2. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 1, January- February (2013)
employee commitment and job satisfaction (Erdogan, Bauer, 2010). Stress management
component and anxiety component; emerge as statistically significant with respect to the
relationship with Emotional Intelligence (Rooprai, 2009). Emotional intelligence (EI)
augments positive work attitudes and moderates the commitment level of employees in the
organisation. It is an intelligence that may be learned, developed and improved (Perkins,
1994).
Pestonjee (1992) had identified 3 important sectors of life from which stress originates
namely as, (i) Organizational& Job sector (ii) Social sector and (iii) Intra-psychic sector.
Organizational/ Job stress has been defined in terms of a misfit between skills & abilities of a
person and the demands of his/her job. The concept of Organizational/job stress falls under
the umbrella of a broader concept known as Role Stress. Therefore, it becomes imperative to
understand the concept of organizational role, in order to understand the concept of stress in
organizational & job sector of life. According to Pareek, role denotes the set of functions one
performs in response to the expectations of the significant others, and one’s own expectations
from that position or office. Role stress refers to the conflict and tension due to the roles
being enacted by a person at any given point of time. In the context of organizations, such
role stresses are called organizational role stress. Among the two distinct types of role
systems, Role Space and Role Set, either have an inherent in potential to contribute to
conflict and stress. Pareek (2010) had identified ten different types of organizational role
stressors.
1. Inter-Role Distance (IRD): It is experienced when there is a conflict between
organisational and non-organizational roles.
2. Role Stagnation (RS): This kind of stress is the result of the gap between the demand to
outgrow a previous role and to occupy a new role effectively. It is the feeling of being stuck
in the same role.
3. Role Expectation Conflict (REC): This type of stress is generated by different
expectations by different significant persons about the same' role; and the role occupant's
ambivalence as to whom to please.
4. Role Erosion (RE): This kind of role stress is the function of the role occupant's feeling
that some functions which should properly belong to his /her role are transferred to / or
performed by some other role.
5. Role Overload (RO): When the role occupant feels that there are too many expectations
from the significant roles in his/her role set, he/she experiences role overload.
6. Role Isolation (RI): This type of role stress refers to the psychological distance between
the occupant's role and other roles in the same role set.
7. Personal Inadequacy (PI): This type of stress arises when the role occupant feels that
he/she does not have the necessary skills and training for effectively performing the functions
expected from his/her role.
8. Self-Role Distance (SRD): When the role a person occupies goes against his/her self-
concept, then he/she feels self-role distance type of stress.
9. Role Ambiguity (RA): It refers to the lack of clarity about the expectations of the role
which may arise out of lack of information or understanding.
10. Resource Inadequacy (Rin): This type of stress is evident when the role occupant feels
that he/she is not provided with adequate resources for performing the functions expected
from his/her role.
13
3. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 1, January- February (2013)
Recent and prominent among the studies reported on Organizational Role Stress particularly
in Indian context includes comparative study by Lehal and Singh (2005) between the ORS
experienced by teaching faculty belonging to Public and Private institutions of higher
learning India observes decreased level of stress in public sector. Bano (2012) reported that
employees irrespective of belonging to public or private sector experience moderate level of
stress with role erosion being a major influencing factor while resource inadequacy
contributes the least.
Several studies have suggested that individuals with high emotional intelligence are more
capable of understanding and managing their emotions, which allows them to adjust to their
surroundings and become more tolerant to challenging conditions, including stress (Bar-On,
1997; Matthews et al., 2006). Individuals have had resorted to different methods to handle
stress, including use of intelligence, especially their emotional intelligence (Sirin, 2007).
Understanding and managing one’s own and others’ emotions are likely to influence work
attitudes and behavioural choices in the work place (Rozell, Pettijohn, and Parker, 2004).
Rooprai (2009) established a negative correlation between emotional intelligence and stress
or anxiety at workplace among management students. Many other studies have also
emphasized on a positive correlation between emotional intelligence and organizational
commitment (Carmeli, 2003; Nikolaou & Tsaousis, 2002; Shutte et al, 1998; Rozell et al,
2004).
Organizational Commitment is the willingness to exert high levels of effort on behalf of the
organization, a strong desire to stay with the organization and an acceptance of its major
goals and values. Allen and Meyer (1990) defined organizational commitment as a
psychological state that binds the individual to the organization. They developed a three-
component model of commitment and labelled them as affective, continuance, and
normative commitment, which are distinguishable from each other. (a) Affective
commitment refers to employees’ emotional attachment, identification with, and involvement
in the organization. Employees with a strong affective commitment stay with the organization
because they want to. (b) Continuance commitment refers to employees’ assessment of
whether the costs of leaving the organization are greater than the costs of staying. Employees
who perceive that the costs of leaving the organization are greater than the costs of staying
remain because they need to. (c) Normative commitment refers to employees’ feelings of
obligation to the organization. Employees with high levels of normative commitment stay
with the organization because they feel they ought to.
