Emotional Intelligence in Organizational Commitment as a Sample of University Lecturers Burnout

Abstract

This study investigated the moderating role of emotional intelligence in the relationship between burnout and organizational commitment in a sample of university lecturers. Four hundred and forty-six (446) participants comprising 279 males and 167 females between the ages of 28 and 69 (M = 47.72, SD = 9.66) were drawn from the Faculties using cluster and purposive sampling techniques. The study was a correlational in which the 22-item Maslach Burnout Inventory, 18-item Organizational Commitment Questionnaire, and 10-item Brief Emotional Intelligence Scale were administered for data collection. Moderated Multiple Hierarchical Regression analysis was used for data analysis. Results indicated that utilization of emotion positively predicted affective organizational commitment (β = .16, t = 2.43, p< .05); regulation of others’ emotion significantly predicted continuance organizational commitment positively (β = .20, t = 3.09, p< .01) while emotional exhaustion negatively predicted affective organizational commitment and continuance organizational commitment (β = -.15, t = -2.93, p< .05; β = -.05, t = -2.27, p< .01), respectively. Feeling of reduced personal accomplishment and depersonalization positively predicted continuance organizational commitment (β = .89, t = 40.66, p< .01; β = .06, t = 2.58, p< .01), respectively. Similarly, feeling of reduced personal accomplishment positively predicted normative commitment (β = .54, t = 12.62, p< .01). Emotional intelligence did not moderate the relationship between burnout and organizational commitment. The results of this study were discussed, the implications of the study were highlighted and suggestions were made for further studies. It has been recommended that policy makers in tertiary institutions, especially universities should consider policies that will enhance utilization of emotion and regulation of others emotion dimensions of emotional intelligence in order to enhance affective and continuance organizational commitment of lecturers. Such policies should also create conditions to reduce emotional exhaustion component of burnout in order to enhance affective and continuance organizational commitment of lecturers.