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ABSTRACT Emotional intelligence is becoming one of the most important individual competencies for organizations and job satisfaction can lead to employee behaviours that affect organizational functioning and performance. Both emotional intelligence and job satisfaction are important for organizations. The objective of the research is to onvestigate the relationship between emotional intelligence and job satisfaction of leaders at GLC’s company. Data is collected from individual leaders at GLC’s company. The surveys are addressed to all leaders department with job title such as president, general manager and director. The leaders completed survey questionares that assesed four domains of emotional intelligence by Goleman et al (2002) such as self-awareness, self-management, social awareness and relationship management. They completed another part of survey questionare with job satisfaction scale by stating their perceptions of different job related items. The quantitave method is used to anlyze data. The Statistical Package for Social Science (SPSS) is used to interpret the result of data. This study provided an empricial analysis of the relationship between emotioanl intelligence and leader’s job satisfaction in the context of GLC’s company. 1 CHAPTER 1 INTRODUCTION 1.1 Background of the Study 1.1.1 Government-Linked Companies (GLCs) A government-owned corporation, state-owned company, state-owned entity, state enterprise, publicly owned corporation, government business enterprise, or parastatal is a legal entity created by a government to undertake commercial activities on behalf of an owner government. Their legal status varies from being a part of government into stock companies with a state as a regular stockholder. There is no standard definition of a government-owned corporation (GOC) or state-owned enterprise (SOE), although the two terms can be used interchangeably. The defining characteristics are that they have a distinct legal form and they are established to operate in commercial affairs. While they may also have public policy objectives, GOCs should be differentiated from other forms of government agencies or state entities established to pursue purely non-financial objectives. GOCs can be fully owned or partially owned by Government. As a definitional issue, it is difficult to determine categorically what level of state ownership would qualify an entity to be considered as "state-owned", since governments can also own regular stock, without implying any special interference. As an example, the Chinese Investment Corporation agreed in 2007 to acquire a 9.9% interest in the global investment bank Morgan Stanley, but it is unlikely that this would qualify the latter as a government-owned corporation. Government-owned or state-run enterprises are often the result of corporatization, a process in which government agencies and departments are re-organized as semi-autonomous corporate entities, sometimes with partial shares listed on stock exchanges. 2 The term government-linked company (GLC) is sometimes used to refer to corporate entities that may be private or public (listed on a stock exchange) where an existing government owns a stake using a holding company. There are two main definitions of GLCs are dependent on the proportion of the corporate entity a government owns. One definition purports that a company is classified as a GLC if a government owns an effective controlling interest (>50%), while the second definition suggests that any corporate entity that has a government as a shareholder is a GLC. A quasi-governmental organization, corporation, business, or agency (parastatal) or a "quasi-autonomous national government organisation" (Quango) is an entity that is treated by national laws and regulations to be under the guidance of the government, but also separate and autonomous from the government. While the entity may receive some revenue from charging customers for its services, these organizations are often partially or majorly funded by the government. They are usually considered highly important to smooth running of society, and are sometimes propped up with cash infusions in times of crisis to help surmount situations that would bankrupt a normal privately owned business. They may also possess law-enforcement authority, usually related to their functions. 3 1.2 Introduction to study Job satisfaction refers to an individual’s general attitude toward his or her job. A person with a high level of job satisfaction holds positive attitudes towards the job, while a person who is dissatisfied with his or her job holds negative attitudes about the job (Robbins, 1998). Feeling good lubricates mental efficiency, making people better at understanding information and using decision rules in complex judegements, as well as more flexible in their thinking. Upbeat moods, research verifies, make people view others or events in a more positive light (Isen, 1999). What influence ob satisfaction so that managerial skills in general and emotional intelligence (EI) in particularly can be facilitated. Geat leaders are important to the success of an organization. They ignite our passion our passion and inspire the best in us. When we try to explain why they are so effective, we speak of strategy, vission, or powerful ideas (Goleman et al., 2002) leaders have to work with their group members that involve interpesonal interactions and adaption of individual differences, therefore emotional intelligence is an important element. According to Goleman et al (2002), emotional task of the leader is primal in two senses. It is both oroginal and the most important act of leadership. Throughout history and in cultures everywhere, the leader in any human group has been the one to whom others look for assurance and clarity when facing uncertainty or threat, or when there’s a job to be done. The leader acts as the group’s emotioanal guide. In the modern organization, driving the collective emotions in a posstive direction and clearing the smog created by toxic emotions remains foremost among the many jobs of leadership: Emotional intelligence is becoming one of the most important individual competencies for organizations, and has been theoretically related to organizational performance and to individual variables like job satisfaction (Rowden, 2002). With regards to emotioanl intelligence and job satisfaction, research has demonstrated a relationship between emotioanl intelligence with individual and group job satisfaction. 4 Goleman (1998) asserted that emotional intelligence (EI) helps leaders to create in the organization a climate of trust, respect and fairness susceptible to increase performance and productivity. Boyatzis, Goleman, and McKee (2002) argued that emotional intelligence was positively related to higher levels of success in the workplace. Van Rooy and Viswesvaran (2004) concluded from the analysis of 69 studies that, “EI should indeed be considered a valuable predictor of performance” (p. 87). According to Emmerling and Goleman (2003), emotional intelligence accounted for variances in job performance that cannot be explained by either intelligence quotient or technical skills. Emotionally intelligent employees are more likely to demonstrate a better level of life satisfaction (Law, Wong, & Song 2004; Sy, Tram, & O’Hara 2006). Elfenbein (2006) implied that the performance of a team can be predicted by the level of emotional intelligence of the team members. Other research studies have associated emotional intelligence to higher motivational performances (Caruso, Mayer, & Salovey, 2000a; Salovey & Mayer, 1990). While the literature and other related research studies associated emotional intelligence to numerous improvements in work and life outcomes (LePine, Erez, & Johnson, 2002), the research that links emotional intelligence to job satisfaction in the context of organizational change was limited. The current study analyzed the relationships between emotional intelligence competencies and General Job Satisfaction of employees of a furniture and bedding distribution center located in a northeastern state in the United States. Chapter 1 introduces the purpose of the study and discusses the importance of this topic in dealing with diverse challenges of job dissatisfaction that face the 21st century economy. 5 1.3 Problem statement Many existing research relating to emotional intelligence has centered on the leader’s performance, development and effectiveness (Cherniss,2000; Groves McEnrue & Pana, 2010; Law, Wong, Huang & Li, 2008). This work has not sufficiently examines EI and work attitudes such as job satisfaction. The importance of productivity and the job satisfaction. The importance of productivity and job performance supercedes job satisfaction. EI would be of interest to organizational researcehers only if it could be associated with organizational outcomes, such as employees attitudes, behavior and job performance (Law, Wong, Huang & Li, 2008). At GLC, due to changes of players in the leadership pipeline and constant whining of GLC’s commpany employees, factors relating to job satisfaction are important to identify. In addition, leadership makes a difference. Below are the data that supports why leaders are important and have great impact on organizational human capabilities (Nowack, 2005). Depite the importance of leadership, few studies have provided evidence indicating the relationship of emotional intelligence and leader’s job satisfaction. According to Carmeli (2003), individual emotional intelligence augments positive job satisfaction of senior managers. Despite empirical evidence supporting the relationship between EI and leadership, research with high-level eadership samples is relatively sparse (Zeidner, Matthews & Roberts, 2004). The study of EI influences leaders’ intrinsic, extrinsic and general job satisfaction is rather limited. Development of emotional intelligence in leaders dealing with demands, rapidity and uncerntainty of change may help them become aware of their own needs and the needs of others. Leadership develpoment is an important focus for GLC’s company. Hence, this study intends to focus on the leaders and find out the relationship of emotional intelligence to job satisfaction as emotioanal intelligence is a skill that can help be developed for the leaders at GLC’s company. What is the influence of emotioanl of emotional intelligence on the job satisfaction leaders? How to better use the four dimensions in EI to improve this individual organizational behavior namely job satisfaction? Whether the individual’s self-awareness, self-management social-awareness and relationship management are associated to leader’s job satisfaction? 