Cha, Kim and Cichy (2009) had explored the effects of work status (part-time versus full-
time) and emotional intelligence (high EI versus low EI-groups) on job satisfaction,
organizational commitment, and contextual performance among private club staff members.
The results indicated that differences in job satisfaction, organizational commitment, and
contextual performance, between part-time and full-time staff members had not been
statistically significant while, effects of emotional intelligence and work status in relation to
other factors had been statistically significant. Both, Sarboland (2012) and Mohamadkhani
and Lalardi (2012) in different studies had established explicit relationships between the
dimensions of EI and OC.
14
4. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 1, January- February (2013)
The literature indicates several studies that interrelates the major factors influencing the
work attitude of individuals. The correlation studies needs to be validated by extending the
studies to different regional and sectoral sections.
This investigation aims at identifying any possible interrelationships between the different
components of emotional intelligence (EI), organizational commitment (OC) and
organisational role stress (ORS) particularly among the individual employed in the area of
Higher education. Interrelationships between the demographical characteristics of the sample
population with components of EI, OC and ORS had also been evaluated. The collection of
data, analysis and the results are presented in the following sections.
DATA COLLECTION
With the scenario in higher education arena changing rapidly particularly in India,
with introduction of major roles by private players, it will be undoubtedly useful in
measuring the levels of the different components of EI, OC and ORS of individuals employed
in the sector. Possible interrelations of these factors with the demographic characteristics of
the individuals will be important in improvising the standards of education in any part of the
world. In this direction employees of a premiere technical Institution funded by Government
of India established in southern part of India was chosen as the sample space.
QUESTIONNAIRE DESIGN
The questionnaire for the investigation was developed using instruments established
through previous researches. The EI level was measured with The Emotional Intelligence
Scale developed by Schutte et al. (1998) comprising 33 items classified into four dimensions
namely (a) Perception of Emotion evaluated by 10 items; (b) Managing Others Emotions
by 8 items, (c) Managing Own Emotions by 9 items and (d) the utilisation of emotion by 6
items in line with suggestions of Ciarrochi et al. (2001), each assessable with a five-point
Likert-type scale.
A modified form of organizational role stress (ORS) scale, which was developed and
standardized by Pareek (2010) to measure the role stress, had been used in this study. The
ORS instrument comprised of 50 items for which measuring 10 types of role stressors (5
statements for each role stressor) assessable on a five point Likert scale. In addition, ten
questions with reverse evaluation were added.
The three dimensional Allen and Meyer (1990) instrument for measurement of OC was
employed in this study with 24 items classified in to three dimensions, namely: (a) affective
(AC); (b) continuance (CC); and (c) normative (NC) assessable with five point Likert scale.
Demographical characteristics grouped as Personal attributes, Job attributes and
Environmental attribute were included as 20 additional items. Among the three groups, age,
gender, marital status, number of children, educational qualification, native place, number of
family members and earning members and annual income had been taken as personal
attributes, number of days leaves availed, total experience, job overtime, salary satisfaction,
challenging nature of work, recognition and appreciation for employee contribution and
15
5. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 1, January- February (2013)
effective skill application as job attributes and experiencing organisational change is
considered as environmental attribute. In the entire questionnaire consisted of 137 items for
which data pertaining to each individual was intended to be collected.
DATA ANALYSIS
Random Sampling technique was used in the selection of sample for the present
study. Data pertaining to 34 Teaching faculties with varying age and work experience from
the Institute was collected through personal interviews. While in all 45 questionnaires were
distributed, completed responses were received only from 34 respondents that had been
utilised for the analysis.
Initially, internal validity of the data collected was measured using Cronbach’s Alpha and
items that yielded low values were rejected from the analysis. Reliability analysis and
identification of levels of EI, OC and ORS were carried out as descriptive analysis. Pearson
correlation matrix was employed as inferential statistical tool to comprehend the direction,
strength and significance of the bi-variate relationship between the variables. Statistical
Package for Social Sciences (SPSS version 17.0) was used for compiling and processing the
data. The major results obtained from the analysis and inferences drawn from the results are
presented below.
RESULTS FROM ANALYSIS
Demographic Characteristics of the participants
Demographic characteristics of the 34 respondents comprised an average age to be
35years with sixteen male and rest being female and among which twenty six were married.
