Leadership Style, Emotional Intelligence and Psychological Wellbeing among Teaching Faculty in University

Abstract

This study explores the interrelationships among leadership styles, emotional intelligence, job satisfaction, work engagement, and perceived stress among teaching faculty at universities. With increasing academic pressures, faculty members face challenges related to job satisfaction, stress, and well-being, making it essential to understand how leadership and emotional intelligence contribute to a supportive work environment. The research aims to examine the role of leadership quality and emotional intelligence in fostering job satisfaction, work engagement, and psychological well-being while mitigating perceived stress.

A descriptive research design was employed, utilizing standardized and validated instruments to measure the key variables: leadership style, emotional intelligence, psychological well-being, and perceived stress. Data were collected through surveys from 51 university faculty members. The findings revealed strong positive correlations between leadership quality and job satisfaction (r = 0.691) and between emotional intelligence and both job satisfaction (r = 0.866) and leadership quality (r = 0.734). Additionally, emotional intelligence was positively correlated with work engagement (r = 0.448), suggesting that faculty with higher emotional intelligence are more engaged in their work. However, perceived stress showed minimal and statistically insignificant correlations with job satisfaction, work engagement, and emotional intelligence.

The results underscore the importance of leadership in enhancing faculty well-being and engagement, with emotional intelligence emerging as a key factor influencing both leadership effectiveness and job satisfaction. The study provides valuable insights for university administrators, highlighting the need for leadership development programs that emphasize emotional intelligence to improve faculty well- being, reduce burnout, and enhance job satisfaction. Furthermore, the research advocates for targeted mental health and stress management initiatives within academic institutions.