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EMOTIONAL INTELLIGENCE AS AN ANTECEDENT OF TURNOVER INTENTION: AN EMPIRICAL ANALYSIS ON FACULTY MEMBERS

Saket Jeswani Sr. Assistant Professor, Shri Shankaracharya Institute of Technology and Management, Junwani, P.O. Nehru Nagar, Bhilai, Chhattisgarh, India - 490020 Email: saketjeswani@gmail.com Dr. Sumita Dave Professor, Faculty of Management Studies, Shri Shankaracharya Group of Institutions, Junwani, P.O. Nehru Nagar, Bhilai, Chhattisgarh, India - 490020 Email: sumitadave@rediffmail.com 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 of faculty members on turnover intention in various technical educational institutes of India. A 23item 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 construct validity 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 emotional intelligence and turnover intention. The result of this empirical investigation demonstrates that emotional intelligence has a significant impact on turnover intention of faculty members. Among five antecedents of emotional intelligence, general mood has an inverse significant impact on turnover 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 intelligence competence.
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Keywords: Emotional Intelligence, Faculty Members, Technical Education, Turnover Intention INTRODUCTION In the previous decade, emotional intelligence has generated an enormous amount of interest 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 often lead 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 'making up'. 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 process decisions. 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 not able 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 viewing emotions 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 a positive 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 respond correctly 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
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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/or academic 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 A form 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 as The 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 in dealing with environmental demands (Bar-On, 1997). Emotional intelligence has also proven to benefit mentoring relationships. These relationships 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 in order 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 and personality 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 on how 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.
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Bar-On: A Mixed Model of Emotional Intelligence

The director of the Institute of Applied Intelligences in Denmark and consultant for a variety 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 of emotional intelligence relates to the potential for performance and success, rather than performance 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 solve problems 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 time and 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 general more 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 an important 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 their emotions 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 are explained below along with the hypothesis. 1. Intrapersonal: It relates primarily to the governing of our ability to be aware of our emotions and 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)
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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 governs our 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 adapt to personal and interpersonal change as well as change in our immediate environment. (BarOn, 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 enjoy ourselves, others and life in general, as well as influences our general outlook on life and overall 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 of literature 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.

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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. Emotional Intelligence 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 Scale developed 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-On Emotional 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.

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Table 1: Research Instrument Variable Turnover Intention Items Z1 Z2 Z3 Intrapersonal (Self-awareness and selfexpression) (X1) X11 X12 X13 X14 X21 Interpersonal (Social awareness and interaction) (X2) X22 X23 X24 Stress Management (Emotional management and control) (X3) X31 X32 X33 X34 X41 Adaptability (Change management) (X4) X42 X43 X44 X51 General Mood (Self-motivation) (X5) X52 X53 X54 Scale Actively searching for a new job next year Often think about quitting present job Leave this institute as soon as possible Self-Regard (being aware of, understanding and accepting ourselves) Emotional Self-Awareness (being aware of and understanding our emotions) Assertiveness (expressing our feelings ourselves nondestructively) Independence (being self-reliant and free of emotional dependency on others) Empathy (being aware of and understanding how others feel) Social Responsibility(identifying social groups) Interpersonal Relationship (feeling part of our social groups) Satisfying Relationship (establishing mutually satisfying relationships) Stress Tolerance (effectively and constructively managing our emotions) Impulse Control (effectively and constructively controlling our emotions) Calm & Relaxed (relaxed at work) Coping Stress (cope up with stress easily) Reality Testing (validating our feelings and thinking with external reality) Flexibility (coping with and adapting to change in our daily life) Accept Change ( open to accept change) Problem Solving (generating effective solutions to problems of an intrapersonal and interpersonal nature) Optimism (having a positive outlook) Happiness (feeling content with ourselves, others and life in general) Positive Thinking (looking at the brighter side of life) Self-motivated (self motivation at work) Bar-On, R. 2004; Reference from: BarOn Emotional Quotient Inventory (EQ-i)) Source Donnelly and Ivancevich (1985)

