Emotional intelligence (EI) is increasingly recognised as a key determinant of leadership, teaching effectiveness,

job satisfaction, and stress management in higher education. While prior research largely views EI as a personal

trait, research on socio-demographic influences has received limited attention, particularly in the Indian context.

dynamic skill shaped by socio-demographic factors, emphasising its importance for implementing emotional

interventions within institutional policies to foster emotional well-being and performance in HEIs.

Keywords: Emotional Intelligence, Socio-Demographic Factors, Higher Education, Faculty, Schutte Self-

Report Emotional Intelligence Test

Emotional intelligence (EI) was defined by Mayer and Salovey (1990) as one’s ability to identify, understand,

and manage one's emotions and those of others. In the last two decades, the importance of EI in organisations

has rapidly emerged at both personal and professional levels across various settings, supporting effective

performance, job satisfaction, self-efficacy, stress reduction, and coping mechanisms.

EI is often regarded as a key factor for the success of individuals and organisations. It is positively associated

decision-making, stress coping, and leadership are integral to day-to-day operations.

Faculty members face significant emotional and psychological strain in this fast-paced academic environment,

amid changing demands from higher education organisations. They manage administrative duties, academic

responsibilities, and interactions with peers and students, all while regulating and managing their emotions.

Increased workload, role ambiguity, and emotional demands can lead to stress. In this context, EI becomes

important. EI promotes effective interpersonal relationships, social skills, empathy, and informed decision-

making for academic leaders.

Additionally, mental health concerns among faculty can also be reduced through EI. Individuals with EI are less

likely to experience stress (Mérida-López et al., 2022), which helps them cope with stress. The use of EI

enhances adaptive stress-coping behaviours in demanding situations (Jooste et al., 2023; Sáez-Delgado et al.,

(Pandey & Sharma, 2024).

Additionally, it boosts self-efficacy, helping individuals believe in their ability to perform tasks. Those with high

EI tend to feel more competent and confident in their work, maintaining emotional control, focus, and motivation

even in difficult situations. (Pool & Qualter, 2012).

Moreover, academic professionals are highly susceptible to psychological stress resulting from workloads,

deadlines, administrative tasks, and shifts in student expectations. The ability to face challenges depends on

technical and cognitive skills, as well as emotional abilities. EI components, including self-awareness, emotional

regulation, and adaptive coping mechanisms, enable individuals to manage stressors effectively. EI not only

helps to reduce burnout but also helps overall mental health (Kaur, 2024; Suram et al., 2025)

Despite extensive literature on the benefits of emotional intelligence in organisational life, few studies examine

The significance of this study lies in helping higher education institutions identify targeted development and

training interventions that account for demographic factors. By understanding the relationship between EI and

demographic factors, institutions can create more support and development initiatives, improving organisational

effectiveness and individual well-being.

Emotional intelligence (EI) was first defined by Mayer and Salovey (1990) as a type of social intelligence

emotions to make informed decisions. Later, the concept of EI was popularised by Daniel Goleman. He has

expanded it to five important components: self-awareness, self-regulation, motivation, empathy, and social

skills. In people-centric professions like teaching, recognising and managing emotions is essential for

emotional knowledge to enhance cognitive processes and decision-making. This model is grounded in the belief

that EI is a measurable form of intelligence and can be improved through training and cognitive engagement.

The Goleman (1998) mixed model combines cognitive abilities with social and emotional competencies. The

model consists of five competencies that contribute to workplace success. Goleman states that these traits are

critical for effective leadership and achievement in emotionally demanding work environments. The model is

popular in organisational settings, particularly for developing emotional competency and leadership.

The trait model, conceptualised by Petrides & Furnham (2001), is used in this context. He states that EI is an

individual's personality rather than abilities. This model examines how one perceives one's emotions and how

they affect behaviour and responses. Trait emotional intelligence includes assertiveness, adaptability and self-

efficacy. The model highlights the subjective experiences and role of one’s personality in the functioning of

emotions.

Although the three models have different theoretical bases, they agree that emotions significantly impact how

are expected to manage teaching, academic research, mentoring, and administration within ever-changing

institutional structures. These responsibilities often require a high level of empathy, effective communication,

and emotional regulation. Emotionally intelligent teachers are often better at building trust, creating a learning

environment, engaging and setting interpersonal behaviours. According to various studies, EI improves

leadership abilities, job satisfaction, stress management and teaching effectiveness in academic settings.

Emotionally intelligent teachers create and support a learning environment that motivates and engages students.

EI abilities are utilised in their teaching practices, including empathy for students' feelings, fostering engagement

by actively involving students, maintaining emotional connections, and self-regulation (Mamat & Ismail, 2021).

Additionally, Mortiboys (2013) states that, rather than focusing on cognitive development, successful teaching

requires the ability to identify and respond to learners' emotional states. However, the Traditional focus of

conflict resolution, and facilitates students' adaptation to institutional changes. In this context, integrative EI

does support both the individual and the organisation (Vandervoort, 2006). EI leaders build trust, facilitate

knowledge sharing, and foster synergy within teams, thereby promoting organisational learning and creativity.

EI enables collective capability, enabling institutions to match personal beliefs with the organisation's vision

(Lazovic, 2012). EI fosters a collaborative atmosphere, increases job satisfaction, and contributes to

organisational growth. Leaders who practice EI are more likely to influence, motivate and maintain a healthy

culture (Patra, 2004)

Some studies also suggest that HEIs rely on intellectual skills and emotional competencies to achieve better

productivity and foster a positive collaborative environment. EI should be viewed as an individual outcome and

a dynamic process integrated in the organisation, facilitating adaptability, learning and strategic responsiveness

adapt to change during a crisis like COVID-19, when they must manage virtual learning and stress. EI training

is important to integrate into their curriculum to increase resiliency and adaptability to deal with change and

uncertainty (Warrier et al., 2021)

Emotional intelligence also supports educators' well-being. EI has a positive relationship with job performance,

and the dimensions of EI, including self-regulation, self-awareness, motivation, and social skills, help teachers

manage stress more effectively, increase their job satisfaction, and enhance their job performance (Mohamad &

Jais, 2016). EI acts as a buffer against burnout. EI helps educators maintain mental stability and psychological

well-being. Teachers with self-regulation are less likely to experience exhaustion and depersonalisation,

suggesting that EI protects against these experiences in high-pressure situations (Bocheliuk et al., 2021). EI acts

as a protective factor against psychological stress in demanding educational settings. Although EI generally

fosters well-being, regulating negative emotions can have physiological consequences if self-care is unbalanced.

This highlights the importance of EI for growth and suggests that organisations should support faculty in

developing and maintaining EI competencies to enhance educators' physical and mental well-being (Cheng &

McCarthy, 2018).

Emotional intelligence has become more widely recognised at institutional levels, helping improve

organisational creativity and resilience. EI components, such as empathy, emotion management, and effective

communication, are highly beneficial to knowledge-based organisations, such as HEIs. In this context, EI acts

personal and student success. It has been found that the social and economic competencies, perceptions,

understandings, and emotional regulation of infant and primary school teachers are influenced by socio-

demographic and work-related factors, including age, gender, number of children, teaching level, and

contextual factors moderate this relationship (Gautam & Khurana, 2019). Women often showed high empathy

and emotional regulation, while age and work experience positively correlated with emotional maturity and self-

faculty and staff EI has been relatively underexplored. Studies have frequently shown EI as an individual trait

or a teachable skill, without examining how demographic variables, such as age, gender, marital status,

education, employment status, income, and administrative position, are connected with EI. Although the studies