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PurposeThe purpose of this research is to investigate faculties' perceptions of emotional intelligence about job performance (task and contextual performance (TP and CP)) in the higher education sector in the Kingdom of Saudi Arabia.Design/methodology/approachThis research employed an explanatory research design method. A quantitative design approach is adopted by implementing a survey-based study. Quantitative data have been collected anonymously from faculty members (n = 277) working in different higher educational institutes in Saudi Arabia.FindingsThe research findings revealed a positive relationship between others' emotions appraisal and use of emotions with CP, whilst all the dimensions of emotional intelligence, namely self-emotions appraisal (SEA), others' emotions appraisal (OEA), use of emotions (UOE) and regulation of emotions (ROE) revealed a significant positive relationship with the TP. Nevertheless, the research supports the argument that emotional intelligence is considered an essential contributor to faculty members' job performance.Practical implicationsThis research study provides empirical support for the argument that emotional intelligence is a direct driver for enhancing job performance through the appraisal, use and regulation of emotions. In terms of practical implications, the research findings will encourage higher education institutions to take specific actions that will help to enhance awareness of and build emotional intelligence skills amongst faculty staff.Originality/valueThis study is the first that has sought to investigate the impact of emotional intelligence on employees' performance in the Saudi Arabian higher education sector. Additionally, this study has developed a new psychometric scale that is useful in the higher education sector. |
