Emotional Intelligence, Job Satisfaction and Work Engagement as Predictors of Teaching Effectiveness in Higher Education

Abstract

Purpose: This study focuses on how emotional intelligence (EI), job satisfaction (JS) and work engagement (WE) affect teaching effectiveness (TE) among higher learning institution faculty members. The study will help in coming up with a combined framework in order to gain a deeper insight into the psychological and motivational determinants that govern the teaching performance of the faculty. Design/Method/Approach: Quantitative research design was employed to gather primary data using a structured questionnaire which is a quantitative research method and 380 faculty members in the colleges and universities were sampled using stratified random sampling. The Structural Equation Modeling (SEM) was conducted with the help of SmartPLS 4. Reliability tests, factor loading, FornellLarcker criterion, HTMT ratios, cross loading, variance inflation factor (VIF) and path coefficient analysis at 95% confidence level were incorporated in the analysis. Findings: The findings suggest that job satisfaction (JS) and work engagement (WE) have a strong positive impact on teaching effectiveness (TE), and there is no statistically significant direct impact of emotional intelligence (EI) in the structural model. Those faculty members who exhibit higher job satisfaction and work engagement show better teaching performance in institutions of higher learning. Conclusion: The conclusion shows that job satisfaction and work engagement are essential to improving the effectiveness of teaching since both positive working conditions and faculty motivation in higher education institutions are crucial. In the given model, emotional intelligence is significant in personal and professional development, but it does not directly affect the teaching effectiveness. Originality/Value: The research is an addition to the existing literature as it formulates and tests an integrated structural model to determine how emotional intelligence, job satisfaction, work engagement, and teaching effectiveness relate to each other in a higher education institution. The results offer useful guidance to academic administrators to develop programs that increase the involvement and contentment of the faculty to advance teaching results.