1. INTRODUCTION
Today emotional intelligence is a popular topic of many discussions among academic scholars and corporate executives. What exactly is emotional intelligence, and what role does it play in business and in education? In this paper, I will attempt to answer these questions by providing definitions and a brief history of emotional intelligence (EQ); by discussing the key components of emotional intelligence. This paper seeks to accomplish four objectives. The first is to provide meaning of emotional intelligence (EI), communication effectiveness, motivation, job satisfaction, and demographic variables. The second is to develop an integration model showing the relationships among EI, communication effectiveness, motivation, job satisfaction, and demographic variables. The third is to invest in people through EI activities, communication effectiveness and motivation, job satisfaction, and demographic variables cubs #23 jersey programs. Lack of recognition of the interconnection among EI, communication effectiveness, motivation, job satisfaction, and demographic variables in the literature motivated the authors to write this paper.
At present, there is very little empirical literature on EI within the context of the educational administrations, particularly on relationships EI, communication effectiveness, motivation, job satisfaction, and demographic variables and how manager's EI is affected on communication effectiveness and? job satisfaction, that have attracted considerable attention in the organizational literature.
In the next section, we review the literature on theories of EI, communication effectiveness, motivation, and job satisfaction, and of the link between them. This review leads to the development of the hypotheses in this study. Finally, we discuss our conclusions.
Emotional intelligence in organization setups has undergone dramatic switches in the last few decades. All over the world, organization environments have seen drastic changes as a result of the late 1990s developments in organizational behavior. The beginning of the 20th century saw the emergence of the notion of emotional intelligence. By the 1990s it became a topic of great interest. The first author on EI as a science was, Daniel Goleman, a psychologist who wrote for the New York Times. He modeled and extended the concept of EI in his book, ‘Emotional Intelligence: Why It Can Matter More Than IQ for Character, Health and Lifelong Achievement' which he wrote in 1995. Ever since, the concept of EI took a broader perspective and was reported in Funder standing (2004) series and in articles, the importance of EI became well established.? (This discussion of "emotional intelligences" is available at http://www.funderstanding.com/eq.cfm.)
Emotional Intelligence transformed progressively from a mere notion into a dominant theory in many research areas within which its effects on human behavior were analyzed. Recently, EI received much interest in effective communication. Results of these studies indicated that emotional intelligence played a pivotal role in human communication. The need to establish the relationship between EI and effective communication was recognized. This relationship was further emphasized by many EI theorists who asserted that managers who are emotionally intelligent communicate well with people (Goleman, 1995; Mayer, Salovey & Caruso, 2004; Weisinger, 1998).
There is a significant gap in the quantity of literature examining the relationship among emotional intelligence, job satisfaction, communication effectiveness, and motivation. One study, the first of its kind, examined the interaction effect of managers' EI and employees' EI on job satisfaction (Sy, Tram, & O'Hara, 2005). Further, empirical support is limited that gives special attention to how managers with high EI offer unique contributions to their organizations (Carmeli, 2003).? More research is needed to further examine the relationships between emotional intelligence and the work environments that affect job satisfaction and performance (Sy et al., 2005). Concerning job satisfaction, existing research has examined the relationship between present-tense emotions and job satisfaction (Niklas & Dormann, 2005), self-esteem and job satisfaction (Alavi & Askaripur, 2003), self-esteem, generalized self-efficacy, emotional stability upon job satisfaction and job performance (Judge & Bono, 2001), and finally, the effect of EI upon job satisfaction and performance (Sy, et al.). Concerning organizational commitment, one study was done examining the relationship between EI and occupational stress and organizational commitment (Nikolaou & Tsaousis, 2002). Two research studies, however, were found that examined the three components of EI, job satisfaction, and organizational commitment (Carmeli, 2003; Petrides & Furnham, 2006). But no study has examined the relationship among emotional intelligence, communication effectiveness, job satisfaction, and motivation together.? On the other hand, no study has examined the interaction effect of managers' EI and employees' EI on job satisfaction and communication effectiveness. The combination of these four variable will invariably lead to higher levels of both success and life satisfaction. This comprehensive study will seek to expand our understanding and identify the nature of the relationships among the four factors of emotional intelligence, communication effectiveness, motivation, and job satisfaction within the educational administrations. Even though, emotional intelligence is crucial for the sustainment of communication effectiveness and job satisfaction, there have been very limited studies done on this subject, resulting in vital aspects like motivation to go on unnoticed. In order to fill in this gap, this study will be conducted in Iran-based educational administrations.