6 With the increasing competition and continual change, many retail organizations are faced with a new economic rationality that results in employee apathy and detrimental behavior (Zeffane, 1993). Recent research studies concluded that emotional intelligence can assist in repairing negative feelings and decreasing life’s dissatisfaction (Goleman, 1989). Selfmanagement, which is one of the components of emotional intelligence, includes the ability to control disruptive emotion, to think clearly, and to adapt to situation (Berman & West, 2008). Emotional intelligence has also been shown to predict employees’ motivation, organizational commitment, organizational citizenship (Sy et al., 2006; Van Rooy & Viswesvaran, 2004), and life satisfaction (Martinez-Pons, 1997). Identifying relationships between the subcategories of emotional intelligence and job satisfaction was intended to help organizational leaders to become more aware of the importance of human capability in the organization. Several studies dealt with emotional intelligence and the workplace or productivity or dissatisfaction (Ajay Goyal, 2007; Brown, 2005; Busso, 2003; Chernis & Goleman, 2001; Elfenbein, 2006; Hosseinian, Fathi-Ashtiani, Yazdi, & Zahraie, 2008; Johnson, L., 2008; Millet, 2007; Muhammad, 2006). The purpose of the study was to build upon existing research studies on the impact of emotional intelligence and job satisfaction by exploring the relationships between the subcategories of emotional intelligence and job satisfaction in the context of organizational change. A correlational research study was conducted to explore the degree of the relationships between emotional intelligence competencies and General Job Satisfaction of a randomized sample of 80 full-time employees. The sample was selected from a total population of 200 full-time employees of furniture and bedding retail distribution center located in a northeastern state in the United States. The Minnesota Satisfaction Questionnaire (MSQ) (Dawis, England, Lofquist, & Weiss, 1967) and the new Emotional Competence Inventory Test - University Version (ECI) (Hay Group, 2006; Hay Group, 2007) were the instruments used to collect the data throughout this study. 7 1.4 Reseacrh question This research was conducted to find the relationship of the independent variables, which are individual emotional intelligence’s self-awareness, social aawareness, self management and relationship management with the dependent variable, which is the leader’s job satisfaction at GLC’s company. The questions that can be arisen here are: 1. What is the relationship between emotional intelligence and job satisfaction? 2. What is the relationship between self-awareness and job satisfaction? 3. What is the relationship between self-management and job satisfaction? 4. What is the relationship between social-awareness and job satisfaction? 8 1.5 Research obejctive 1. To identify the relationship between emotional intelligence and job satisfaction. 2. To investigate the relationship between self-awareness and job satisfaction. 3. To determine the relationship between self-management and job satisfaction. 4. To examines the relationship between social-awareness and job satisfaction. 9 CHAPTER 2 LITERATURE REVIEW 2.1 Introduction This chapter reviews the related literature about the research problem as a foundation for developing a framework to be tested in this research. This chapter is organized into a few parts namely job saatisfaction, job satisfaction dimensions, importance of job satisfaction, emotional intelligence, definitions and research framework. The dependent variable is job satisfaction and its dimensions ae intrinsic job satisfaction and extrinsic job satisfaction. The independent variable is emotional intelligence with dimensions namely self-awareness, social awareness, self-management and relationship management. Based on related literature, there is positive relationship between emotioanl intelligence and job satisfaction. 2.2 Synthesis of the Literature Reviewed The literature reviews outlined the meaning of job satisfactio, the importance of job satisfaction, the explanation on job satisfaction dimensions and reinforcement factors, the concept application of job satisfaction in the scholars’s dtudies, the meaning of emotional intelligence, the importance of emotional intelligence, the focus on leaders, and finally, the relationship between job satisfaction and emotional intelligence. Scoholars and researchers have been conceptually defining job satisfaction either by dimensions with different reinforcement factors or by job facets. The organizatioanal behavior variable of job satisfaction is being studied as a construct of the perceived relationship between what oneself wants and what oneself perceived it as offering through intrinsic and extrinsic satisfaction. According to McFarlin and Rice (1991), ocke is one main scholars in this field of job satisfaction.Various scholars and researchers discussed in this study have been conceptually defining emotional intelligence (EI) in many different ways. Most focus in four main compenents of EI; perception and awareness of oneself and other’s emotions, ability to manage and regulation of that emotion, understanding and usage of that competency, and prevalent importance of EI for the leaders compared to normative population. 10 There is element of emotion attached to job satisfaction. Moorman (1993) described affective satisfaction that is based on an overall positive emotional appraisal of the job and focuses on whether the job in a good mood and positive feelingd. Job satisfaction and dissatisfaction are desccribed as “complex emotional reactions to the job” (McFarlin & Rice, 1991). This is especially true for leader who must deal with their own difficulties as well as those of others. Scholars and researchers have justified that job satisfaction is positively associated with emotional intelligence. Hence, this study which examined EI against leaders’s job satisfaction confirmed that emotional intelligence is associated to job satisfaction. The ollowing topic will discuss and outline the research framework of this study. 11 2.3 Job satisfaction Job satisfaction is the feelings or a general attitude of the employees in elation with their jobs and the job components such as the working environment, working conditions, equitable rewards, and communication with the colleageues (Glisson & Durick, 188; Kim, Leong & Lee, 2005). Job satisfaction is related to the degree to which one’s needs related to work are satisfied (Shaffer, Joplin, Bell, Lau, & Oguz, 2000). Locke defined job satisfaction and dissatisfaction as “complex emotional reactions to the job” (McFarlin & Rice, 1991). Overall job satisfaction has been defined as a function of the perceived relationship between what one’s wants from one’s job and what one perceived it as offering. Job satsfaction is conceptualized as “feeling or affective responses to facets of the situation” (McFarlin & Rice, 1991). Job satisfaction is the pleasurable emotional state resulting from the appraisal of one’s job as achieving or facilitating one’s job values (Schwepker, 2001). A qualitative study (Bussing, Bissels, Fuchs, & Perrar, 1999) suggested that job satisfaction is developed through assesement of the match among expectations, needs, motives, and the work situation. Based on this assesement, a person builds up satisfaction or dissatisfaction with his or her work. Job satisfaction describes how content an individual is with his or her job. The happier people are within their job, the more satisfied they are said to be. Logic would dictate that the most satisfied (“happy”) workers should be the best performers and vice versa. This is called the "happy worker" hypothesis.[1] However, this hypothesis is not well supported, as job satisfaction is not the same as motivation or aptitude, although they may be clearly linked. A primary influence on job satisfaction is the application of Job design,which aims to enhance job satisfaction and performance using methods such as job rotation, job enlargement, job enrichment and job re-engineering. Other influences on satisfaction include management styles and culture, employee involvement, empowerment, and autonomous work position. Job satisfaction is a very important attribute and is frequently measured by organizations. The most common technique for measurement is the use of rating scales where employees report their thoughts and reactions to their jobs. Questions can relate to rates of pay, work responsibilities, variety of tasks, promotional opportunities, the work itself, and co-workers. Some examinations present yes-or-no questions while others ask to rate satisfaction using a 1-to-5 scale, where 1 represents "not at all satisfied" and 5 represents "extremely satisfied." 12 One of the biggest preludes to the study of job satisfaction was the Hawthorne studies. These studies (1924–1933), primarily credited to Elton Mayo of the Harvard Business School, sought to find the effects of various conditions (most notably illumination) on workers’ productivity. These studies ultimately showed that novel changes in work conditions temporarily increase productivity (called the Hawthorne Effect). It was later found that this increase resulted, not from the new conditions, but from the knowledge of being observed. This finding provided strong evidence that people work for purposes other than pay, which paved the way for researchers to investigate other factors in job satisfaction. Scientific management (aka Taylorism) also had a significant impact on the study of job satisfaction. Frederick Winslow Taylor’s 1911 book, Principles of Scientific Management, argued that there was a single best way to perform any given work task. This book contributed to a change in industrial production philosophies, causing a shift from skilled labor and piecework towards the more modern of assembly lines and hourly wages. The initial use of scientific management by industries greatly increased productivity because workers were forced to work at a faster pace. However, workers became exhausted and dissatisfied, thus leaving researchers with new questions to answer regarding job satisfaction. It should also be noted that the work of W.L. Bryan, Walter Dill Scott, and Hugo Munsterberg set the tone for Taylor’s work. Some argue that Maslow’s hierarchy of needs theory, a motivation theory, laid the foundation for job satisfaction theory. This theory explains that people seek to satisfy five specific needs in life – physiological needs, safety needs, social needs, self-esteem needs, and selfactualization. This model served as a good basis from which early researchers could develop job satisfaction theories. Job satisfaction can also be seen within the broader context of the range of issues which affect an individual's experience of work, or their quality of working life. Job satisfaction can be understood in terms of its relationships with other key factors, such as general well-being, stress at work, control at work, home-work interface, and working conditions. 