on academic and administrative staff, and on students: An empirical case analysis. Journal of Higher Education Policy and Management, 33(5), 553-564.

Adilogullari, I., Ulucan, H., & Senel, E. (2014). Analysis of the relationship between the emotional intelligence and professional burnout levels of teachers. Educational Research and Reviews, 9(1), 1-8.

Ahmed, Z., Asim, M., & Pellitteri, J. (2019). Emotional intelligence predicts academic achievement in Pakistani management students. The International Journal of Management Education, 17(2), 286–293.

Aiyappa, S., & Acharya, Y. (2014). Gender differences in emotional intelligence of adolescents. International Journal of Scientific Research, 3(5), 525-526.

Ashraf, F., & Khan, M. A. (2014). Does emotional intelligence moderate the relationship between workplace bullying and job performance? Asian Business & Management, 13(2), 171–190.

Asrar-ul-Haq, M., Anwar, S., & Hassan, M. (2017). Impact of emotional intelligence on teacher’s performance in higher education institutions of Pakistan. Future Business Journal, 3(2), 87-97.

Belias, D., Koustelios, A., Koutiva, M., & Zournatzi, E. (2013). Occupational stress and emotional intelligence among Greek Bank employees. International Journal of Human Resource Studies, 3(4), 79.

Biswas, T., Moudud-Ul-Huq, S., Mahmud, M. S., Ali, M. R., & Chakraborty, B. (2019). The Impact of Emotional Intelligence and Occupational Stress on Academic Performance of University Teachers: Insights from Bangladesh. Turkish Journal of Teacher Education, 8(2), 112-133. http://tujted.com/

Blix, A. G., Cruise, R. J., Mitchell, B. M., & Blix, G. G. (1994). Occupational stress among university teachers. Educational research, 36(2), 157–169.

Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni Jr, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49-67.

Chitra, A. (2020). Study on impact of occupational stress on job satisfaction of teachers during Covid-19 pandemic period. Global Development Review, 4(2), 52–62.

Dartey-Baah, K., Quartey, S. H., & Osafo, G. A. (2020). Examining occupational stress, job satisfaction and gender difference among bank tellers: Evidence from Ghana. International Journal of Productivity and Performance Management, 69(7), 1437-1454.

Darvish, H., & Nasrollahi, A. A. (2011). Studying the relations between emotional intelligence and occupational stress: A case study at Payame Noor University. Economic Sciences Series, 2(18), 38-49.

Estrada, M., Monferrer, D., Rodriguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. Sustainability, 13(4), 1721.

Gaumer, C. J., Shah, A. J., & Cotleur, C. A. (2006). Enhancing organizational competitiveness: Causes and effects of stress on women. Journal of Workplace Behavioral Health, 21(2), 31-43.

Gillespie, N. A., Walsh, M. H. W. A., Winefield, A. H., Dua, J., & Stough, C. (2001). Occupational stress in universities: Staff perceptions of the causes, consequences and moderators of stress. Work & Stress, 15(1), 53–72.

Goh, E., & Kim, H. J. (2021). Emotional intelligence as a predictor of academic performance in hospitality higher education. Journal of Hospitality & Tourism Education, 33(2), 140-146.

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books, United States.

Gopinath, G. (2020). The great lockdown: Worst economic downturn since the great depression. https://www.imf.org/

Holmlund‐Rytkönen, M., & Strandvik, T. (2005). Stress in business relationships. Journal of Business & Industrial Marketing, 20(1), 12-22.

Hui Shein Wong, M., Sieng Ching Hii, M., & Rahmat Aidil Bin Djubair, M. (2021). The influence of emotional intelligence and knowledge management on student attitude toward implementation of digital identification system. Journal of Business and Management, 27(1), 79-104.

Idris, M. K. (2009). Occupational stress in academic life: a study of academics of Malaysian public universities (Doctoral dissertation). The University of Waikato.

Ignat, A. A., & Clipa, O. (2012). Teachers’ satisfaction with life, job satisfaction and their emotional intelligence. Procedia-Social and Behavioral Sciences, pp. 33, 498–502.

Imani Galepardesari, M. N., Hanifi, F., & Mollahoseini, A. (2021). Modeling the Predicting Job Belonging based on Psychological Capital, Emotional Intelligence, and Organizational Support. Educational and Scholastic Studies, 9(4), 291-310.

Iqbal, J., Qureshi, N., Ashraf, M. A., Rasool, S. F., & Asghar, M. Z. (2021). The effect of emotional intelligence and academic social networking sites on academic performance during the COVID-19 pandemic. Psychology research and behavior management, 905-920.

Ishaq, R., & Mahmood, A. (2017). Relationship between job stress and employee Burnout-the moderating role of self-efficacy for university teachers. Journal of Research & Reflections in Education, 2, 100-112. http://www.ue.edu.pk/jrre

Kamboj, K. P., & Garg, P. (2021). Teachers' psychological well-being role of emotional intelligence and resilient character traits in determining the psychological well-being of Indian school teachers. International Journal of Educational Management, 35(4), 768-788.

Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35.

Lee, M., Coutts, R., Fielden, J., Hutchinson, M., Lakeman, R., Mathisen, B., ... & Phillips, N. (2022). Occupational stress in university academics in Australia and New Zealand. Journal of Higher Education Policy and Management, 44(1), 57–71.