1.1 Problem Statement
The problem to be addressed in this study was the lack of communication effectiveness and job satisfaction in educational administrations of Iran. Sharma (2006) reported that attrition rate and absenteeism are major problems in the organizational environment due to ineffective of communication and lack of job satisfaction. Also, In 2000, statistics from the Society for Human Resource Management (SHRM) 2000 Retention Practices Survey revealed a turnover rate of 21 to 26% in organizations due to lack of communication and job satisfaction. Voluntary turnover increased across the board for 2003 to 2004 from 19 to 20% (NOBSCOT Corporation, 2006). Twenty-one percent of respondents reported poor communication and unsatisfied conditions of job as major reasons for the problem of turnover rate. Smaller organizations experienced a national turnover rate of 17% in the United States (SHRM, 2000). If individuals are not satisfied with their jobs and communications are not effective, problems often arise in effectiveness and satisfaction throughout the organization (Herzberg, 1974).?????????????????????????????????????????? ???????????????????????????????????????????????????????????????????????????????????????????????????????????????????
Ineffective communication, lack of communication or inadequate communication causing disturbance, employee turnover, disorder, failure to achieve goals, and damage to the image of the organization (Chang, 1993). Another study illustrates that lack of effective communication may lead to; misunderstandings, lack of information, decrease in employees' performance, and decrease in company's turnover in organizations and on the other hand lead to incompetence, poor teamwork and disrespect (Maxfield et al., 2005). Also lack of communication effectiveness and job satisfaction in organizations led to high stress, monotony, poor fit between employees and the job, inadequate training (Missouri Small Business Development, 2002).??? ?????????????????????????????On the other hand, lack of job satisfaction also lead to lower productivity, higher absenteeism, increased work errors, poor judgment, defensive behavior, hostility, reduction in creativity, and job turnover. Hinshaw, Smeltzer, and Atwood (1987) view low turnover as the product of job satisfaction and commitment, which are in turn influenced by organizational factors such as routinization, instrumental communication, and integration within the organization as well as demographics and the environmental factor of alternate job opportunities. Another example shows lack of job satisfaction in organizations due to absent and leaves the job (Hackett & Guion, 1985, Carsten & Spector, 1987). A 2003 study conducted by Grebner et al. (2003) involving 234 call center agents revealed lower job satisfaction primarily due to lower levels of job control and task complexity. This finding is consistent with earlier research by Victor Vroom (1964), which established that a distinct inverse relationship exists between job satisfaction and attrition. Locke's (1976) value theory also proves instructive when considering workplace attrition, as this theory differentiated between needs and values and suggested that needs are inborn and exist separate from an individual's desires. Mobley's research (1977) also linked job dissatisfaction to attrition, suggesting that employees typically progress through a series of steps prior to quitting: thinking about quitting, considering the cost of quitting, looking for a new job, and eventually quitting.
The question arises, what factors influence job satisfaction and communications effectiveness in organizations? A review of the literature indicated that there are numerous factors such as job performance (Sy et al., 2005; Judge & Bono, 2001), organizational commitment (Carmeli, 2003; Petrides & Furnham, 2006), emotional intelligence (Bar-On, 2005; Schein, 2004; Güleryüz, Güney, Aydin & Asan, 2008; Carmeli, Yitzhak-Halevy and Weisberg , 2009), communication? (Pettit et al., 1997; Pincus, 1986), and motivation (Anthony and Govindarajan, 1998; Edmondson, 2003).