Nine participants had agreed that they have undergone organizational changes during the past
6 months. Twenty participants had perceived that their job to be challenging. The nineteen
participants had positively responded to the receipt of appreciation and recognition of their
contribution to the organization. A different set of nineteen respondents had been able to
apply their skills and knowledge in their present role.
Reliability test
The reliability analysis of the data was performed using Cronbach's alpha coefficient.
Table.1 presents the results obtained from the reliability analysis of the data in measurement
of EI, OC and ORS. In table.1, parameter ability to manage others emotion initially yielded a
Cronbach’s alpha value of only .51 that was improvised to .73 with the rejection of two
questions from the analysis. In general the Cronbach’s alpha value obtained was well above
.7 and can be considered to be reasonable. In the table, parameter normative commitment
initially yielded an alpha value of only .45 that was improvised to .68 with the rejection of
three questions. In the table, role erosion initially yielded an alpha value of only .43 that was
improvised to .72 with the rejection of three questions. In all the three tables the final overall
alpha value obtained are well above 0.6 had hence the internal validity of the questionnaire
developed is established.
16
6. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 1, January- February (2013)
Table.1 Reliability analysis of dimensions of EI, OC and ORS
Variables Components Number of Initial No. of items Final
questions Cronbach eliminated Cronbach
alpha alpha
Perception of emotion 10 .84 1 .87
Managing others emotion 8 .51 2 .73
EI Managing own emotion 9 .75 None .75
Utilisation of emotion 6 .72 2 .74
Affective commitment 8 .83 None .83
OC Continuance commitment 8 .66 1 .71
Normative commitment 8 .45 3 .68
Inter role distance 6 .72 1 .77
Role stagnation 6 .77 None .77
Role expectation conflict 6 .67 2 .74
Role erosion 6 .43 3 .72
Role overload 6 .67 1 .76
ORS Role isolation 6 .59 2 .64
Personal inadequacy 6 .61 1 .66
Self role distance 6 .64 2 .83
Role ambiguity 6 .76 None .76
Resource inadequacy 6 .73 none .73
From the Data collected the values of the variables namely EI, OC and ORS were computed
for each response and sample averages were classified into three groups as low moderate and
high as suggested by the previous studies. The range of values for the classification is
presented in table 2.
Table.2 Measuring EI, OC, ORS
<5 Low level of EI,
EI >8 High level of EI 5 to 8 Medium level of EI
which is below average
OC >8 Highly committed 5-8 Moderately committed <5 Less committed
ORS >7.5 Highly stressed 5 to 7.5 Moderately stressed <5 Less stressed
17
7. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 1, January- February (2013)
The average values obtained for the sample on all three different variables are presented in
table 3.
Table.3 Average magnitude of EI, OC and ORS
Variables Dimensions Average Magnitude
Perception of emotion 7.32
Managing others emotion 7.54
EI Managing own emotion 8.06
Utilisation of emotion 7.92
Emotional Intelligence 7.7
Affective Commitment 7.56
OC Continuance Commitment 6.38
Normative Commitment 6.7
Organisational Commitment 6.88
Inter role distance 4.76
Role stagnation 5.00
Role expectation conflict 5.00
Role erosion 6.52
Role overload 5.18
ORS Role isolation 5.36
Personal inadequacy 5.56
Self role distance 4.56
Role ambiguity 4.52
Resource inadequacy 5.50
Organisational Role Stress 5.20
From the table it can be observed that the population represented individuals having
relatively medium level of EI, and are moderately committed to the organization and are
among the lower side of moderately stressed. The results indicate that with the average age
being on the lower side the EI values are reasonable as the qualifications of the incumbents
are relatively high. The Institute being a public sector organization, the relative commitment
to the organization is only moderate while the incumbents work with relatively lower work
stress owing to the relative academic freedom available.
18
8. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 1, January- February (2013)
PEARSON’S CORRELATION COEFFICIENT AMONG VARIABLES OF THE
STUDY
Correlation among the components of EI, OC, ORS, and demographical variables
were examined. The results obtained are presented in table.4. It can be observed from the
table that there exists a significant positive correlation between EI and affective & normative
commitment and in general, OC. While, EI has a positive relationship with inter role distance,
role erosion; role isolation and personal inadequacy exhibits negative relationship indicating
employees performing independently rather than as a team. EI has no correlation with
personal attributes, job attributes & environmental attribute. However, managing own
emotion is negatively related with absenteeism and positively related with number of children
indicating a slight imbalance in Work life Balance. In general, OC appears to have no direct
relationship with ORS. However, individually OC is observed to be positively related with
Role erosion, AC is negatively related with role isolation and role ambiguity and NC is
positively related with role erosion. OC also exhibits a negative relationship with marital
status and a positive relation with number of children. AC is related negatively with marital
status and absenteeism, positively with number of children. NC is negatively related with
overtime job. ORS is positively related with absenteeism and negatively with organizational
change.