Lyons, J. B., & Schneider, T. R. (2005). The influence of emotional intelligence on performance. Personality and individual differences, 39(4), 693–703.

MacCann, C., Jiang, Y., Brown, L. E., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic Performance: A meta-analysis. Psychological bulletin, 146(2), 150.

Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105(2), 101714 https://doi.org/10.1016/j.ijer.2020.101714

Martínez-Monteagudo, M. C., Inglés, C. J., Granados, L., Aparisi, D., & García-Fernández, J. M. (2019). Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers. Personality and Individual Differences, 142, 53-61.

Melin, M., Astvik, W., & Bernhard-Oettel, C. (2014). New work demands in higher education. A study of the relationship between excessive workload, coping strategies and subsequent health among academic staff. Quality in Higher Education, 20(3), 290-308.

Mikolajczak, M., Menil, C., & Luminet, O. (2007). Explaining the protective effect of trait emotional intelligence regarding occupational stress: Exploration of emotional labour processes. Journal of Research in Personality, 41(5), 1107-1117.

Mir, A., & Sehgal, G. (2017). Emotional intelligence aptitude: An essential pillar for health service providers. Indian Journal of Commerce and Management Studies, 8(2), 109-114.

Miyagamwala, G. (2015). Emotional intelligence and teacher effectiveness-an analysis. The Business & Management Review, 5(4), 233-239

Mohamed, S. M., & Nagy, F. (2017). Emotional intelligence and job stress among academic members at faculty of nursing–Cairo University. J Nurs Health Sci, 6, 10–9.

Mohamed, S., Nikmat, A., Hashim, N. A., Shuib, N., & Raduan, N. J. N. (2021). Burnout and Its Relationship to Psychological Distress and Job Satisfaction among Academicians and Non-Academicians in Malaysia. International Journal of Higher Education, 10(1), 85-92.

Mohzan, M. A. M., Hassan, N., & Abd Halil, N. (2013). The influence of emotional intelligence on academic achievement. Procedia-Social and Behavioral Sciences, 90, 303-312.

Moussa, A. A. (2018). The impact of working capital management on firms’ performance and value: Evidence from Egypt. Journal of Asset Management, 19, 259-273.

Nisar, S. K., & Rasheed, M. I. (2020). Stress and Performance: Investigating relationship between occupational stress, career satisfaction, and job performance of police employees. Journal of Public Affairs, 20(1), e1986.

Petrides, K. V., Frederickson, N., & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36(2), 277–293.

Por, J., Barriball, L., Fitzpatrick, J., & Roberts, J. (2011). Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students. Nurse Education Today, 31(8), 855-860.

Reddy, G. L., & Poornima, R. (2012). Occupational stress and professional burnout of university teachers in South India. International Journal of Educational Planning & Administration, 2(2), 109-124.

Shabbir, M. S., Ghazi, M. S., & Mehmood, A. R. (2016). Impact of social media applications on small business entrepreneurs. Arabian Journal of Business and Management Review, 6(3), 203–05.

Sultana, R., Islam, M. R., Islam, M. T., Jesmin, F., & Ferdous, S. (2021). The relationship between emotional intelligence and organizational performance: an exploratory study in Bangladesh. The Journal of Asian Finance, Economics and Business, 8(8), 513-524.

Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273–1296.

Tahir, A. Q. (2011). Effectiveness of teaching stress on academic performance of college teachers in Pakistan. International Journal of Humanities and Social Science, 1(3), 123–129.

Thanapattheerakul, T., Mao, K., Amoranto, J., & Chan, J. H. (2018, Dec). Emotion in a century: A review of emotion recognition. In Proceedings of the 10th international conference on advances in information technology, Bangkok, Thailand. https://doi.org/10.1145/3291280.3291788

Trad, M., Alayoubi, M. O., Abdul Khalek, R., & Khaddage-Soboh, N. (2022). Assessing the influence of emotional intelligence on teachers' Performance in Lebanese private education institutions. Higher Education, Skills and Work-Based Learning, 12(3), 556-573.

Tytherleigh, M. Y., Webb, C., Cooper, C. L., & Ricketts, C. (2005). Occupational stress in UK higher education institutions: A comparative study of all staff categories. Higher Education Research & Development, 24(1), 41–61.

Urquijo, I., Extremera, N., & Azanza, G. (2019). The contribution of emotional intelligence to career success: Beyond personality traits. International Journal of Environmental Research and Public Health, 16(23), 4809.

Utami, A. F., Bangun, Y. R., & Lantu, D. C. (2014). Understanding the role of emotional intelligence and trust to the relationship between organizational politics and organizational commitment. Procedia-Social and Behavioral Sciences, 115, 378-386.

Viscarra, M. L. O., Meer, T. Q., & Meer, C. J. Q. (2017). Emotional quotient in relation to job performance of faculty and supervisors in selected universities and colleges in region iii, Philippines. International Journal of Information Research and Review, 4(2), 3760–3764.

Wen, J., Huang, S. S., & Hou, P. (2019). Emotional intelligence, emotional labor, perceived organizational support, and job satisfaction: A moderated mediation model. International Journal of Hospitality Management, pp. 81, 120–130.

Volume 13 Issue 1

June 2024

All Articles