EXPLORING EDUCATOR WELL-BEING THROUGH EMOTIONAL INTELLIGENCE: THE MEDIATING ROLES OF JOB PERFORMANCE AND JOB SATISFACTION

Abstract

The study analyzes the direct impact of Emotional Intelligence on educator well-being and its indirect influence through the mediating roles of job performance and job satisfaction. This study seeks to investigate the limited research on the dual mediating effects in educational settings, particularly among educators of self-financing colleges across Kerala, India. A quantitative cross-sectional design was utilized, employing standardized instruments to measure the four study constructs, Emotional intelligence, Well-being, job Performance and Job Satisfaction. Data was gathered through purposive sampling technique from 459 educators working with self-financing colleges across Kerala. The proposed model was examined using Partial Least Squares Structural Equation Modeling (PLS-SEM) through SmartPLS 4 by assessing both measurement and structural relationships. The findings demonstrate that emotional intelligence exerts a significant positive influence on job performance, job satisfaction, and overall well-being among educators. Both job performance and job satisfaction were identified as mediating the connection between emotional intelligence and well-being, suggesting a partial mediation model. The results indicate that emotionally intelligent educators tend to demonstrate superior performance, increased satisfaction and improved well-being. By concurrently analyzing job performance and job satisfaction as mediating factors in the association between emotional intelligence and educator well-being, the study adds to the body of prior research. It offers empirical data based on the theories of Affective Events and Job Demands-Resources (JD-R), with important implications for institutional design and training for educators to improve well-being in self-financing higher education settings.