Does Age Difference Matter in the Nexus between Emotional Intelligence and Job Performance among Engineering Faculty Members in Gujarat?: An Inquest
Year: 2026
Type: article
Study design: Observational Study
Abstract: Background: Emotional Intelligence (EI) has gained considerable attention in both academic research and organizational practice due to its significant role in enhancing employee effectiveness and organizational outcomes. However, limited empirical evidence exists on the relationship between emotional intelligence and job performance among engineering college faculty members in the Indian higher education context. Objectives: This study aims to examine the relationship and impact of emotional intelligence on the job performance of engineering college faculty members in Gujarat state, India, and to analyze whether emotional intelligence and job performance differ across age groups. Methods: A descriptive research design was adopted, and primary data were collected through a structured questionnaire from faculty members working in engineering colleges across Gujarat. Standardized scales were used to measure emotional intelligence and job performance. The collected data were analyzed using reliability and validity tests, Exploratory Factor Analysis (EFA), Pearson correlation, regression analysis, and one-way ANOVA. Results: The findings revealed a significant positive relationship between emotional intelligence and job performance, indicating that faculty members with higher emotional intelligence tend to perform better in their professional roles. Regression analysis further confirmed that emotional intelligence significantly predicts job performance. The results also showed that emotional intelligence differs significantly across age groups, whereas job performance does not vary significantly with age. Conclusion: The study concludes that emotional intelligence is an important determinant of faculty job performance and highlights the need for higher education institutions to incorporate emotional intelligence development initiatives through faculty training and professional development programs to enhance teaching effectiveness and overall institutional performance.
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7204996145