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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 of structured 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 demographic characteristics. 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 has been 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 to leave 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 to leave the organization. The reliability test of this construct is 0.881. Validity & Reliability of Instruments The 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 of turnover 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 & 0.687 respectively. X31 and X32 items of stress management are loaded under 5th 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 and X54 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
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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 Matrix Items Z1 Z2 Z3 X11 X12 X13 X14 X21 X22 X23 X24 X31 X32 X33 X34 X41 X42 X43 X44 X51 X52 X53 X54 1 0.092 -0.209 -0.156 0.16 0.09 0.073 0.07 0.065 0.158 0.006 -0.016 0.182 0.034 0.179 0.007 0.095 0.065 0.181 0.075 0.622 0.791 0.711 0.555 2 0.775 0.806 0.827 0.024 0.001 -0.135 -0.096 -0.059 -0.046 -0.004 0.011 0.027 0.006 -0.097 0.104 -0.104 -0.077 0.015 -0.114 -0.092 -0.037 -0.089 3 -0.052 -0.077 -0.043 0.122 0.044 -0.1 -0.054 -0.008 0.08 0.165 0.236 0.16 0.008 0.138 0.166 0.31 0.787 0.770 0.653 0.285 0.038 0.07 4 -0.036 0.079 -0.046 0.757 0.762 0.245 0.071 0.446 0.101 -0.159 -0.189 0.093 0.037 -0.042 0.112 0.186 0.071 -0.014 0.123 0.143 -0.1 0.253 5 -0.006 0.063 -0.053 0.006 0.126 0.019 -0.107 0.081 0.35 0.096 0.064 0.758 0.829 0.102 0.188 0.263 0.251 -0.018 -0.002 0.021 0 0.163 6 -0.033 -0.091 -0.029 0.043 0.014 -0.012 0.591 0.546 0.516 0.38 0.687 0.088 0 -0.078 0.235 0.238 0.094 0.109 -0.042 -0.027 0.209 0.069 7 -0.107 0.035 0.061 -0.024 0.096 0.101 0.2 -0.02 -0.273 -0.129 0.035 0.142 0.124 0.785 0.705 0.232 -0.013 0.074 0.223 0.202 0.14 -0.071 8 0.028 -0.081 -0.074 -0.065 0.145 0.757 -0.024 0.016 0.099 0.724 0.192 0.052 0.005 -0.031 0.033 -0.296 -0.122 0.032 0.085 0.109 -0.027 -0.041 0.117

-0.159 0.123 0.32 0.348 -0.117 -0.023 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 data gathered for all the subscales are reliable.
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Table 5: Reliability Test of Instruments Independent Variables Items Considered after Validity Test Turnover Intention (Z) Z1, Z2, Z3 Intrapersonal (X1) X11, X12 Interpersonal (X2) X21, X22, X24 Stress Management (X3) X31, X32 Adaptability (X4) X42, X43, X44 General Mood (X5) X51, X52, X53, X54 DATA ANALYSIS & INTERPRETATION:

Cronbachs Alpha 0.753 0.796 0.826 0.865 0.791 0.877

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 Cronbachs coefficient alpha to determine the scales internal consistency reliability. Finally, the regression analysis was conducted to determine the impact of three Antecedents of emotional intelligence on 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 1 0.888 0.789 0.785 Antecedents: X1, X2, X3, X4, X5; Dependent Variable: Z Std. Error of the Estimate 0.01826

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 Sum of Mean Model df F Squares Square 1 Regression 68.999 5 13.800 176.076 Residual 18.418 235 0.078 Total 87.417 240 Antecedents: X1, X2, X3, X4, X5; Dependent Variable: Z

Fcrit 2.649

Sig. 2.31E-77

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<0.05) as shown in table 8. Therefore research hypothesis H5 is accepted whereas null hypothesis (H0) is accepted for other four antecedents viz. Intrapersonal (X1), Interpersonal (X2), Stress Management (X3) & Adaptability (X4) i.e H1, H2, H3 and H4 are rejected.
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Table 8: Linear Regression Unstandardized Coefficients Model 1 X1 X2 X3 B (Constant) 4.785 0.076 -0.004 -0.037 Std. Error 0.635 0.096 0.104 0.113 0.056 -0.003 -0.028 Standardized Coefficients Beta t 7.538 0.795 -0.040 -0.331 Sig. 0.000 0.427 0.968 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 inverse relationship 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

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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 emotional intelligence 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 faculty members 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 committed faculties 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 this study 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 significant impact 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 having positive 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 support them 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 organizational climate 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 in relation to turnover intention in educational settings.

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