THE INFLUENCE OF EMOTIONAL INTELLIGENCE AND LEADERSHIP STYLE ON JOB SATISFACTION. A CASE STUDY OF LECTURERS OF UNIVERSITY OF LAGOS AND PAN-ATLANTIC UNIVERSITY,LAGOS STATE
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THE INFLUENCE OF EMOTIONAL INTELLIGENCE AND LEADERSHIP STYLE ON JOB SATISFACTION. A CASE STUDY OF LECTURERS OF UNIVERSITY OF LAGOS AND PAN-ATLANTIC UNIVERSITY,LAGOS STATE
CHAPTER ONE
INTRODUCTION
- Background of the Study
Job satisfaction as an important job attitude has been researched with different findings. The purpose of this section is to review some of those works. While some factors of job satisfaction relate to the job itself others relate to the individual characteristic (Saif-ud-din, Khair-uz-zaman & Nawaz, 2012; Shajahan & Shahajan, 2004). For example Kucel and Bufi (2013) in explaining job satisfaction digest the subjective evaluation of job characteristic (such as work autonomy or learning opportunities) into surplus and deficit levels. This analysis was based on Lock’s Discrepancy Theory (Locke 1969). The perception of surplus in job characteristic was found to include high level of autonomy in the job, high job security, but high earning and status were found to be factors that are not so strong in explaining surplus job characteristic. Kucel and Bufi (2013) found the importance of over-skilling and over education on job satisfaction. Over-education on the job reduces job satisfaction of workers. In addition, having more skills than necessary to perform the current job has much negative significance on the job than over education. According to Elsy, Luc and Erik (2009) higher educational level increase expectations on the job and reduces satisfaction because of the worker`s perception of his/her self worth and or qualification on the job.
Additionally, Bradley, Taylor and Nguyen (2003) found pay to have a small impact on job satisfaction unless it is combined with job autonomy. However, Aziri (2011) opined that when employees are adequately rewarded with what they feel is equitable they will be satisfied and it will likely result in greater performance. More to this, he argues that human resource managers must have employees` loyalty in mind because of its negative effect when low. Aziri (2011) identified three types of loyalty (affective loyalty, normative loyalty, and continuity loyalty). Affective loyalty is when an employee feels an emotional connection with the company. Normative loyalty has to do with cases when an employee feels he owes something to the company while continuity loyalty arises when an employee does not have an opportunity to find another job. These forms of loyalty were found to have significant effect on job satisfaction. In the view of Corneliben (2006) insecurity on the job increases the tendency for job search but decreases quit. He identifies that insecurity on the job decreases job satisfaction.
There is need to retain these great resources in the university system to exploit their knowledge and abilities, one way to retain them is to study their job satisfaction (Corneliben, 2006).Unfortunately, there has been a brain drain of academics in Africa. In 2006, 10.7% of the human resource who were trained in Nigeria got job abroad (Doequier & Marfouk 2006), resulting in human resource deficit in the system which costs the region over $4 billion to get foreign professionals (Mba & Ekeopara 2012). Of course, this is huge amount that could be used in enhancing the capacity of the universities in the region. Some of the academic staff are moving from the universities to foreign countries, and some from universities to other sectors of the economy. It was reported that in 20 years from 1983-2003 a sizable number of Nigerian academics have migrated abroad in search of greener pastures (Guardian, 2003). Many of them have been absorbed into universities and Centre of Research in Europe, America and the Middle East. According to the estimates of the Presidential Committee on Brain Drain set up in 1988 by the Nigerian Government, Nigeria between 1986 and 1990, lost over 10,000 academics from tertiary education institutions alone (Tamuno, 1990)
In today’s dynamic market scenario, the biggest challenge facing educational institutions is retaining the talented workforce (Tamuno, 1990). The understanding of emotions in the workplace is gaining importance as they act as a precursor in determining an individual’s response as well as attitude towards the workplace. The responsibilities and duties of lecturers in the university system in terms of workload, longer working hours under stress affect their job satisfaction and performance level (Awang,Hanim &Mohammed, 2010). Emotional intelligence enables academics to manage their emotions and other members` emotions. This helps to keep an appropriate performance and increase the ability of lecturers to cope with physiological and psychological stress in performing their jobs. Social interaction is viewed as indispensable in any organization ( i.e private or public), so much so that good social interaction results in synergy and positive outcome by the organization (Hagedon,1994). Emotional intelligence is one of the guiding factors that determine the success of social interaction which eventually lead to job satisfaction and even success in life ( Lar, Ameli, & Shooshtarian, 2013).
