Download pdf - Emotional Intelligence as an Antecedent of Turnover Intention an Empirical Analysis on Faculty Members

7/30/2019 Emotional Intelligence as an Antecedent of Turnover Intention an Empirical Analysis on Faculty Members

1/14

International Journal of Management (IJM), ISSN 0976 6502(Print), ISSN 0976 6510(Online),

Volume 3, Issue 2, May-August (2012)

387

EMOTIONAL INTELLIGENCE AS AN ANTECEDENT OF TURNOVER

INTENTION: AN EMPIRICAL ANALYSIS ON FACULTY MEMBERS

Saket JeswaniSr. Assistant Professor,

Shri Shankaracharya Institute of Technology and Management,Junwani, P.O. Nehru Nagar, Bhilai, Chhattisgarh, India - 490020

Email: [email protected]

Dr. Sumita DaveProfessor,

Faculty of Management Studies, Shri Shankaracharya Group of Institutions,

Junwani, P.O. Nehru Nagar, Bhilai, Chhattisgarh, India - 490020Email: [email protected]

ABSTRACT

Emotional Intelligence plays a critical role among faculty members, as they are

associated with shaping futures of students and there is a high component of human contact. The

purpose of this study is to examine the impact of Antecedents of emotional intelligence offaculty members on turnover intention in various technical educational institutes of India. A 23-

item instrument was generated using Bar-On model of EI following a critical review of the

literature. Principal component analysis with varimax rotation was used to determine constructvalidity and Cronbachs coefficient alpha to determine the scale internal consistency. Data were

collected through structured questionnaires using convenience sampling technique. Regression

analysis was used to determine the causal relationship between the antecedents of emotionalintelligence and turnover intention. The result of this empirical investigation demonstrates that

emotional intelligence has a significant impact on turnover intention of faculty members. Amongfive antecedents of emotional intelligence, general mood has an inverse significant impact onturnover intention. The results will help management of technical educational institutes to realize

human capabilities and the way to improve them by paying more attention on psychological

issues. The research results are further used for designing the continuous training strategies

which shall be implemented on faculty members in order to acquire the emotional intelligencecompetence.

INTERNATIONAL JOURNAL OF MANAGEMENT (IJM)

ISSN 0976 6367(Print)

ISSN 0976 6375(Online)

Volume 3, Issue 2, May- August (2012), pp. 387-400

IAEME: www.iaeme.com/ijm.html

Journal Impact Factor (2012): 3.5420 (Calculated by GISI)

www.jifactor.com

IJM I A E M E


2/14



388

Keywords: Emotional Intelligence, Faculty Members, Technical Education, Turnover Intention

INTRODUCTION

In the previous decade, emotional intelligence has generated an enormous amount ofinterest both within and outside the field of psychology. Today, in the age of information and

highly skilled and sophisticated work teams, emotional intelligence has become a vital skill to

possess and an important domain to research upon. Emotions are our feelings. Emotions oftenlead to coping activities. When we feel something, we consequently respond to that feeling. This

can be both in the immediate (and often subconscious) response to the feeling and also in the

more thoughtful handling of the aftermath. Where this has been a negative feeling, the response

may range from vigorous justification of our actions to conciliatory apologies and other 'makingup'. A common response to the repression of unwanted emotions is displacement, where we act

out our frustration in other ways. Emotions affect and are a part of our mood, which is usually a

more sustained emotional state. Mood affects our judgment and changes how we processdecisions. It has become more crucial for individuals to collaborate and communicate with each

other than to exercise technical skills (Holt & Jones, 2005). This is because, it is very difficult to

control and manage ones emotions easily. Most people respond surprisingly when they do notable to control their emotions. In this situation, their emotions overrule on their mental &

physical performance.

Emotional intelligence brings together the fields of emotions and intelligence by viewingemotions as useful sources of information that help one to make sense of and navigate the social

environment. EI can create a pleasant workplace and affect employees job satisfaction, efficient

management and organization development (Patra, 2004). EI, as a stress easer at work, has apositive effect on employees productivity. Studies show that EI is extremely important in

productivity and job satisfaction. (Jorden et al., 2002).