13 Job satisfaction can be influenced by a variety of factors, e.g. the quality of one's relationship with their supervisor, the quality of the physical environment in which they work, degree of fulfillment in their work, etc.. Numerous research results show that there are many factors affecting the job satisfaction. There are particular demographic traits (age, education level, tenure, position, marital status, years in service, and hours worked per week) of employees that significantly affect their job satisfaction. Satisfying factors motivate workers while dissatisfying ones prevent. Motivating factors are achievement, recognition, the job conducted, responsibility, promotion and the factors related to the job itself for personal development. Motivating factors in the working environment result in the job satisfaction of the person while protective ones dissatisfy him/her . Maslow connects the creation of the existence of people's sense of satisfaction with the maintenance of the classified needs. These are: physiological needs (eating, drinking, resting, etc.), security needs (pension, health insurance, etc.), the need to love (good relations with the environment, friendship, fellowship, to love and to be loved), need to self-esteem (selfconfidence, recognition, adoration, to be given importance, status, etc.) need of selfactualization (maximization of the latent[potential] power and capacity, development of abilities, etc.). Insufficient education, inability to select qualified workers for the job, lack of communications, lack of job definitions, all affect job satisfaction negatively. It has been asserted that participating in the management, having the decision making power, independence on the job and the unit where the individual works, have positive impact upon the job satisfaction. The job itself (the work conducted), and achievement and recognition at work result in satisfaction while the management policy, relations with the managers and colleagues result in dissatisfaction. Factors related to the job itself such as using talents, creativity, responsibility, recognition have influence on the job satisfaction. Age is one of the factors affecting job satisfaction. Studies conducted in five different countries prove that the elder workers are more satisfied . Kose has also found a meaningful relation between the age and job satisfaction. There is a strong connection between feeling secure and saying one is satisfied with a job. People who state their job is secure have a much larger probability of reporting themselves happy with their work. Similarly, by some researchers, sex is also found to have an influence on job satisfaction . Besides, Wahba has found out that male librarians give more importance to personal development and free decision making in their jobs than the female librarians, and the female librarians are more dissatisfied than the male librarians . 14 Job satisfaction and devotion to the job, affected each other reciprocally, and they have great impact upon performance. The most significant of the factors affecting performance are economical, technical, socio-political, cultural and demographical ones. However, most efforts to improve performance seem to center on improving the conditions surrounding the work. These are worthwhile efforts, but they usually result only in short-term improvements in attitudes and productivity, and the situation often returns quickly to normal. There is no strong acceptance among researchers, consultants, etc., that increased job satisfaction produces improve job performance -- in fact, improved job satisfaction can sometimes decrease job performance. For example, you could let workers sometime sit around all day and do nothing. That may make them more satisfied with their "work" in the short run, but their performance certainly doesn't improve. The individual's willingness to get a result, his/her endeavour and expectation of maintaining the result will push him/her to show the highest performance. Job satisfaction varies a lot. (Researches suggests, the higher the prestige of the job, the greater the job satisfaction). But, many workers are satisfied in even the least prestigious jobs. They simply like what they do. Most workers like their work if they have little supervision. The least satisfied workers are those in service occupations and managers that work for others. Ethnic and religious orientation is associated to work attitudes, and job satisfaction is related to education. The difference between the results that the individual desire and those s/he maintained will affect his/her satisfaction . There is a consistent relationship between the professional status and the job satisfaction. High levels of job satisfaction are observed in those professions which are deemed of good standing in the society. The workers usually compare their working conditions with the conditions of the society, under the variable of social conditions. If the social conditions are worse than the individual's working conditions, then this will result in satisfaction of the individual, as the workers deem themselves relatively in good position. No meaningful relationship between the job satisfaction and age, professional experience, education level, level of wage, sex and professional group was found. On the contrary, professional experience has been claimed to increase job satisfaction . 15 2.4 Emotional intelligence When Salovey and Mayer (1990) coined the term “emotional intelligence”. There has been a long tradition of research on the role of non-cognitive factors in helping people to succeed in both life and the workplace. Salovey and Mayer (1990) descibed emotional intelligence as a form of social intelligence that involves the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them, and to use this infomation to gide one’s thinking and action. They revealed a set of conceptually related mental processes involving emotional information. The mental processes involving emotional information. The mental processes include appraising and expressing emotions, regulating emotions using emotions in adaptive ways. Mayer and Salovey (1997) postulated four abilities that contribute to emotional intelligence which are perception, assimilation, understanding, and management of emotion. According to Mayer and Salovey (1997), these four abilities involve the following skills: 1) Accurate verbal and non-verbal expression and appraisal of emotion 2) Generation of emotions to assits in problem-solving 3) Acquisition of emotional knowledge designed to promote intellectual 4) Emotional growth 5) Regulation of emotion in the self and in others Salovey and Mayer (1997) initiated a research program intende to develop valid measures of emotional intelligence and to explore its significance. Five main domains of Emotional Intelligence: 1) Knowing one’s emotions (self-awareness, recognizing a feeling as it happens) 2) Managing emotions (the ability of handing feelings so they are appropriate) 3) Motivating oneself (marshalling emotions in the service of a goal) 4) Recognizing emotions in others (empathy, social awareness) 5) Handling relationships (skill in managing emotions in others) 16 Thus, all of the emotional intelligence models developed, the Goleman’s (2001) refined model appears to be the most prominent. This model is encapsulated in his latest definition of emotioanl inteeligence as: “the abilities to recognize and regulate emotions in ourselves and in others” (Goleman, 2001). This definition suggests three major emotional intelligence which are: 1. Self-awareness (Emotional Self-Awareness, Accurate Self-Assement, Self Confidence) 2. Self-management (Emotional Self-Control, Transparency (Trustworthiness), Adaptability, Achivement Orientation, Initiative, Optimism, Conscientiousness) 3. Social awareness (Empathy, Organizational Awareness, Service Orientation) Bar-On, Brown, Kirkcaldy and Thome (2000) view emotiona intelligence as a non-cognitive intelligence which is defined as an array of emotional, personal, and social abilities and skills that influence an individual’s ability to cope effectively with environmental demands and pressures. Based on Bar-On Model (2006), emotional-social intelligence is a cross-sectio of interrelated emotional and social competencies, skills and facilitators that determine how effectively one understand and express ourselves, understand and express ourselves, understand others and relate with them, and cope with daily demands. However, it did not stress enough on the ability where the individual performs a series of tasks that are designed to assess the person’s ability to perceive, identify, understand and work with emotion. Emotioanl intelligence, in general refers to the abilities of individuals to recognize and regulate emotions in the self and others (Goleman, 2001). This research defines emotional intelligence as the ability which include self-control, zeal and persistence, and ability to motivate oneself (Goleman, 1995). The concept of emotioanl intelligence in this paper focuses on the abilities of individuals to recognize and regulate emotions in the self and others (Goleman, 2001). Emotional intelligence (EI) is the ability to identify, assess, and control the emotions of oneself, of others, and of groups. Various models and definitions have been proposed of which the ability and trait EI models are the most widely accepted in the scientific literature. Criticisms have centered on whether the construct is a real intelligence and whether it has incremental validity over IQ and the Big Five personality dimensions. 17 The earliest roots of emotional intelligence can be traced to Charles Darwin's work on the importance of emotional expression for survival and, second, adaptation. In the 1900s, even though traditional definitions of intelligence emphasized cognitive aspects such as memory and problem-solving, several influential researchers in the intelligence field of study had begun to recognize the importance of the non-cognitive aspects. For instance, as early as 1920, E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other people. Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and further argued that our models of intelligence would not be complete until we could adequately describe these factors.[1] In 1983, Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate one's feelings, fears and motivations). In Gardner's view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability. Thus, even though the names given to the concept varied, there was a common belief that traditional definitions of intelligence were lacking in ability to fully explain performance outcomes. The first use of the term "emotional intelligence" is usually attributed to Wayne Payne's doctoral thesis, A Study of Emotion: Developing Emotional Intelligence from 1985. However, prior to this, the term "emotional intelligence" had appeared in Leuner (1966). Greenspan (1989) also put forward an EI model, followed by Salovey and Mayer (1990),and Daniel Goleman (1995). The distinction between trait emotional intelligence and ability emotional intelligence was introduced in 2000. Most of us know that there is a world of difference between knowledge and behavior, or applying that knowledge to make changes in our lives. There are many things we may know and want to do, but don’t or can’t when we’re under pressure. This is especially true when it comes to emotional intelligence. Emotional intelligence is not learned in the standard intellectual way; it must be learned and understood on an emotional level. We can’t simply read about emotional intelligence or master it through memorization. In order to learn about emotional intelligence in a way that produces change, we need to engage the emotional parts of the brain in ways that connect us to others. This kind of learning is based on what we see, hear, and feel. Intellectual understanding is an important first step, but the development of emotional intelligence depends on sensory, nonverbal learning and real-life practice. 