CONCLUSION
The study results presents the overall work environment prevailing in the sample
space and throws insights in to the possible interrelationships between the various parameters
examined. The high Cronbach’s alpha values indicate a high internal validity of the
questionnaire developed and used for the study. In general as the sample space concerns
about population engaged in a institute of higher education the qualification levels as well as
the maturity levels of the incumbents are relatively high resulting in a high EI values. The
results also indicate a moderate OC combined with relatively lesser work stress indicating the
academic freedom prevailing in the work environment. However, there is lesser team work
and lesser influences of informal organizations within the institution.
The experience gathered in design of questionnaire, data collection and analysis during the
investigation has not only led to understand the work environment prevailing in the sample
space but also assisted in validating the effectiveness of the questionnaire in capturing the
parameters that influence the work attitude. Similar studies are envisaged to be carried out in
different employment sectors to understand the relationships between the influencing
parameters that can lead to pin point the needs of the organization in sustaining the
effectiveness.
19
10. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 – 6510(Online), Volume 4, Issue 1, January- February (2013)
- - .45 .42 .38 .37 - - - - - - - .35 -
RE 1 .10 .01 .32 .13 .25 .09 .12 .16 .03
.02 .06 ** * * * .02 .09 .07 .22 .16 .25 .22 * .28
-
- .38 - - - - - - - - -
RO 1 .02 .20 .09 .00 .32 .12 .18 .36 .24 .19 .20 -.32
.12 * .15 .04 .16 .34 .18 .08 .06 .13 .29
*
Earning members
Family members
Annual income
Work challenge
Appreciattion
Org. changes
Skill applicn
Continuance
Salary satis
Mng others
Experience
Total ORS
Normative
Perception
Tot al OC
Education
Over time
Mng own
Tot al EI
Affective
Distance
Children
Marital
Utilizn
Native
Leave
REC
SRD
IRD
RIN
Age
RO
RA
RE
RS
RI
PI
-
.54 .42 .49 - - - - -
RI 1 .19 .20 .04 .14 .14 .23 .01 .33 .01 .21 .08 .31 .31 .13
** * ** .20 .21 .18 .19 .03
- - .31
.48 - - - - .39 - .38 -
PI 1 .22 .29 .11 .08 .36 .02 .09 .10 .46 .17 .14
** .29 .16 .16 .33 * .23 * .24
* *
-
.65 .38 .73 - - - - - - - - .45 -
SRD 1 .22 .25 .24 .27 .33 .21 .37
** * ** .28 .03 .08 .01 .23 .19 .31 .31 ** .30
*
-
.60 .83 - - - - - .44 - -
RA 1 .34 .17 .01 .09 .24 .24 .30 .28 .14
** ** .29 .06 .23 .13 .20 ** .16 .09
*
.58 - .35 - - - - .36 -
RIN 1 .14 .05 .06 .08 .18 .27 .21 .21 .16
** .21 * .02 .20 .14 .05 * .23
-
- - - - - - - .58 -
Total ORS 1 .01 .12 .22 .12 .23 .24 .24 .40
.18 .01 .02 .15 .30 .30 .09 ** .05
*
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
21
11. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 1, January- February (2013)
REFERENCES
[1] Allen, N. J and Meyer, J. P. (1990), ‘The Measurement and Antecedents of Affective,
Continuance, and Normative Commitment to the Organization’, Journal of Occupational
Psychology, volume 63, 1-18.
[2] Bano, Bushara and Jha, Rajiv (2012), ‘Organizational Role Stress Among Public and
Private Sector Employees: A Comparative Study’, The Lahore Journal of Business (Summer
2012), pp. 23–36.
[3] Bar-On, R. (1997), ‘Emotional Quotient Inventory Technical Manual’, MHS Publications,
Toronto. Carmeli, A. (2003), ‘The relationship between emotional intelligence and work
attitudes, behaviour and outcomes: An examination among senior managers’, Journal of
Management Psychology, volume18, issue 8, pp.788-813.
[4] Cha, JaeMin; Kim, SeungHyun and Cichy, Ronald, F. (2009); ‘Job Satisfaction,
Organizational Commitment, and Contextual Performance: Examining Effects of Work
Status and Emotional Intelligence among Private Club Staff Members,
http://scholarworks.umass.edu.