Emotional Intelligence (EI) is defined as ones ability to recognize ones own feeling and

others feeling, to differentiate among them, and to use the information to manage ones thinking

and behavior (Salovey & Mayer, 1990). By developing EI, individuals learn to study their

reactions and control their emotional patterns. Gradual learning of skills to control and respondcorrectly to emotions, improves communication at workplace, increase productivity and decrease

interpersonal problems (Caruso et al., 2002).

The theory of emotional intelligence has taken shape in the last two decades (Bar-On,

1997). Although there is an abundance of research on emotional intelligence (Goleman, 1995;

Bar-On, 1997; Cooper and Sawaf, 1997; Goleman, 1998; and Goleman et al., 2002) little

research exists on emotional intelligence and its relationship to turnover intention (Carmeli,2003) especially within the educational industry. Given the scarcity of study on employees EI in

the educational industry, this study attempts to narrow the research gap by empirically examining

how the EI of faculty members affects turnover intentions in the context of technical institutes.More specifically, this study has two major objectives: (a) to identify the antecedents of EI of

faculty members (b) to examine the effects of those antecedents and EI as a whole on turnover

intention of faculty members in the education industry. The results of this study would help


3/14



389

management of education institutes to better understand the role of EI in behaviors of faculty

members.

LITERATURE REVIEW

Emotional intelligence theories point out that our ability to perceive, understand, and

regulates emotions is crucial for our adjustment to the environment, and contributes substantially

to our psychological wellbeing and personal growth, regardless of cognitive abilities and/oracademic performance (Salovey & Mayer, 1990; Mayer & Salovey, 1997). At the most general

level, emotional intelligence (E.I.) refers to the ability to recognize and regulate emotions in

ourselves and others (Goleman, 2001). Peter Salovey and John Mayer, who originally used the

term "emotional intelligence" in published writing, initially defined emotional intelligence as Aform of intelligence that involves the ability to monitor one's own and others' feelings and

emotions, to discriminate among them and to use this information to guide one's thinking and

actions (Salovey & Mayer, 1990).

Later, these authors revised their definition of emotional intelligence, the current

characterization now being the most widely accepted. Emotional intelligence is thus defined asThe ability to perceive emotion, integrate emotion to facilitate thought, understand emotions,

and to regulate emotions to promote personal growth (Mayer & Salovey, 1997).

Another prominent researcher of the emotional intelligence construct is Reuven Bar-On,the originator of the term "emotion quotient". Possessing a slightly different outlook, he defines

emotional intelligence as being concerned with understanding oneself and others, relating to

people, and adapting to and coping with the immediate surroundings to be more successful indealing with environmental demands (Bar-On, 1997).

Emotional intelligence has also proven to benefit mentoring relationships. Theserelationships in turn impact staff turnover (Holt & Jones, 2005). Holt and Jones also suggest that

emotional intelligence could be a powerful tool in accomplishing strategic business goals in the

areas of hiring, training, and performance development (2005, p. 20). Employees with higher EI

can effectively recognize frustration and stress related emotions and hence control them inorder to reduce stress. Such employees can also realize their professional needs and control them,

so their job satisfaction increases.

Three main models of emotional intelligence exist. The first model by Peter Salovey and

John Mayer perceives E.I. as a form of pure intelligence, that is, emotional intelligence is a

cognitive ability. A second model by Reuven Bar-On regards E.I. as a mixed intelligence,

consisting of cognitive ability and personality aspects. This model emphasizes how cognitive andpersonality factors influence general well-being. The third model, introduced by Daniel

Goleman, also perceives E.I. as a mixed intelligence involving cognitive ability and personality

aspects. However, unlike the model proposed by Reuven Bar-On, Goleman's model focuses onhow cognitive and personality factors determine workplace success. For the purpose of the study

on faculty members of technical educational institutes of India, Bar-On Model of EI has been

considered and utilized to investigate the impact of EI on turnover intention of faculty members.