18 We probably all know people, either at work or in our personal lives, who are really good listeners. No matter what kind of situation we're in, they always seem to know just what to say – and how to say it – so that we're not offended or upset. They're caring and considerate, and even if we don't find a solution to our problem, we usually leave feeling more hopeful and optimistic. We probably also know people who are masters at managing their emotions. They don't get angry in stressful situations. Instead, they have the ability to look at a problem and calmly find a solution. They're excellent decision makers, and they know when to trust their intuition. Regardless of their strengths, however, they're usually willing to look at themselves honestly. They take criticism well, and they know when to use it to improve their performance. People like this have a high degree of emotional intelligence, or EI. They know themselves very well, and they're also able to sense the emotional needs of others. 19 2.5 Relationship between Emotional Intelligence and Job Satisfaction Smith, Kendall and Hulin (1969), suggests that job satisfaction is positively associated with the construct of emotioanal intelligence. Intelligent individuals with high emotioanl intelligence, experience continuous positive moods and feelings that generate higher levels of satisfaction and well-being compared to individuals who experience such feelings and moods as dissappointment, depression and anger, because they can reach a higher level of general satisfaction and fulfillment. Carmeli (2003) found that emotional intelligence was positvely and significantly related to job satsfaction of senior managers. Moorman (1993) suggests that affective job satisfaction is based on an overall positive emotional appraisal of the job and focuses on whether the job is in good mood and positive feelings.Emotional intelligent individuals are adept at putting themselves in positives affective states, and although they may experience negative affective states at times. Being in positive affective states is of importance in the sense of the individuals are likely to see the positive side of things and use their emotions. This is especially true for senior managers and leaders who must deal with their own difficulties as well as those of others. EI is a significant predictor of job performance that supported by their research results there is some evidence that EI is related to job satisfaction. In attempt to study one’s emotioanl capacity, the concept of EI has crept into the psychological literatue (Mayer & Salovey, 1997). Few management researchers have embraced the concept. The notion of EI has vast applocability to many workplace issues including performance, job satisfaction, absenteeism, organizational commitment and leadership issues. It is convincing to say that EI is very applicable to the working environment as it impacts many workplace issues around organizational behavior including performance, job satisfaction, absenteeism, organizational commitment and even leadership issues. 20 The results can help organizations to realize human capabilities and the way to improve them by paying more attention to psychological issues. We used a quasi-experimental method using a pre-test and a post-test designed with control group and a four-month follow-up. Study population consists of employees of Marine Installations and Construction Company. Considering variables like age, education and job rank, we selected 28 employees who earned the lowest score for EI. They were then randomly assigned to experimental and control groups. Each employee got job satisfaction and productivity questionnaires and their managers were given employee evaluation questionnaire. Then some aspects of EI were taught to the experimental group once a week for 10 sessions. Four months later, both groups were evaluated by managers. The results show that education did not increase employees` job satisfaction nor did it improve managers` evaluation. However, employees` productivity score after training sessions and managers` evaluation improved in the long run. The results reveal that training EI by further controlling the above-mentioned variables is effective and essential to improve human resources. Organization leaders in the 21st century tend to provide educational facilities for their employees so that they improve their physical, psychological, emotional and mental capabilities (Ashkanasy et al., 2002). That is why emotional aspect of employees should be emphasized in addition to cognitive aspect. EI can create a pleasant workplace and affect employees` job satisfaction, efficient management and organization development (Patra, 2004). EI, as a stress easer at work, has a positive effect on employees` productivity. Studies show that EI is extremely important in productivity and job satisfaction (Jordan et al., 2002; Mallinger and Banks, 2003). Once directed correctly, emotions create assurance and commitment, which in turn increase job satisfaction and productivity (Cooper, 1998). Most people respond uncommonly when they are under stress. In these circumstances, their emotions override their mental performance. By developing EI, individuals learn to study their reactions and control their emotional patterns. This self-knowledge enables the individual not to let anger and other emotions interfere in their life. As people`s knowledge increase, they will be more sensitive to signs that might disturb their intellectual performance. Gradual learning of skills to control and to respond correctly to emotions, improves communication at workplace, increases productivity and decreases interpersonal problems (Caruso et al., 2002). In general, in training EI, setting an effective emotional goal, choosing a suitable strategy to reach the goal, conducting the strategy effectively and the adjustment of emotion is important for the organization (Cote et al., 2006). 21 Slaski and Cartwright (2003) studied the role of EI training and its implications for managing stress, mental health and performance. To eliminate Hawthorn effect, post-test was given 6 months after the training sessions ended. The results showed EI training significantly improved mental health and stress management, but did not affect productivity. Meanwhile, qualitative study of productivity showed EI training was affective on worker productivity. They believed some emotional aspect did not affect factors which measured productivity. Ashkanasy et al. (2003) showed emotional response related to stress affects employees` performance. Gardner and Stough (2003) assessed the relationship between workplace, EI, job satisfaction and organizational commitment. Emotional self-regulation and emotional control were the strongest predictors. Day and Carroll (2004) found a significant relationship between emotional perception and job performance but emotional management, emotional understanding and emotional complexity did not have a meaningful relationship with job performance. Luskin et al. (2005) selected four groups from 2 financial institutes to attend a training course of emotional intelligence. Their productivity and quality of life were measured before and after training. The results showed that their productivity increased 25% and their stress level decreased 29%. Sporrle and Whelp (2006) hypothesized adaptive emotions result from logical cognition and vice versa. Therefore, they used rational emotive behavior therapy to show how job satisfaction increases. Employees with higher EI can effectively recognize frustration and stress-related emotions and hence control them in order to reduce stress. Such employees can also realize their professional needs and control them, so their job satisfaction increases. These employees have the ability to control their emotions and have better relationship with others. Therefore, managers assess their performance more positively. Butler and Chinowsky (2006) studied the relationship between EI and organizational behavior in jobs that are constantly changing and found out that emotional knowledge, interpersonal skills and empathy are the most essential components of EI in organizational behavior. Amelang and Steinmayr (2006) studied the relationship between EI and different aspects of job performance and productivity in two groups. They found no significant relationship between those variables in both studies. 22 2.6 Conclusion Recently, increasing numbers of scholars have argued that emotionalintelligence (EI) is a core variable that affects the performance of leaders. In this study, we develop a psychometrically sound and practically short EI measure that can be used in leadership and management studies. We also provide exploratory evidence for the effects of the EI of both leaders and followers on job outcomes. Applying Gross' emotion regulation model, we argue that the EI of leaders and followers should have positive effects on job performance and attitudes. We also propose that the emotional labor of the job moderates the EI–job outcome relationship. Our results show that the EI of followers affects job performance and jobsatisfaction, while the EI of leaders affects their satisfaction and extra-role behavior. For followers, the proposed interaction effects between EI and emotional labor on job performance, organizational commitment, and turnover intention are also supported. 23 CHAPTER 3 METHODOLOGY 3.1 Introduction The primary objective of this study is to investigate the relationships between emotional intelligence and leader’s job satisfaction. Thus, this chapter reviews the methods used to study these relationships. This chapter outlines the research design, sources of data, unit of analysis, population, sample and sampling technique, questionnaire design, measurement, collection and administration of data and finally the technique of analysing data. 3.1.2 Research Framework and Theoretical Framework The motivation-hygiene theory was proposed by psychologist Frederick Herzberg (Steers & Black, 1994). In the belief that a individual’s relation to his or her work is a basic one and that his or her attitude toward this work can very well determine the individual’s success or failure, Herzberg investigated the question, “What do people want from their job?” He concluded that the factors leading to job satisfaction are intrinsic in nature. Therefore, they are separate and distinct from those that lead tojob dissatisfaction which are extrinsic in nature. Managers who seek to eliminate factors that create job dissatisfaction can bring about peace but n necessary motivation towards the job. Herzbeg characterized company policy and administration, supervision, interpersonal relations, working conditions, and salary as hygiene factors (Steers & Black, 1994). In order to motivate people on the job, Herzberg suggests emphasizing on intrinsic factors such as achivement, recognition, the work itself, responsibility and growth. In 1959, Herzbrg, Mausner and Synderman Steers & Black, 1994) defined the best known popular “ theory of job satisfaction.” Thier two-factor-theory suggests thaht employees have mainly two types of needs, listed as hygiene and motivatio. Hygiene factors are needs that may be very satisfied by some certain conditions called hygiene factors. The theory suggests that job dissatisfaction is probable in the circumstances where hygiee needs are supplied however, it does noe necessarily result in full satisfaction. Only the dissatisfaction level is decreased (Furnham, Petrides, Jackson & Cotter, 2002) 24 Abraham’s Maslow hypothesized that within every human being there exist a hierarchy of five needs. These needs are: 1. Physiological: Includes hunger, thirst, shelter, sex and other bodily needs. 