Emotional Intelligence And Contextual Performance Of Teachers Of Higher Education: A Correlational Study

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Dr. Farah Deeba, Amna Saleem, Dr. Muhammad Abidollah, Marvi Hashmi

Abstract

Emotional intelligence and contextual performance of university teachers have emerged as influential constructs. Therefore, the current study conducted to explore correlation between emotional intelligence and contextual performance. Various vital features of interpersonal and intrapersonal relationship are merged into emotional intelligence. These features have a profound statistical significant relation with contextual performance of university teachers. The population of the present study was comprised teachers of four public sector universities of Southern Punjab. In this way, Sample of the study consisted of 311 teachers (147 male teachers and 164 female teachers). The instrument for data collection named Bar-On (2002) EQ-I was adopted to measure the emotional intelligence of university teachers while the contextual performance of university teachers was measured through Koopman’s (2014) scale of contextual performance. There were two sections of questionnaire consisted of 60 items, 30 items were about Emotional Intelligence and remaining 30 items were based on contextual performance of University Teachers. Cronbach’s Alpha of the questionnaire was (0.83). The collected data were analyzed by using computer software SPSS, v 25Ò. Mean, Standard Deviation, Frequency, Exploratory Factor Analysis, Pearson’s “r”, independent sample t-test, and Regression analysis were used. The study revealed that statistically significant positive moderate relationship existed between emotional intelligence and contextual performance of university teachers. The conclusion of this study indicated that there was no significant difference between male and female teachers in terms of emotional intelligence and its components but there were significant differences between male and female teachers in contextual performance (CP) and its components. It can be concluded that to enhance quality of teaching in universities, teachers be trained and skilled as emotionally intelligent so that they may improve their task performance and contextual performance subsequently

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