4/14



390

Bar-On: A Mixed Model of Emotional Intelligence

The director of the Institute of Applied Intelligences in Denmark and consultant for avariety of institutions and organizations in Israel, Reuven Bar-On developed one of the first

measures of emotional intelligence that used the term "Emotion Quotient". Bar-On's model ofemotional intelligence relates to the potential for performance and success, rather thanperformance or success itself, and is considered process-oriented rather than outcome-oriented

(Bar-On, 2002). It focuses on an array of emotional and social abilities, including the ability to

be aware of, understand, and express oneself, the ability to be aware of, understand, and relate to

others, the ability to deal with strong emotions, and the ability to adapt to change and solveproblems of a social or personal nature (Bar-On, 1997). In his model, Bar-On outlines 5

components of emotional intelligence: intrapersonal, interpersonal, adaptability, stress

management, and general mood. Bar-On posits that emotional intelligence develops over timeand that it can be improved through training, programming, and therapy (Bar-On, 2002).

Bar-On hypothesizes that those individuals with higher than average E.Q.s are in generalmore successful in meeting environmental demands and pressures. He also notes that a

deficiency in emotional intelligence can mean a lack of success and the existence of emotional

problems. Problems in coping with ones environment is thought, by Bar-On, to be especially

common among those individuals lacking in the subscales of reality testing, problem solving,stress tolerance, and impulse control. In general, Bar-On considers emotional intelligence and

cognitive intelligence to contribute equally to a persons general intelligence, which then offers

an indication of ones potential to succeed in life (Bar-On, 2002).

Antecedents of Emotional Intelligence

Turnover intention (TOI) is an important work-related outcome, given that the technical

educational institutes have a notoriously high turnover rate. Emotional Intelligence may play animportant role in reducing the high turnover rate because employees with higher emotional

intelligence are more likely to see the positive side of things by modulating their perception of

the work environment. That is, they will be better able to take advantage and regulate theiremotions and less likely to leave their job. Carmeli (2003) indicated that emotional intelligence

is negatively related to turnover intention. Five antecedents of emotional intelligence have been

identified with reference to Bar-On Emotional Quotient Inventory (Bar-On, R. 2004), which areexplained below along with the hypothesis.

1. Intrapersonal: It relates primarily to the governing of our ability to be aware of our emotionsand ourselves in general, to understand our strengths and weaknesses, and to express our

feelings and ourselves nondestructively.H1: Intrapersonal variable has a significant impact on turnover intention of faculty

members.2. Interpersonal: This factor is, essentially, concerned with our ability to be aware of others

feelings, concerns and needs, and to be able to establish and maintain cooperative,

constructive and mutually satisfying relationships. (Bar-On, R. 2004)


5/14



391

H2: Interpersonal variable has a significant impact on turnover intention of faculty

members.

3. Stress Management: It relates primarily to emotional management and control and governsour ability to deal with emotions so that they work for us and not against us. (Bar-On, R.2004)

H3: Adaptability variable has a significant impact on turnover intention of faculty

members.

4. Adaptability: It relates primarily to change management -- i.e., how we cope with and adaptto personal and interpersonal change as well as change in our immediate environment. (Bar-

On, R. 2004)

H4: Stress Management variable has a significant impact on turnover intention of

faculty members.

5. General Mood: It is closely associated with self-motivation. It determines our ability to enjoyourselves, others and life in general, as well as influences our general outlook on life andoverall feeling of contentment. (Bar-On, R. 2004)

H5: General Mood variable has a significant impact on turnover intention of faculty

members.

RESEARCH MODEL

An Emotional Intelligence Turnover Intention Model is generated on the basis ofliterature review for the purpose to check the extent of emotional intelligence and its probable

relationship with the faculty members decision to quit or stay as shown in fig 1.