2. Safety: Includes affection, belongingness, acceptance and friendship 3. Esteem: Includes internal esteem factors such as a self-respect, autonomy and achivement; and external esteem factors such as status, recognition and attention 4. Self actualization: The drive to become what one is capable of becoming includes growth, achieving one’s potential and self-fulfillment (Steers & Black, 1994) According to Maslow in 1954, in order to motivate someone, there is a need to understand what level of the hierarchy that person is currently on and focus on satisfying those needs at or above that level (Steers & Black, 1994). According to Herzbeg, Mausner and Synderman (Steers & Black, 1994), motivators cause positive job attitudes because they satisfy the worker’s need for self-actualization, the individual’s ulitimate goal (Steers & Black, 1994). The presence of these motivators has the potential to create job satisfaction. The two-factortheory suggests that job dissatisfaction is probable in the process of striving to actualize one’s potential capacity, abilities and talents. It requires the abilty and drive to set and achieve goals, and it is characterized by being involved in and feeling committed to various interests and pursuits. Self-actualization is thought to be a life-long effort to an enriched and meaningful life. 25 After discussing the motivation-hygiene theory and hierarchy of five needs, let’s look at intelligence from the perspective of Bar-On (2000). On the cognitive and non-cognitive aspects of intelligence, according to Bar-On (2000), emotional social intelligence (ESI) means much more than cognitive intelligence which influences one’s ability to do one’s best, to accomplish goals and to actualize one’s potential to its fullest. There is study on the ability of ESI to predict self-actualization. In addition to being sufficiently motivated to set and accomplish personal goals, self-actualization depends, first and foremost, on a deep sense of self-awareness and understanding of who one is, what one wants to do, can do and enjoys. Self-actualization also depends upon good problem solving for making sound independent decisions regarding what one wants to do, and then being asserive enough to follow through with these personal decisions. It also must be optimistic and positive to more fully actualize one’s potential and lead a meaningful life. In addition to above-mentioned intelligence aspects, there is a more recent 1990s psychology concept. Csikszentmihalyi (1990) proposed the positive psychology concept “Flow”. Flow is completely focused motivation. It is a single-minded immersion and represents perhaps the ultimate in harnessing the emotions in the service of performing and learning. In this study of relationship between emotional intelligence and job satisfaction, there are three variables. The dependent variable is a job satisfaction. Job satisfaction actually consists of three employee attitude’s which are intrinsic job satisfaction, extrinsic job satisfaction and general job satisfaction. But, in this research i just research the main general which is only job satisfaction. The independent variable is emotioanl intelligence. There have three elements which are self-awareness, self-management, and social management. The relationships of the above mentioned variables are show in figure 1 below. 26 FIGURE 1. FRAMEWORK Independent variable Dependent variable Emotional Intelligence    Self-awareness Self-management Social-awareness Job Satisfaction Sources: Adopted from Goleman (2002) and Weiss, Dawis & Lofquist (1967) 27 3.2 Research hypothesis H1: There is significant relationship between emotional intelligence and job satisfaction H2: There is a significant relationship between self-awareness and job satisfaction H3: There is a significant relationship between self-management and job satisfaction H4: There is a significant relationship between social-awareness and job satisfaction 28 3.3 Research Design The research design is the framework for conducting this research. It has the details on procedures in obtaining the information needed and solving the research problem. This includes the type of study used, sources of data, analysis unit, and population, sampling technique and questionnaire design. Self-administered questionnaire were distributed to all the leaders at GLC’s company. The research method is a quantitative study. It measures the level of agreeableness of the leaders towards job satisfaction and emotional intelligence. The goal of this study is to determine relationship between job satisfaction and emotional intelligence of the current situation at GLC’s company. A qualitative study does not meet the goal of this study because qualitative methods do not provide an unbiased assessment of the current situation (Cooper & Schindler, 2003). 3.3.1 Type of study The nature of this study is hypothesis testing that explains the relationship between emotional intelligence and leader’s job satisfaction. This study will be conducted through a survey with structured questionnaire because questionnaire is an efficient data collection mechanism (Sekaran, 2003). For the purpose of this study, a cross-sectional study will be conducted to find out the relationships of EI and job satisfaction. This study used various statistical tests such as correlation and regression analysis, and Statistical Package for Science (SPSS) to interpret the results of quantitative data. It is commonly used by researches and easily available in business settings. The reliability of scales is analyzed using Cronbach’s coefficient alpha since Cronbach’s alpha test is best used for multipoint-scaled items and it is also the most popular test for inter-item consistency reliability (Cavana, Delahaye & Sekaran, 2003). The type of investigation is correlational. It examined the relationships between emotional intelligence and job satisfaction. 29 3.4 Operational Definition In this part of the study, operational definitions are discussed and explanations in how does the study operationally defined the variables included in the study. 3.4.1 Job Satisfaction Job satisfaction is defined by three items. It consist of intrinsic job satisfaction, extrinsic job satisfaction and general job satisfaction and each of the items been measure with three questions regarding the item itself. All items were modified from research done by Goleman (2002). 3.4.2 Emotional Intelligence Variables in the measurements of emotional intelligence includes of self-awareness, selfmanagement, and social-awareness. Five point Likert scale of 1 (strongly disagree) to 5(Strongly Agree) is being used. Each of the variables consists of their own questionnaire according to the variables that represent the self-awareness, self-management, and socialawareness. To analyse the data, Statistical Package for Social Sciences (SPSS) version 18 is used. SPSS is chosen because of its popularity and availability. It is a very powerful in data analyses which offers huge number of statistical modules/tools, yet maintain its user friendliness. 3.5 Measurement of Variables/Instrumentation Data collection done by distributing set of questionnaires. The questionnaires were developed by altering several questionnaires related to emotional intelligence and job satisfaction used in previous research. Every item uses 5-point Likert scales i.e. (1) Strongly Disagree, (2) Disagree, (3) Neither Agree nor Disagree (4) Agree and (5) Strongly Agree. 30 3.6 Pilot Testing of the Instruments A pilot test is a precursor to a full-scale study used to check if all operational parameters are in check. The term of pilot study is used in two different ways in social science research. A pilot, or feasibility study, is a small experiment designed to test logistics and gather information prior to a larger study, in order to improve the latter’s quality and efficiency. A pilot study can reveal deficiencies in the design of a proposed experiment or procedure and these can then be addressed before time and resources are expended on large scale studies. 3.6.1 Reasons for Conducting Pilot Study There are many reasons why a researcher chooses to conduct a pilot study prior from conducting the full scale study. Below are some of the reasons compiled from Teijlingen and Hundley (2001): • Developing and testing adequacy of research instruments • Assessing the feasibility of a (full-scale) study/survey • Designing a research protocol • Assessing whether the research protocol is realistic and workable • Establishing whether the sampling frame and technique are effective • Assessing the likely success of proposed recruitment approaches • Identifying logistical problems which might occur using proposed methods • Estimating variability in outcomes to help determining sample size • Collecting preliminary data For this study, pilot test was conducted among executive level in three selected GLCs and 30 respondents have been selected to be in the pilot test to test the reliability of the questionnaire. The researcher then will know whether the questionnaire is fully understood by the respondents. The data extracted from questionnaires then were keyed in Statistical Package for Social Science version 18. The result of the pilot testing is shown in the figure below: 31 3.6.2 Reliability Analysis A scale reliability test was undertaken for all the factors which have been emerged from the factorial analysis. The summarizations of the results are shown in the table below: Table 3.1 Reliabilities (Cronbach’s alpha) – Independent and Dependent Variables; Table 1: N=30 Variable(s) Set of items Reliability Job satisfaction 7 0.637 Self-awareness 4 0.644 Self-management 5 0.966 Social-awareness 2 0.834 The reliability (Cronbach’s alpha) analysis results for all the 5 scales were above 0.70 which was at par with the standards recommended by Nunnally (1978). Hence, the usage of these scales is justified in this research due to the fact that these scales have the ability to represent the data. 32 3.7 Sources of Data The primary data pertaining to the relationships between emotional intelligence to job satisfaction is collected through a self-administered questionnaire. The sources of data are where the information of this proposal gets. In this research both primary and secondary data are include:  Primary data Primary data is a data which originated by the researcher for specific purpose of addressing the research problem. It is the data observed or collected directly from first-hand experience. For this proposal, a survey questionnaire will be conducted. Therefore, the information that is collected will be directed to the researcher. This data has not been previously published, i.e. the data is derived from a new or original research study and collected at the source, e.g., in marketing, it is information that is obtained directly from first-hand sources by means of surveys, observation or experimentation.  