Beyond Cognitive Ability: The Role of Emotional Intelligence Dimensions in Enhancing Job Performance in Higher Education

Abstract

This study investigates the differential effects of emotional intelligence (EI) dimensions-self-awareness (SA), self-regulation (SR) and social competence (SC) on job performance (JBP) among academic staff in higher education institutions in Jammu and Kashmir, India. Grounded in Goleman's (1998) competency-based EI framework and the ability model of Mayer et al. (2004), the study adopts a quantitative, cross-sectional design with stratified random sampling (N = 224). Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed for data analysis. Measurement model results confirm strong reliability (Cronbach's Alpha ≥ 0.817; Composite Reliability ≥ 0.881) and convergent validity (AVE ≥ 0.583) for all constructs. Discriminant validity is supported via the Fornell-Larcker criterion. The structural model explains 67.6% of the variance in job performance (R² = 0.676). All three EI dimensions exert statistically significant positive effects on job performance: self-regulation (β = 0.488, T = 4.259, p < 0.001) is the strongest predictor, followed by social competence (β = 0.400, T = 6.346, p < 0.001) and self-awareness (β = 0.232, T = 2.189, p < 0.001). These findings provide novel, context-specific empirical evidence from a conflict-affected, resource-constrained region, affirming the importance of all three EI dimensions in academic settings. Practical implications for faculty development, talent management and institutional policy in higher education are discussed.