6/14



392

Figure 1: Emotional Intelligence Turnover Intention Model

Independent & Dependent Variables

An appropriate instrument is required to formulate the questionnaire . The instrument

needs some base and background of independent and dependent variables. EmotionalIntelligence is the independent variable, which has an impact on the turnover intention of faculty

members acting as a dependent variable (Carmeli, 2003). Further, five antecedents of emotional

intelligence i.e. from X1 to X5 are independent variables, which have an impact on emotional

intelligence acting as independent variable (Bar-On. R., 2004).

Research Instrument

The description of independent and dependent variables helps in developing the research

instrument, which is further utilized to formulate the questionnaire. 3 items research instrument

for turnover intention (dependent variable) was designed referring to Turnover Intention Scaledeveloped by Donnelly and Ivancevich, 1985. 20 items research instrument for five antecedents

of emotional intelligence (i.e. 4 items for each antecedent) was designed referring to Bar-OnEmotional Quotient Inventory (Bar-On, R. 2004). Therefore, 23 items research instrument have

been generated for the purpose of the study including both dependent and independent variable

as depicted in Table 1.


7/14



393

Table 1: Research Instrument

Variable Items Scale Source

Turnover

Intention

Z1 Actively searching for a new job next year Donnellyand

Ivancevich

(1985)

Z2 Often think about quitting present job

Z3 Leave this institute as soon as possible

Intrapersonal

(Self-awareness

and self-

expression)

(X1)

X11Self-Regard (being aware of, understanding and accepting

ourselves)

Bar-On, R.

2004;

Reference

from: Bar-

On

Emotional

Quotient

Inventory

(EQ-i))

X12Emotional Self-Awareness (being aware of and understanding our

emotions)

X13 Assertiveness (expressing our feelings ourselves nondestructively)

X14Independence (being self-reliant and free of emotional

dependency on others)

Interpersonal

(Social awareness

and interaction)

(X2)

X21 Empathy (being aware of and understanding how others feel)

X22 Social Responsibility(identifying social groups)

X23 Interpersonal Relationship (feeling part of our social groups)

X24Satisfying Relationship (establishing mutually satisfying

relationships)

Stress

Management

(Emotional

management andcontrol) (X3)

X31Stress Tolerance (effectively and constructively managing our

emotions)

X32Impulse Control (effectively and constructively controlling our

emotions)

X33 Calm & Relaxed (relaxed at work)

X34 Coping Stress (cope up with stress easily)

Adaptability

(Change

management)

(X4)

X41Reality Testing (validating our feelings and thinking with externalreality)

X42 Flexibility (coping with and adapting to change in our daily life)

X43 Accept Change ( open to accept change)

X44Problem Solving (generating effective solutions to problems of an

intrapersonal and interpersonal nature)

General Mood

(Self-motivation)

(X5)

X51 Optimism (having a positive outlook)

X52

Happiness (feeling content with ourselves, others and life in

general)

X53 Positive Thinking (looking at the brighter side of life)

X54 Self-motivated (self motivation at work)


8/14



394

RESEARCH METHODOLOGY

The conclusive design was applied in this study to analyze the impact of the antecedents

of emotional intelligence on faculty members turnover intention. Non-probabilistic convenience

sampling method was adopted for data collection. The data was collected after formulation ofstructured questionnaire with the help of research instrument generated. The questions were

asked on seven point likert scale from the respondents. The questionnaire consisted of three

sections i.e. turnover intention, the antecedents of personality and respondents demographiccharacteristics. It was distributed online to 1000 faculty members of India. The country was

divided into 5 zones viz. East, West, North, South & Central, targeting sample size of 200 from

each zone of India. The response rate was 24.1% (n = 241). The data were collected from faculty

members of all cadres viz. Assistant Professors, Associate Professors and Professors.