Also literature review showed that emotional intelligence- one of effective factors- is a considerable factor in today's volatile environment and additionally studies on this factor very limited and we found? that motivation that it is very vital with regard to emotional intelligence with communication effectiveness and job satisfaction have not seen in previous studies. According to Mathews (2002), numerous professions showed a dire need for some levels of emotional intelligence. The education system is one of those within which, the individuals could reap great advantage from the knowledge of emotional intelligence owing to recurrent human communication that existed among them. Also, the administrative centers of these education administrations sense a need for both the managers and employees to create working associations with others.? This is because, the administration centers have to deal with important people and matters related to key professions. These managers and employees, according to Matthews (2002), partake in a profession in which there exists a high probability that a high level of emotional intelligence is required due to their everyday interaction with their customers, educators, supervisors and co-workers. In line with all reasons above, the objective of this research was to study emotional intelligence on communication effectiveness and job satisfaction; on the other hand, identifying motivation ? existent gap- which may impact the? relationship between emotional intelligence with communication effectiveness and communication effectiveness with job satisfaction. We believe that this research will provide additional insight on this topic.
1.2 Gap of Study
Both communication effectiveness and job satisfaction researches are considerable researches domain for emotional intelligence. Studies of this domain can be categorized into two fields: the first field regarding factors which influence communication effectiveness and job satisfaction, the second field with regard to communication effectiveness and job satisfaction impact on emotional intelligence.
The majority of communication? effectiveness and job satisfaction researches studies investigate by; Rivers, 2004; Webster's Dictionary, 2001; Hauser, 1996; Wilson, 1998; Nancy Harper, 1979;Fitzpatrick, 1999; Knapp & Miller, 1994; Vickrey, 1995; Hackman & Johnson, 1991; Luftman, 2004; Asimov, 1987; Hiam, 1999; Schermerhorn, Hunt &
The review of literature showed much study on the relationship communication effectiveness? and job satisfaction with emotional intelligence like ; Goleman, 1998b; Mayer, 2004; Weisinger, 1998; Deeter-Schmelz & Sojka, 2003; Ikemi & Kubota, 1996; Bar-On, 2005; Goleman, 2001; Schein, 2004; Kotter, 1996; Ashkanasy & Tse, 2000; Bass, 2002. Sy, 2006;? Villard, 2004;? Sporrle & Whelp, 2006; Chiva & Alegre, 2007; Zeidner, Matthews, & Roberts, 2004;? Chan, 2006; Kafetsios & Zampetakis, 2007;? Güleryüz, Güney, Aydin & Asan, 2008; Carmeli, Yitzhak-Halevy and Weisberg , 2009;? Güleryüz, 2008; Bar-On, 2004; Chiva & Alegre, 2008;?? Kafetsios & Zampetakis, 2008;? Hwang, 2007; O'Hara, 2006.
Research done till date in the field of education administration show a keen interest in knowing all about effective communication and job satisfaction. The resulting knowledge gain on human nature could lead to important elucidations and assumptions about effective skills to improve communications and job satisfaction among managers and employees.? As an example, if a person is able to identify the communication signals of another, this could improve the quality of communication between them. Also, managers and their employees could be taught to identify various communication indicators others express. If the level of emotional intelligence is identified within each employee by the education administration executive, he/he could aid them more profitably.
Various perspectives of human behaviors such as communication and job satisfaction can be illustrated by this study of emotional intelligence. Certain occupational areas are implementing the measures of emotional intelligence measures to foresee employees' performance. Yet, in specific professions such as the teaching profession, specific emotional skills are exceptionally significant to job satisfaction. Other occupations exist where specific skills may be attractive but not imperative. A brain surgeon or mechanical engineers, for example, do not need the same emotional intelligence participation with others than the emotional intelligence the managers and employees in education administrations require to possess so as to surpass in job satisfaction. The formal appraisal of these skills would appear important for professions in which emotional abilities are clearly essential. Thus recognizing the fact that, different jobs do call for different levels of social and emotional involvement and activity, is of dire importance.