Secondary data The secondary data is used to collect for purposes other than the problem at hand. It is a published data and data collected in the past or other parties. Secondary data analysis saves time that would otherwise be spent collecting data and, particularly in the case of quantitative data, provides larger and higher-quality databases than would be unfeasible for any individual researcher to collect on their own. Furthermore, the secondary data is available effortlessly, rapidly and inexpensively. At times, secondary data can also give an insight to the researcher on the subject matters from difference perspective. The secondary data that is used in the proposal are the journals, articles and books. 33 3.8 Data Collection 3.8.1 Population A population is an aggregate of all the elements that share some common set of characteristics and that comprise the universe for the purpose of the research problem. On the other hands, sampling is a subgroup of the population selected for participation in the study. The targeted population for this research will be from the GLC’s company. The respondent will base on the individual employees who are consisting of all level with regard. As the respondents who are involved in this study, is someone that easily accessible then it is consider as a convenient sampling. For the population, I will conduct the research for GLC’s company for the population and the sample which is from Tenaga Nasional Berhad (TNB), Telekom Malaysia Berhad (TM), and Petroleum Nasional (PETRONAS). The reasons why I choose these 3 companies is because of time limitation and also to save the cost since all of these companies are located in Kuala Lumpur. 3.8.2 Sampling Sampling is a process of drawing up representation of the population under study. According to Cooper and Schindler (2006), there are four main reasons why researchers choose to sample their population which is: 1) To lower the costs of the research 2) To get greater accuracy of results 3) To achieve greater speed of data collection 4) The availability population elements 34 3.8.3 Probability and Non-Probability Sampling There are two basic sampling approaches which is probability and non probability sampling. As the respondents who are involved in this study, is someone that easily accessible then it is consider as a non probability sampling which is convenient sampling. Convenience sampling involved selecting respondents primarily on the basis of their availability and willingness to respond (Shaughnessy et al., 2006). This means that the sample that is being drawn involve only subjects that are willing to take part in the study. 3.8.4 Sample Size The name list of the total number of population who fulfil the requirement that holds the position such as vice president, general manager and director is 91 people. The total questionnaire that will be distributed is 150 which will be distributed to 50 employee divided equally to GLCs companies that I have chose which is 50 questionnaire to employees at Tenaga Nasional Berhad (TNB), 50 questionnaire to employees at Telekom Malaysia Berhad (TM), and remaining 50 questionnaire for the employees at Petroleum Nasional (PETRONAS). 35 3.9 Technique of data analysis All data will be tested by using Statistical Package for Social Science (SPSS) Version 18 for descriptive analysis for demographic factors and inferential analysis to analyse regression and correlation between independent and dependent variable. In this research the data will be collected using a structured questionnaire. The data collection tool that is use in the proposal is survey basis questionnaire. Questionnaire is a formalized set of questions for collecting and obtaining information from respondents. The questionnaire for this proposal will be divided by 3 parts. The first part is for the demographic questions. The second part of the questionnaire is based on the independent variables and the third part is based on the dependent variables. 3.9.1 Questionnaire Design The questionnaire consists of three parts as exhibited below. Part A contains of information regarding the respondent’s demographic profile which include gender, age group, and length of service, job position, and academic achievement. Part B consists of questions for individual leader to ascertain their emotional intelligence. Part C seeks answer for job satisfaction. The questionnaire began and end with courteous note thanking them for their and participation. 3.9.2 Measurement The emotional intelligence was assessed with four dimensions and the job satisfaction was assessed with three dimensions. There are 18 items for emotional intelligence and 7 items for job satisfaction. All items below were evaluation on a five-point Likert scale. Table 2: N=150 Variable(s) Set of items Reliability Job satisfaction 7 0.637 Self-awareness 4 0.644 Self-management 5 0.966 Social-awareness 2 0.834 36 3.9.3 Job Satisfaction The widely accepted and used questionnaire was developed by Weiss, Dawis, England and Lofquist in 1967. The questionnaire has five-point Likert scale where the respondents were requested to state their perceptions of different items on the scale using the following five categories: 5=Totally Satisfied, 4=Satisfied, 3=Neither Satisfied nor Dissatisfied, 2=Dissatisfied, 1=Totally Dissatisfied. The questionnaire measures intrinsic satisfaction, extrinsic satisfaction and general satisfaction. The questionnaire is a widely recognized and trusted scale that highlights important components that form job satisfaction and has been used to measure job satisfaction with three dimensions by several researchers (Chen, 2006; Feinstein and Vondrasek, 2001; Lau and Chong, 2002) and demonstrated satisfactory results and reliability values. 3.9.4 Emotional Intelligence Bar-On (1997) and Goleman (1995) view EI as encompassing multiple aspects of personal functioning. EI can be measured by self-report which is designed t assess beliefs and perceptions about an individual’s interrelated emotional and social competencies, skills, and facilitators that impact intelligent behaviour (Bar-On. 1997a; 1997b), Bar-On (1997) model of emotional-social intelligence is an empirically based theoretical study. According to this model emotional-social intelligence is a cross section of interrelated emotional and social competencies, skills and facilitators that determine how effectively one understand and express oneself, understand others and relate with them, and cope with daily demands (BarOn, 1997b) In addition, Goleman (1995) mentioned that eemotional and social factors are important. Goleman (1995) agreed with Salovey’s (1990) five main domains of emotional intelligence namely knowing one’s emotions, managing emotions, motivating oneself, recognizing emotions in others, and handling relationship. Goleman’s (2001) emotional intelligence model appears to be the most prominent as it covers domains of EI include self-awareness, self-management, and social awareness. On a five-point Likert-type scale (1 = strongly disagree; 5 = strongly agree), respondents rate their agreement with 4 items to measure self awareness, 5 items to measure self management and 2 items to measure social awareness. 37 3.10 Conclusion Based on the literature review, there are three dimensions for job satisfaction and three dimensions for emotional intelligence namely self-awareness, social-awareness, and selfmanagement. According to that, there is positive relationship between emotional intelligence and job satisfaction. Research has shown that job satisfaction is important because employees who are satisfied work at their best and this increases the productivity of the organization. Research has also shown that people with high EI are more likely to gain success in workplace such as having effective performance and ability to changes. In relation to abovementioned literature reviews summary and relationship between job satisfaction and emotional intelligence, the next chapter will study the methods used to investigate the relationship between job satisfaction and emotional intelligence. This chapter discussed the research method proposed for this study by presenting the theoretical framework and research hypothesis. Aside to that, it also includes the discussion of sampling design, data collection, questionnaire, measurement and data analysis. In other to investigate the relationship between job satisfaction and emotional intelligence, a quantitative study will be used. SPSS will be used to perform factor analysis, descriptive analysis, reliability test and correlation analysis. 38 CHAPTER 4 RESULTS AND DISCUSSION 4.1 Introduction This chapter outlines the results of data analysis obtained from respondents. The main purpose of this study is to examine the relationship between emotional intelligence and job satisfaction of a leader. 4.2 Method of analysis When all of the information required has been collected, the data collected will be analyzed with the Statistical Package for Social Sciences (SPSS) Version 18. All data were first scanned and treated for errors and missing values. The data was visually scanned for errors in data entry and amended accordingly. The method of analysis that been used in this proposal is the descriptive research, regression and correlation. The regression is use for analyzing associative relationships between a metric dependent variable and one or more independent variables. Correlation is a statistic summarizing the strength of association between two metric variables. The analysis of data will be started with the descriptive statistics analysis where the frequency table is generated to provide frequency details and percentages of demographic characteristics of the respondents. From these details, some general observations about the data collected and the respondents may be observed. Some of the output from this analysis includes frequency tables, percentages, statistics details like percentages, mean, median and standard deviations. 39 Follow by the reliability test for the scales through Cronbach’s Alpha. The Cronbach Alpha testing was used as it is the most well accepted reliability test tools applied by social researcher (Sekaran, 2005) In Cronbach’s Alpha reliability analysis, the closer Cronbach’s Alpha to 1.0, the higher the internal consistency reliability. (Cronbach’s Alpha; Cronbach, 1946). Cronbach measures: 1. Reliability less than 0.6 considered poor. 2. Reliability in the range 0.7 is considered to be acceptable. 3. Reliability more than 0.8 are considered to be good. Thirdly Pearson Correlation Coefficient analyses were carried out. The correlation analysis was used to describe the strength and direction of the linear relationship between two variables. While the scale model suggested by Davies (1971) used to describe the relationship between the independent variables and the dependent variable, are as shown below: 1. 0.7 and above – very strong relationship, 2. 0.50 to 0.69 – strong relationship, 3. 0.30 to 0.49 – moderate relationship, 4. 0.10 to 0.29 – low relationships and 5. 0.01 to 0.09 – very low relationship. Lastly, Multiple Regression Analysis was conducted. Multiple regression analysis is performed to determine the predict power or strength between the dependent variable and the independent variables (Hair et al, 2006). The result of multiple regressions is an equation which will represent the best prediction of how the dependent variable is influenced by several independent variables as well as to determine strength of the influence. 