Measures

To measure emotional Intelligence, 20 items instrument of emotional intelligence hasbeen utilized from Bar-Ons Model of EQ-I (2002). Turnover intentions, the dependent variable

of the study, were assessed using three items adapted from Donnelly and Ivancevich (1985). The

statements or items in the instrument measure the probability of faculty members intention toleave the institute with the following statements: 1) It is likely that I will actively look for a new

job next year, 2) I often think about quitting and 3) I will probably look for a new job next year.

Each item is represented with seven point Likert response scale to indicate their likelihood of

leaving the institute in the near or distant future. A higher score indicates a higher intention toleave the organization. The reliability test of this construct is 0.881.

Validity & Reliability of InstrumentsThe 23 items were subjected to a principal component analysis with varimax rotation, the

results of which are shown in Table 4. The factor analysis yielded eight components

corresponding to the six variables. The result of factor analysis shows that Z1, Z2 and Z3 items ofturnover intention are loaded under 2nd component with high loading values of 0.775, 0.806 and

0.827 respectively. X11 and X12 items of intrapersonal variable are loaded under 4th component

with loading values of 0.757 and 0.762 respectively. X21, X22 and X24 items of interpersonal

variable are loaded under 6th

component with loading values of 0.546, 0.516 & 0.687respectively. X31 and X32 items of stress management are loaded under 5

th component with

loading values of 0.758 & 0.829 respectively. X42, X43 and X44 items of adaptability are loaded

under 3rd

component with loading values of 0.787. 0.770 & 0.653 respectively. X51, X52, X53 andX54 items of general mood are loaded under 1st component with loading values of 0.622, 0.791,

0.711 and 0.555 respectively. X13 and X14 items of Intrapersonal variable, X23 item of

interpersonal variable, X33 and X34 item of stress management and X41 item of adaptability may

be eliminated because of low loading & scattered values.

Therefore, after factor analysis, 3 items of Turnover Intention (Z) will be considered as

dependent variable whereas 2 items of intrapersonal variable, 3 items of interpersonal variable(X2), 2 items of stress management (X3), 3 items of adaptability (X4) and 4 items of general

mood (X5) are considered as independent variables for further multivariate analysis. Total 17


9/14



395

items were considered both including dependent and independent variable and 6 items were

eliminated out of 23 items.

Table 4: Validity Test (Factor Analysis)

Rotated Component MatrixItems 1 2 3 4 5 6 7 8

Z1 0.092 0.775 -0.052 -0.036 -0.006 -0.033 -0.107 0.028

Z2 -0.209 0.806 -0.077 0.079 0.063 -0.091 0.035 -0.081

Z3 -0.156 0.827 -0.043 -0.046 -0.053 -0.029 0.061 -0.074

X11 0.16 0.024 0.122 0.757 0.006 0.043 -0.024 -0.065

X12 0.09 0.001 0.044 0.762 0.126 0.014 0.096 0.145

X13 0.073 -0.135 -0.1 0.245 0.019 -0.012 0.101 0.757

X14 0.07 -0.096 -0.054 0.071 -0.107 0.591 0.2 -0.024

X21 0.065 -0.059 -0.008 0.446 0.081 0.546 -0.02 0.016

X22 0.158 -0.046 0.08 0.101 0.35 0.516 -0.273 0.099

X23 0.006 -0.004 0.165 -0.159 0.096 0.38 -0.129 0.724

X24 -0.016 0.011 0.236 -0.189 0.064 0.687 0.035 0.192

X31 0.182 0.027 0.16 0.093 0.758 0.088 0.142 0.052

X32 0.034 0.006 0.008 0.037 0.829 0 0.124 0.005

X33 0.179 -0.097 0.138 -0.042 0.102 -0.078 0.785 -0.031

X34 0.007 0.104 0.166 0.112 0.188 0.235 0.705 0.033

X41 0.095 -0.104 0.31 0.186 0.263 0.238 0.232 -0.296

X42 0.065 -0.077 0.787 0.071 0.251 0.094 -0.013 -0.122

X43 0.181 0.015 0.770 -0.014 -0.018 0.109 0.074 0.032

X44 0.075 -0.114 0.653 0.123 -0.002 -0.042 0.223 0.085

X51 0.622 -0.092 0.285 0.143 0.021 -0.027 0.202 0.109

X52 0.791 -0.037 0.038 -0.1 0 0.209 0.14 -0.027

X53 0.711 -0.089 0.07 0.253 0.163 0.069 -0.071 -0.041

X54 0.555 -0.159 0.123 0.32 0.348 -0.117 -0.023 0.117

Extraction Method: Principal Component Analysis.