[5] Cook, J. and Wall, T. (1980), ‘New work attitude measures of trust, organizational
commitment and personal need non-fulfilment’, Journal of Occupational Psychology,
volume 53, pp. 39 - 52.
[6] Erdogen, B. and Bauer, T. (2010), ‘Organisational Behavior’,
http://catalog.flatworldknowledge.com/bookhub/3?e=bauer-ch04_s01#bauer-ch04 Lehal,
Ritu; and Singh, Sukhdeep (2005), ‘Organizational Role Stress among College Teachers of
Patiala District: A Comparative Study of Government and Private Colleges’, RIMT Journal
of Strategic Management & Information Technology, Volume 2, No.1 & 2, Jan.-June.
[7] Matthews .G, Emo A.K, Funke G, Zeidner M, Roberts RT, Costa PT, Schulze R (2006),
‘Emotional Intelligence, personality and task-induced stress’, Journal of Exp Psychol Appl.
12(2), pp.96–107.
[8] Mohamadkhani, K. and Lalardi, Nasiri, M. (2012), ‘Emotional Intelligence and
Organizational Commitment between the Hotel Staff in Tehran, Iran’ American Journal of
Business and Management Vol. 1, No. 2, 2012, pp. 54-59.
[9] Nikolaou. I, and Tsaousis. I. (2002), ‘Emotional intelligence in the workplace: Exploring
its effects on occupational stress and organizational commitment’, International Journal of
Organizational Analysis, volume10, issue 4, pp. 327-342.
[10] Pareek,Udai and Purohit,Surabhi (2010), ‘ Training instrument in HRD and OD’, Third
edition, Tata McGraw-Hill, New Delhi.
[11] Perkins, D. (1994). ‘Outsmarting IQ: The Emerging Science of Learnable Intelligence’,
The Free Press, New York, NY.
[12] Pestonjee, D.M. (1992) Stress and Coping-The Indian Experience, Second edition, Sage
Publications India Private Ltd., New Delhi.
[13] Rooprai, K.Y. (2009), ‘Role of Emotional Intelligence in Managing Stress and Anxiety
at workplace’ Proceedings of ASBBS, Volume 16, Number 1.
[14] Rozell, E. J.; Pettijohn, C.E.; and Parker, R.S. (2004), ‘Customer oriented selling:
Exploring the roles of Emotional Intelligence and Organisational commitment Psychology
and Marketing’, volume 21, issue 6, pp. 405-424.
[15] Sarboland, Kheyrollah (2012), ‘Assessment of the Relationship between Emotional
Intelligence and Organizational Commitment of Employees: A Case Study of Tax Affairs
Offices, Iran’, Journal of Basic and Applied Scientific Research.
22
12. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 1, January- February (2013)
[16] Schutte, N. S ; Malouff, J. M; Hall, L. E; Haggerty, D. J; Cooper, J; Golden , C. J; and
Dorhheim, L. (1998) ‘Development and validation of a measure of emotional intelligence -
Personality and Individual Differences’, pp.167-177.
[17] Sirin, G. (2007), ‘ The relationship between teachers’ emotional intelligence levels and
their ways of coping up with stress’,Master’s thesis, Gazi University, Ankara, Turkey.
[18] Dr.N.Shani and Narayanasamy.P.S, “The Role of Employee Engagement and Strategic
Tool in HRM” International Journal of Management (IJM), Volume 2, Issue 2, 2011,
pp. 25 - 32, Published by IAEME
[19] Dr.C.Swarnalatha and T.S.Prasanna, “Employee Engagement: The Key to
Organizational Success” International Journal of Management (IJM), Volume 3, Issue 3,
2012, pp. 216 - 227, Published by IAEME
[20] U. Gowri Shankar and K. Keerthi, “Emotional Intelligence among Middle School
Teachers With Reference To Nagapatinam District, Tamil Nadu” International Journal of
Management (IJM), Volume 1, Issue 2, 2010, pp. 1 - 8, Published by IAEME
[21] Minakshi Nagar, “Incorporation of Emotional Intelligence (EI) Into the Business
Curriculum: Redefining the Success Mantra at Workplace” International Journal of
Management (IJM), Volume 3, Issue 2, 2012, pp. 213 - 221, Published by IAEME
[22] Saket Jeswani and Dr. Sumita Dave, “Emotional Intelligence as an Antecedent of
Turnover Intention: An Empirical Analysis on Faculty Members” International Journal of
Management (IJM), Volume 3, Issue 2, 2012, pp. 387 - 400, Published by IAEME
23