Abstract

In the contemporary landscape, the significance of emotional intelligence (EQ) surpasses the conventional Intelligence Quotient (IQ) and emerges as a pivotal determinant of organizational success. Despite its recognized importance, comprehensive research on emotional intelligence in education particularly in higher education remains limited. This study aims to scrutinize the intricate interplay between job satisfaction and the performance and attitudes of educators in the higher education institutes. The research was conducted at University of Agriculture, Faisalabad (UAF), located in the Punjab Province of Pakistan, employing a multi-method approach with a quantitative research design. Utilizing a stratified sampling technique at a 95% confidence level, 153 teachers were selected from diverse departments at the Agricultural University Faisalabad. Data collection transpired through a self-administered questionnaire. The analysis of the collected data employed correspondence analysis of modeling equations, specifically utilizing the Hayes macro method. The findings highlighted that emotional intelligence serves as an independent predictor of both job satisfaction and teacher performance. Furthermore, a positive correlation emerged between teachers' job satisfaction and their performance. A partial medicating role of job satisfaction was found in the intricate relationship between emotions and teacher skills. This mediation highlights the importance of job satisfaction in influencing the professional outcomes of educators. The implications of this study hold particular significance for the realm of higher education, suggesting that considering job satisfaction as a mediating factor can offer valuable insights for enhancing teacher well-being and performance.