Rotation Method: Varimax with Kaiser Normalization.

Reliability or internal consistency of the instruments is estimated with the help of

Cronbach coefficient alpha to check whether the items are all measuring the same thing or not.The closer the value of Cronbachs alpha to one, the higher the reliability estimate of the

instrument. As the scale is multi-dimensional, consisting of numerous subscales, coefficient

alphas are estimated for each subscale as shown in table 5 and the values depicts that the datagathered for all the subscales are reliable.


10/14



396

Table 5: Reliability Test of Instruments

Independent Variables Items Considered after Validity

Test

Cronbachs Alpha

Turnover Intention (Z) Z1, Z2, Z3 0.753

Intrapersonal (X1) X11, X12 0.796

Interpersonal (X2) X21, X22, X24 0.826

Stress Management (X3) X31, X32 0.865

Adaptability (X4) X42, X43, X44 0.791

General Mood (X5) X51, X52, X53, X54 0.877

DATA ANALYSIS & INTERPRETATION:

The Statistical Package for the Social Sciences (SPSS) (Version 17) was used to facilitate

analysis. The psychometric properties of the instrument were analyzed using principal

component analysis with varimax rotation to determine construct validity and Cronbachscoefficient alpha to determine the scales internal consistency reliability. Finally, the regression

analysis was conducted to determine the impact of three Antecedents of emotional intelligenceon turnover intention (table 6 to 8). The value of R Square is 0.789 i.e. 78.9% as shown in table

6.

Table 6: Regression Statistics

Model R R Square Adjusted R Square Std. Error of the Estimate

1 0.888 0.789 0.785 0.01826

Antecedents: X1, X2, X3, X4, X5; Dependent Variable: Z

Table 7 reveals that emotional intelligence has a significant impact on turnover intention

of faculty members as F value (176) is greater than Fcrit (2.649).

Table 7: ANOVA

ModelSum of

Squaresdf

Mean

SquareF

FcritSig.

1 Regression 68.999 5 13.800 176.076 2.649 2.31E-77

Residual 18.418 235 0.078

Total 87.417 240

Antecedents: X1, X2, X3, X4, X5; Dependent Variable: Z

Among all the three Antecedents of emotional intelligence only one Antecedents viz.

General Mood (X5) has significant impact on turnover intention with p values of 0.005 (p


11/14



397

Table 8: Linear Regression

Model

Unstandardized

Coefficients

Standardized

Coefficients

t Sig.B Std. Error Beta

1 (Constant) 4.785 0.635 7.538 0.000

X1 0.076 0.096 0.056 0.795 0.427

X2 -0.004 0.104 -0.003 -0.040 0.968

X3 -0.037 0.113 -0.028 -0.331 0.741

X5 -0.375 0.131 -0.249 -2.862 0.005

Dependent Variable: Y

The beta coefficients for significant Antecedents of emotional intelligence i.e. General

Mood (X5) is -0.375 as shown in figure 2. The negative sign indicates that, there is inverserelationship between emotional intelligence and turnover intention among faculty members,

where major contribution in enhancing the EI will be of general mood of faculty members.

Figure 2: Analytical Model of EI & TOI


12/14



398

RESULTS AND DISCUSSION

The study set out to develop a theory-driven multi-dimensional measure of emotional

intelligence and then its impact on turnover intention of faculty members of technical

educational institutes of India. The result of this empirical investigation support that emotionalintelligence has a significant impact on turnover intention (p = 0.004) of faculty members. The

study results revealed that General Mood is the antecedent of emotional intelligence, which has

an inverse significant impact ( = -0.375) on turnover intention (p = 0.005) i.e. if facultymembers are optimist, self motivated, happy and have a positive thinking than it is less likely for

the them to quit the institute.