Administrators in several jobs sense an increasing need to have recurrent interchanges that is both emotionally positive and supportive with employees and teachers, Even in educational administrations, one generally tends to interact emotionally with others, teachers not only need to assess the reactions of others and attempt to influence other's emotions and motives but they also need to talk with others face to face and exhibit optimistic behaviors.
Numerous communal establishments, such as corporations and organizations, are commencing explorations with EI, even though it is a fairly innovative concept and it continues to advance in the research arena. It is supposed that, by recognizing the manager and employee's? level of emotional intelligence, a difference in corporations and organizations could be achieved companies attempt to develop the quality of the executives and co workers' lives which is said to affect their output level, which, in turn, amplifies profits (Brophy,1996). However, it should be stressed here that, emotional intelligence should be recognized as early as in the educational setting when these prospective social contributors are not yet key administrators or workers in the educational management. After completing the research illustrated above, several apparent gaps were found to exist in the area of the proposed research topic: relationship between emotional intelligence, communication effectiveness, job satisfaction, and motivation in educational administrations of Iran.? As well, there are gaps in the literature due to a lack of investigation into a potential relationship between emotional intelligence, communication effectiveness, job satisfaction, and motivation in educational administrations of Iran.
The main gaps of this study including:
1. There is not any study related to cubs #23 jersey relationship between emotional intelligence, communication effectiveness, job satisfaction, and motivation together. In current research, the researcher combines four main variables together for examine them.
2. Observing little studies on relationship between emotional intelligence and communication, but no study has examined relationship between emotional intelligence and effectiveness of communication. According to the process improvement literature, there are a small number of previous research papers studied the area of emotional intelligence with communication skills, styles, interpersonal, verbal and non verbal, and competence concept. Research that is published helps to address the gaps of not having information on emotional intelligence and communication effectiveness.
3. Another gap is that there has been no study on communication effectiveness as mediator in relationship between emotional intelligence and job satisfaction.
4. Another gap in this study refers to motivation as moderator variable. There has been no study on motivation as moderator variable on relationship between emotional intelligence and communication effectiveness.
5. Another gap in this study refers to motivation as moderator variable. There has been no study on motivation as moderator variable on relationship between communication effectiveness and job satisfaction.
6. Observing little studies on relationship between demographic factors, emotional intelligence, and job satisfaction together. The gap in the current research is that there are limited studies due to the emotional intelligence and job satisfaction with usage control variable.
Thus, there are obvious gaps in the literature for an emotional intelligence, communication effectiveness, job satisfaction, and motivation in educational administrations of Iran. The current study was developed with the intention of filling that research gaps. Due to these gaps, in educational administrations research, the study was absolutely necessary and certainly timely. For these reasons, the researcher believes that there is benefit in conducting this research.
It is worthy to note motivation in current study is very vital in existing literature and have been studied with regard to various factors such as organization performance, leadership, and arguments imply the influence this factor on the relationship between emotional intelligence and communication effectiveness; on the other hand, relationship between communication effectiveness and job satisfaction. As a result, the researcher will fill the mentioned gap with focus on motivation as moderating factor on the link between emotional intelligence and communication effectiveness and job satisfaction.
1.3Significant to Academic Study
After observing several apparent gaps were found to exist in the area of the proposed research topic: relationship among emotional intelligence, communication effectiveness, job satisfaction, and motivation in educational administrations of Iran.? As well, there are contributions in the current research.
This study hopes to make the following contributions to knowledge:
1. The main contribution in current study is motivation that this researcher for filling these gaps, used motivation factor as a moderator variable in the relationship between emotional intelligence and communication effectiveness; and also, relationship between communication effectiveness and job satisfaction. In light of this contribution, it is assumed that if one has a high degree of emotional intelligence, one through motivation will have a higher degree of job satisfaction.
2. The second main contribution in current study is communication effectiveness that this researcher used communication effectiveness factor as a mediator variable in the relationship between emotional intelligence and job satisfaction. In light of this contribution, it is assumed that if one has a high degree of emotional intelligence, one through communication will have a higher degree of job satisfaction.
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