40 4.2.1 Profile of Respondents Gender Valid Valid Cumulative Frequency Percent Percent Percent female 56 37.1 37.3 37.3 male 94 62.3 62.7 100.0 Total 150 99.3 100.0 Missing System 1 .7 Total 100.0 151 Table above exhibits respondent’s profile. The study reveals that 94 respondents of the study are male while 56 of the respondents are female Age Group Valid Cumulative Percent Percent Percent years 61 40.4 40.7 40.7 years 63 41.7 42.0 82.7 years 26 17.2 17.3 100.0 150 99.3 100.0 Missing System 1 .7 Total 151 100.0 Frequency Valid 36-41 old 41-46 old 46-50 old Total Majority of respondents age (40%) were in the range between 36 to 41 years old, and (17%) were in range 46 to 50 years old. 41 Academic Achievement Valid Valid Cumulative Frequency Percent Percent Percent 1 93 61.6 62.0 62.0 2 57 37.7 38.0 100.0 Total 150 99.3 100.0 Missing System 1 .7 Total 100.0 151 With regards to education level, majority respondent’s are in bachelor of degree. However, there are several of them are from master degree. Manager Individual Valid Cumulative Frequency Percent Percent Percent people manager 92 60.9 61.3 61.3 individual 58 38.4 38.7 100.0 150 99.3 100.0 Missing System 1 .7 Total 151 100.0 Valid contributor Total 92 respondents are people manager and 58 of the respondents are individual contributor who may lead a project team but do not have employees reporting to them. 42 Job Position Valid Cumulative Percent Percent Percent in 72 47.7 48.0 48.0 at 73 48.3 48.7 96.7 100.0 Frequency Valid department head malaysia site staff senior manager GLC's company 3 5 3.3 3.3 Total 150 99.3 100.0 Missing System 1 .7 Total 151 100.0 In term of job position profile, 72 respondents are the department heads at GLC’s company while the other 73 respondents are leaders reside in Malaysia who either holds regional and global responsibilities but do not head the departments at GLC’s company. 43 4.3 Factor Analysis The exploratory factor analysis is used in the early stage of this research to explore the interrelationships among the set of variables which are job satisfaction and emotional intelligence. The 11 items of emotional intelligence and 7 items for job satisfaction variable were subjected to principal component analysis using SPSS version 12.0. Principle components analysis is used to produce a smaller number of linear combinations of the variables in a way that accounts for most of the variability in the pattern of correlations (Cavana, Delahaye & Sekaran, 2003). Prior to performing the principal components analysis, the suitability of data for factor analysis was conducted with an inspection of the correlation matrix that showed evidence of coefficients greater than 0.3 for both job satisfactions variable and emotional intelligence variable to ensure suitability of data. The Kaiser-Meyer-Olkin (KMO) in appendix measures of sampling adequacy for both variables was 0.794 and 0.637 respectively for job satisfaction and emotional intelligence. These values were above 0.6 which is the minimum value for good factor analysis. Therefore, the factor analysis is considered appropriate and supported the factorability of the correlation. 44 4.3.1 Reliability Analysis In the reliability test, the Crobanch’s alphas are 0.747 which is for intrinsic and extrinsic job satisfaction respectively as show in table below. The Cronbach’s alpha for self awareness is 0.644, for the self management is 0.966 and for the last one which is social awareness is 0.834. The Alpha values are above:  Self-awareness Reliability Statistics Cronbach's N Alpha Items .644 4  of Self-management Reliability Statistics Cronbach's N Alpha Items .966 5  of Social-awareness Reliability Statistics Cronbach's N Alpha Items .834 2 of 45 4.4 Findings The statically method of correlation is used to determine the relationships between the independent variable and dependent variable. The regression analysis is conducted to examine which among the three dimensions of independent variable being most significant job satisfaction. The result of correlation analysis and linear regression are presented in the following section. 4.4.1 Correlation Coefficient According to Sekaran (2003), research project that includes several variables, the researcher would often like to know how one variable is related to another. Correlation is used when exploring the strength of the relationship between two variables. This gives the direction which is positive and negative to the relationship. A positive correlation indicates that as one variable increases while the negative correlation indicates that as decreases. 46 The correlation between dependent variable and independent variables are showed in table below: Correlations EI Pearson EI SA SM SCA JS 1 .622** .790** .466** .183* .000 .000 .000 .025 Correlation Sig. (2-tailed) SA N 150 150 150 150 150 Pearson .622** 1 .098 .362** .246** .235 .000 .002 Correlation SM Sig. (2-tailed) .000 N 150 150 150 150 150 Pearson .790** .098 1 .012 .022 Sig. (2-tailed) .000 .235 .887 .787 N 150 150 150 150 150 .466** .362** .012 1 .194* Sig. (2-tailed) .000 .000 .887 N 150 150 150 150 150 Pearson .183* .246** .022 .194* 1 Sig. (2-tailed) .025 .002 .787 .018 N 150 150 150 150 Correlation SCA Pearson Correlation JS .018 Correlation 150 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). 47 Research Question 1: Whether emotional intelligence has a positive relationship between job satisfactions Correlations EI Pearson EI JS 1 .183* Correlation Sig. (2-tailed) JS .025 N 150 150 Pearson .183* 1 Correlation Sig. (2-tailed) .025 N 150 150 *. Correlation is significant at the 0.05 level (2-tailed). The relationship between EI is tested against job satisfaction. The result indicated there significant relationship between EI and job satisfaction (r=0.183, p<0.05). The relationship between the variables is significant but the correlation result is weak, at r=0.183. 48 Research Question 2: Whether self-awareness has a positive relationship between job satisfactions Correlations SA Pearson SA JS 1 .246** Correlation Sig. (2-tailed) JS .002 N 150 150 Pearson .246** 1 Correlation Sig. (2-tailed) .002 N 150 150 **. Correlation is significant at the 0.01 level (2-tailed). The relationship between EI self-awareness is tested against job satisfaction. The result indicated there are significant relationship between the EI self-awareness and job satisfaction (r=0.246, p<0.05). The relationship between the variables is significant but the correlation result is weak, at r=0.246. 49 Research Question 3: Whether self-management has a positive relationship between job satisfactions Correlations SM Pearson SM JS 1 .022 Correlation Sig. (2-tailed) JS .787 N 150 150 Pearson .022 1 Correlation Sig. (2-tailed) .787 N 150 150 The relationship between EI self-management is tested against job satisfaction. The result indicated that there are insignificant no relationship between EI self-management and job satisfaction (r=0.022, p>0.05). 50 Research Question 4: Whether social-awareness has a positive relationship between job satisfactions Correlations SCA Pearson SCA JS 1 .194* Correlation Sig. (2-tailed) JS .018 N 150 150 Pearson .194* 1 Correlation Sig. (2-tailed) .018 N 150 150 *. Correlation is significant at the 0.05 level (2tailed). The relationship between EI self-awareness is tested against job satisfaction. The result indicated there are significant relationship between the EI self-awareness and job satisfaction (r=0.194, p<0.05). The relationship between the variables is significant but the correlation result is weak, at r=0.194. 4.5 Conclusion From the findings, correlation analysis result indicated that two independent variables namely EI self-awareness and EI social-awareness are significantly and positively related to job satisfaction. But the EI self-management is rejected because there is insignificant which no relationship between self-management and job satisfaction is. 51 CHAPTER 5 CONCLUSION AND RECOMMENDATION 5.1 Introduction The purpose of this study is to determine whether there is a relationship between the three independent variables which is self-awareness, self-management, and social-awareness with the dependent variable job satisfaction of all leaders at GLC’s company. 5.2 Discussion of Results This study is guided by the research objectives that were listed in the earlier parts whereby the research design, sampling process, statistical tests, findings and results were based upon. Therefore, this next section will discuss on the objectives of the study that had been accomplished through rigorous tests and analysis. In the demographic analysis in the previous chapter, it was found that most of the leadership involved in this study are age group of 30-39 years and male leadership dominated the majority of the samples. Also majority of the executives have a bachelor’s degree and are involve with middle management in human resource responsibility. 52 There are objectives of the study was determine the relationship between Emotional Intelligence and Job Satisfaction among leadership at GLC’s company which are Tenaga Nasional Berhad(TNB), Telekom Malaysia(TM), and Malayan Banking Berhad(MAYBANK): Objective 1: To identify the relationship between emotional intelligence and job satisfaction The result of this study indicates that none of the emotional intelligence and job satisfaction has the most important relationship. There possible factors that influence job satisfaction because according to Chiva and Algre (2008), when seeking to improve employee job satisfaction, practitioners should take into account the link between EI and organizational learning capability. Under certain condition such as organizational such as learning capability, emotionally intelligent people are more likely to be satisfied. The suggestion for GLC’s company is to improve more human element on emotion and for leaders to meet with the people more frequently. The meet people session can have discussions that are meaningful for every employee, which are:  Building team harmony or increasing morale- Leaders will have opportunity to communicate and listen to employees, understand employees’ emotion and build team rapport. When employees have an avenue to express their view and thought, they will feel that their inputs are being taken seriously by the leaders, therefore it enhances  their morale. Motivating employees during stressful- During tough time, it can be stressful for the employees. It is important for the leader to have opportunity interacting with their  employees. This can improve the level of empathy with the employees. Helping employees improve performance and develop long-term strength- The change to talk about employee’s development and opportunity to improve will work well for those who know their weakness and want to improve them. The avenue to talk about development reflects that leaders are serious about employs’ development and care about their career. 53  Getting result from highly motivated and competent team- The meet people session provides opportunity for leaders to set high performance standards and get positive  impact from employees who are self-motivated and highly competent Getting inputs from employees- At GLC’s company, it is a session named as “Your Say” where employee has the opportunity to voice their thoughts. Valuable inputs are received from the session. 