SUGGESTIONS

In this competitive world, technical educational institutes require satisfied and committedfaculties to generate value for the institution. The result of this study was in the hypothesized

directions in which faculty member with high emotional intelligent score are less intended to

leave the institute. This relationship was in line with previous findings reported and thus thisstudy managed to validate the results obtained by past researchers.

To enhance the emotional intelligence of faculty members, management of the

educational institutes needs to focus on the general mood antecedent of EI as it have a significantimpact on intention to quit which is inversely related. Management of the educational institutes

needs to formulate such strategies to instill a feeling of self motivation among faculty members

to reduce their turnover. Management should try to mould their faculty members towards havingpositive attitude in their life by conducting various workshops/seminars on spiritual wisdom,

mediations and other programs that can instill the positive feelings in oneself. Nevertheless,

management should not stop motivating their faculty members time to time and should supportthem at the time of crisis and mishappnenings.

LIMITATIONS

The major limitation of this study is the population factor. Only faculty members of

technical educational institutes of India were used leaving out students and non-academic staff.

This poses a threat to generalizability of the study in relation to prediction of organizationalclimate in Indian institutes the study may not be generalized for the entire academic

community. It is not certain that similar results would be obtained when a study is conducted

using all the subgroups (academic, non-academic and students) for estimation of organizational

climate. Another limitation is dearth of current literature in the area of organizational climate inrelation to turnover intention in educational settings.


13/14



399

REFERENCES

1. Bar-On, R. (1997). Bar-On Emotional Quotient Inventory: Users manual. Toronto:Multi-Health Systems.

2. Bar-On, R. (1997). The BarOn Emotional Quotient Inventory (EQ-i): Technical manual.Toronto, Canada: Multi-Health Systems.

3. Bar-On, R. (2000). Emotional and social intelligence: Insights from the EmotionalQuotient Inventory (EQ-i). In R. Bar-On and J.D.A. Parker (Eds.), Handbook of emotional

intelligence: Theory, development, assessment and application at home, school and in the

workplace. San Francisco: Jossey-Bass, pp. 363-88.

4. Bar-On, R. (2004). The BarOn Emotional Quotient Inventory (EQ-i): Rationale,description, and summary of psychometric properties. In G. Geher (Ed.), Measuring emotional

intelligence: Common ground and controversy. Hauppauge, NY: Nova Science Publishers, pp.111-42.

5. Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI).Psicothema, 18, supl., 13-25.

6. Caruso D., Mayer J., Salovey P., (2002). Emotional Intelligence and EmotionalLeadership. Multiple Intelligence and Leadership. Mahwah, NJ: Lawrence Erlbaum Associates,

Inc., pp: 55-74.

7. Carmeli, A. (2003). The relationship between emotional intelligence and work attitudes,behavior and outcomes. Journal of managerial psychology, 18,788-813.

8. Donnelly, J.H.and Ivancevich, J.M. (1985). Role clarity and the Salesman. Journal ofMarketing, 39, 1-71.

9. Cooper RK, Sawaf A (1997). Executive EQ: Emotional Intelligence in Leadership andOrganisations, Grosset/Putman, New York, NY.

10. Goleman, D. (1995). Emotional intelligence. New York: Bantam.11. Goleman, D. (1998). Working with emotional intelligence. New York: Bantam.12. Goleman, D. (2001). Emotional intelligence: Issues in paradigm building. In C. Chernissand D. Goleman (Ed's.), The Emotionally Intelligence Workplace. San Francisco: Jossey-Bass.

13. Goleman D, Boyatzis R, Mckee A (2002). Clustering Competence in emotional insightsfrom the emotional competence inventory (ECI), available at: ,

[26,12,2007].


14/14