Emotional Intelligence (EI) and leadership style have been widely recognized as critical factors influencing job satisfaction in organizational settings (Goleman, 1995; Mayer & Salovey, 1997). In the academic sector, lecturers’ job satisfaction is essential for institutional productivity, student success, and overall educational quality (Spector, 1997). Studies suggest that leaders who exhibit high emotional intelligence foster positive work environments, thereby enhancing employee morale and job satisfaction (Wong & Law, 2002).
In Nigerian universities, job satisfaction among lecturers has been a growing concern due to factors such as workload, inadequate remuneration, and administrative inefficiencies (Omonijo et al., 2014). Leadership styles, whether transformational, transactional, or laissez-faire, further influence job satisfaction by shaping workplace culture and employee engagement (Bass & Riggio, 2006). The University of Lagos (UNILAG) and Pan-Atlantic University (PAU), both located in Lagos State, provide contrasting institutional models—public versus private—making them ideal for comparative analysis on how leadership and emotional intelligence impact lecturers’ job satisfaction.
1.2 Statement of the Problem
Despite the increasing emphasis on leadership quality and emotional intelligence in organizational behavior, there is limited empirical research on how these factors specifically influence job satisfaction among university lecturers in Nigeria (Adeyemo, 2009; Okurame, 2012). Lecturers in Nigerian universities often report dissatisfaction due to poor leadership approaches and emotionally unsupportive work environments (Ojedokun et al., 2015). This study seeks to examine the extent to which emotional intelligence and leadership styles contribute to job satisfaction among lecturers at UNILAG and PAU, providing insights for improved institutional management.
1.3 Research Objectives
The study aims to:
Assess the level of emotional intelligence among academic leaders at UNILAG and PAU.
Examine the predominant leadership styles in both institutions.
Investigate the relationship between leadership style and lecturers’ job satisfaction.
Determine how emotional intelligence mediates the effect of leadership on job satisfaction.
Compare findings between public (UNILAG) and private (PAU) university settings.
1.4 Research Questions
This study addresses the following questions:
What is the level of emotional intelligence among academic leaders at UNILAG and PAU?
What leadership styles are most prevalent in these institutions?
How does leadership style influence lecturers’ job satisfaction?
To what extent does emotional intelligence moderate the leadership-job satisfaction relationship?
Are there significant differences in these dynamics between UNILAG and PAU?
1.5 Significance of the Study
This research contributes to existing literature by providing empirical evidence on the interplay between emotional intelligence, leadership style, and job satisfaction in Nigerian higher education. Findings will benefit:
University administrators in refining leadership training programs.
Lecturers by advocating for emotionally intelligent leadership.
Policy-makers in designing better workplace policies.
Future researchers by identifying gaps in leadership and organizational behavior studies.
1.6 Research Hypothesis
H1: Emotional intelligence and leadership style does not have a significant impact on job satisfaction
H2: Emotional intelligence and leadership style does not have a significant impact on job satisfaction
H3: There is no relationship between Emotional intelligence and leadership style and job satisfaction
H4: There is a relationship between Emotional intelligence and leadership style and job satisfaction
1.7 Scope and Limitations
Geographical Scope: UNILAG (public) and PAU (private), Lagos State.
Respondents: Academic staff (lecturers) and department heads.
Limitations: Potential bias in self-reported data, and findings may not be generalizable to all Nigerian universities.
1.8 Definition of Key Terms
Emotional Intelligence (EI): The ability to perceive, understand, and manage emotions (Salovey & Mayer, 1990).
Leadership Style: The approach a leader uses to guide and motivate employees (Bass, 1985).
Job Satisfaction: An employee’s contentment with their work role (Locke, 1976).
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