Emotional Intelligence and
Organizational Citizenship
Behavior among College
Teachers
PROFESSOR DANIEL HASIDIM
The origin of emotional intelligence can be traced from th e pioneer work of Salovey and Mayer in 1990. According t o them emotional intelligence is a form of social intelligen ce that involves the ability to monitor one's own and other feelings and emotions, to discriminate among them, and t o use this information to guide one's thinking and action. It was the Goleman (1995) who popularized and brought t he concept of EQ into limelight. Goleman (1998) defined e motional intelligence as the capacity for recognizing our o wn feelings and those of others, for motivating ourselves and for managing emotions well in ourselves, and in our r elationships. According to him emotion intelligence consis t of five general components, self awareness self regulatio n motivation, empathy, and social skills.
Emotion intelligence motivates employees to pursue their unique potential and purpose and activate inner most val ues and aspirations, transformations, transforming them f rom things they think about to what they do. Emotional in telligence enables a person to learn, to acknowledge and understand feelings in ourselves.
t to limelight by Organ ( 1988). He identified five dimensi on of organization citizen behavior which play important r ole in the organizational functioning. Organizational citize nship behavior is not part of employees' formal job requir ement but it is that which promote the effective functioni ng of organization (Appelbaum et al., 2004). Allen et al. (2 000) have presented a very comprehensive picture of org anizational citizenship behavior according to them organi zational citizenship behavior refers to the cooperative and constructive gestures that are neither mandated by forma l job role prescriptions nor directly or contra ctually comp ensated for by the formal organizationalreward system. O rganizational citizenship behavior is a behavior by an emp loyee intended to help coworkers or the organizations. It consists of those voluntary things employees do to help th eir coworkers and employers.
11 ). Jha and Kumar (2012) conducted a study on emotion al intelligence and organizational citizenship behavior am ong school teachers. The finding of the study reveals that most of the dimensions of emotional intelligence were pos itively correlated with different dimension of organization al citizenship behavior. However, negative correlations we re also obtained between some of the dimensions namely civic virtue and social awareness. Findings indicated that social awareness and social skill of emotional intelligence hindered the developing civic virtue type of organizationa l citizenship behavior. Organ and Konovsky (1989) catego ries organizational citizenship behavior into two types na mely Altruism and Compliance. Altruism is behavior that helps other people. Helping others and making suggestio ns would be the example of altruism. Compliance is doing is what is required on the job without having to be closely monitored and reminded. Being punctual and wasting tim e at work place are the examples of compliance.
McNeely and Meglino (1994) divided organizational citize nship behavior into actions that benefit individual versus actions that benefit organizations. Both types of organizat ional citizenship behavior correlated significantly with job satisfaction at about the same level (r = 0.26 for individua l benefit and r =0.25 for organizational benefit). Further more, they found that each organizational citizenship beh avior had different antecedents. Individual benefit was sig nificantly correlated with concerned with others and emp athy, whereas organizational benefit was significantly corr elated with perception of equity at work and desire for re cognition.
Objectives of the study
* Find out the significant effect of emotional intelligence o n organizational citizenship behavior.
Hypotheses of the study
HI: There would be positive and significant relationship b etween emotional intelligence and oiganizational citizens hip behavior.
H2:Emotional intelligence exhibits a significant effect of o rganizational citizenship behavior.
Method
Participants
The study was conducted on 110 college teachers from di fferent affiliated college of Jamshedpur. The respondents were male and working as assistant professor. Their age r ange was between 35-45 years and working in urban area . Purposive sampling technique was used for the sample s election.
Instruments
Emotional intelligence scale developed and standardized by Hyde et al. (2002) was administered. This scale is cons ists of 34 items with ten dimensions. The dimensions of e motional intelligence are self awareness, empathy, self m otivation, emotional stability, managing relations, integrit y, self development, value orientation, commitment, and a ltruistic behavior. The split half reliability coefficient of th e scale was found to be 0.88 and validity was established.
sts of 24 items. Scale has five dimensions namely Altruis m, courtesy, civic virtue, conscientiousness, sportsmanshi p, OCB. The reliability and validity of this scale is well est ablished.
Analysis of the Data
The data collected was analyzed by using SPSS version 1 7.0. The result of the study was analyzed on the basis of d ifferent correlation values and also by using regression an alysis method.
Result and Discussion
Table 1 presents the correlation between emotional intelli gence and organizational citizenship behavior. It clearly s hows that emotional intelligence and oiganizational citize nship behaviorpositively and significantly correlated with each other. Thus the first hypothesis "There would be posi tive and significant relationship between emotional intelli gence and organizationalcitizenship behavior" is confirme d. It shows that higher the emotional intelligence higher would be the organizational citizenship behavior. This find ing supports the findings by Jha and Kumar (2012). There are evidences that emotional intelligence and organizatio nal citizenship behaviorare positively correlated with othe r. Emotional intelligence facilitates the oiganizational citiz enship behavior (Jain & Sinha, 2003). Similar finding was confirmed by Modassir and Singh (2008).
gence as R2= .403, F value 82.30 and Beta Value .610. Fi ndings indicate that 40 percent of variance in the depend ent variable could be predicted by the independent variab le. Hence, the second hypothesis H2: Emotional intelligen ce exhibits a significant effect of organizational citizenshi p behavior is not to be rejected. Similar finding was confir med by Modassir and Singh (2008) that emotional intellig ence has facilitating role in developing good oiganizationa l citizenship behavior among the employees who is workin g in different organizations. It was also found that emotio nal intelligence helps the individuals to perform better oi ganizational citizenship behavior in the organization. Find ing by Dulewicz and Higgs (2003) reveals the importance of emotional intelligence in facilitating high employee per formance and oiganizational citizenship behaviors (Jain a nd Sinha, 2003; Sitter, 2005). Studies also indicate that e motionally intelligent employees develop more emotional attachment to their organizations and more committed to their job (Carmeli, 2003). Some findings also highlight tha t employees higher emotional intelligence are tend to be more effective employees as compare to those with lower emotional intelligence ( Rathi & Rastogi, 2008).
Conclusion
raining programs for the enhancement of emotional intelli gence among the employees.
[Reference]
References
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