54 Objective 2: To investigate the relationship between self-awareness and job satisfaction The positive and acceptable coefficient value between EI self-awareness and job satisfaction suggest that the leader’s emotional self-awareness and accurate self-assessment should be worthwhile to pay attention to as it is significantly related (r=0.246, p<0.05) to the job satisfaction at GLC’s company. If leaders are being developed on emotional self-awareness, the job satisfaction within the leader will increase. The leaders could feel dissatisfied about their work attributed by factors such as advancement, company policy, compensation, recognition, and supervision-human relations. This finding is parallel to the research methodology by Rozell, Pettijohn and Parker (2001) that one’s emotions play an important part in workplace behavior and job satisfaction. If emotion is not properly handled, it will result in one person feeling upset more often and can lead to one’s behavior such as chronic absenteeism, lateness, reduced effort and increased error rate that affect organizational functioning and performance. 55 Objective 3: To determine the relationship between self-management and job satisfaction There is no correlation between self-management and job satisfaction. This could be due to the culture and policy administration at GLC’s company. Generally, people at GLC’s company are in task oriented culture mainly driven by the performance management system that measures individual accomplishment. Therefore, it becomes a priority for individual to complete task is being measured for performance success. The EI self-management also has no relationship with job satisfaction. It could be due to leaders do not revealed their true selves at workplace. A leader with high standard that drive them constantly seek performance improvements for themselves and those they lead, and yet when they are unable to reveal their true selves, they end up being natural on job satisfaction on items such as the chance of advancement on the job, the way the company policies are put into practice, the way boss handles his means, and the competence of supervisor making decisions. In addition, achievement drive, optimism, and initiative are key elements in self-management dimension. It involves the control of emotional tendencies that guide of facilitate reaching goals (Goleman, 1995). Chiva and Alegre (2008) explained that EI might have a negative impact on levels of job satisfaction, since only those with well-developed emotional capabilities would be able to recognize the resists covert management attempts to colonize their affective lives through normative control systems. 56 Objective 4: To examines the relationship between social-awareness and job satisfaction There are no correlation between social awareness and job satisfaction. Social awareness enables a leader to attune to a wide range of emotional signals, letting them sense the felt but unspoken emotions in a person or group. It also enables leader to detect social networks and make it possible for a leader to get along with people of diverse backgrounds. The positive and acceptable coefficient value between EI social awareness and job satisfaction suggest that leader’s empathy, organizational awareness and service orientation are significantly related with job satisfaction at GLC’s company. The relationship between social awareness and job satisfaction means that by understanding the work environment and executing action plans for the leaders which impacts the items for social awareness and job satisfaction will help to bring improvements to GLC’s company. For example, social awareness enables a leader to monitor customer’s satisfaction carefully to ensure that they get what they need. There is level of ability to recognize and meet customer’s needs by the leaders at GLC’s company. From the organizational awareness perspective, the leader has ability to read the current organizational life, build decision networks and navigate politics. This finding is parallel to the research conducted by Chiva and Alegre (2008) that when the environmental conditions propitiate the individual’s abilities, they might have higher levels of satisfaction. Zeidner (2004), affirm that qualities of agreeableness such as empathy, altruism, and interpersonal sensitivity are central to conceptions of EI, but these qualities may militate against effective performance in job requiring ruthlessness or toughness. At GLC’s company, selecting leaders who have high emotional intelligence may have a positive impact resulting in an organization that succeeds in retaining its most critical workforce. 57 5.3 Implication of the Study This section will discuss on the implication of this study. The implication of this study will divided into three major parts namely:    Implication to Academics Implication to Leaders Implication to Organization (Government Linked-Company) This part structured in this way for two main reasons. The first reason is that this study intends to segregate the implications in such way that clearer picture of the easier for readers to understand each implication when they are viewed from different perspectives. 5.3.1 Implication to Academic This study has highlighted two major factors facing the leaders in GLC’s company. The two main factors are management practices and employee involvement. Therefore, as far as management style and approach, background of management team, cohesiveness of management team, etc are factors that could possibly have influence over organization performance that an academician should look into. As for employee involvement, besides several items that are being analysed, other items that could possibly affect organization performance include cross functional team. Other than that, this study was done with only three GLC and within the vicinity of Klang Valley. Therefore, future research should also include other GLCs and preferably try to cover other parts of Malaysia. The more the companies are involved in the research and the larger the area of coverage, the better the comparison that could be made and this will provide better in-depth findings and conclusions about the subject matter. 58 5.3.2 Implication to Leaders The first implication is that both management practices and employee involvement must play a synergetic role to ensure the success of an organization. Management alone without the full support of all levels of employees will go nowhere. Management must provide leaders with opportunities to develop critical thinking, problem-solving and team-working skills in line with working innovativeness and coordination with modern technology working components and approach. On the other hand, by implementing these practices effectively, leaders can expect to realize improvements in all areas. However, improvements in management practices, team effectiveness, communication and job satisfaction would be more immediate. 5.3.3 Implication to Organization (Government Linked-Company) This section will discuss the implication of the study on organizations especially of those which are operating in the government linked-companies (GLCs). As what the study had found, most of the leaders that work for these organizational agreed that management practices and employee involvement will lead to improvement of organization performance. Employees are the heart and soul of organizations. Therefore, these situations play a vital role in improving or boost company’s performance. According to study conducted by Mohrman et. (1995), 83% of the surveyed companies that had a positive experience, and 79% planned to increase their organizations. 59 5.4 Limitation of Study This research is restricted by several limitations. The various limitations stated as follows: 5.4.1 Limited Environmental and Cultural Aspects to One Country The findings of this study had provided some unique insights into the leader’s emotional intelligence and job satisfaction at GLC’s company. However, the population might produce a different result if tested in a different environment and culture, specifically at GLC’s company entities at USA. Different company’s entities face different issues. Challenges and opportunities require the leaders to act on them differently. When the leader reacts to different issues and challenges, the emotional intelligence and job satisfaction demonstrated will be different based on different situation. 5.4.2 Limitation of Relying on Self-Reported Data and Cross-Sectional Study Even though validated and usable measures were employed to reduce the possibility of bias, the limitation of relying on self-reported data should be recognized and be cautioned because the researcher is assuming certain limitations such as subjectively and truthfulness in the answers provided in the questionnaires. The data was collected over a period of one and a half month. So, the data was gathered once and represented a snapshot of one point in time. As the study as focuses on the leaders who are in the top level management at GLC’s company, the population is limited to only 150 people. Since the population is small, all population are taken as sample. 60 5.5 Recommendation for Future Research This study had provided some idea regarding leader’s emotional intelligence and job satisfaction at GLC’s company. Hence, it would be beneficial for future research to consider the following suggestions:   Expand the study into other company entities or even industries to enhance the consistency of results. Include other variables such as job control (Abraham, 2000) nd working condition (Chiva & Algre, 2008) to measure leader’s emotional intelligence and job satisfaction so that this will increase the accuracy of understanding the drivers and moderating  variables that could impact of the study.  found to have higher score on many personal and social competencies. Continue to explore on the emotional intelligence for leaders as senior managers were Future studies may benefit from a longitudinal research design as through a longer period of time, the leaders encountered different issues, challenges and opportunities that require them to apply their emotional intelligence competencies and cope with environmental demands and pressures. In a longitudinal study, the data can be gatherd over an extended period and enable researcher to track changes over time from the same pool of respondents. 61 5.6 Conclusion One out of four objectives in this study have been partially achieved whereby the results had shown that self-awareness and social awareness are related to job satisfaction where as self-management are not related to job satisfaction. Among all three dimensions of emotional intelligence, none of the dimensions is found to be strongest dimension that relates to leader’s job satisfaction in GLC’s company. Overall the model explained by three independent variables namely self-awareness, selfmanagement and social-awareness. This value is rather low. Therefore, emotional intelligence only may not be enough to study leader’s job satisfaction. So, other variables such as job control (Abraham, 2000) and working condition (Chiva & Alegre, 2008) should be added when researching job satisfaction and emotional intelligence. It is hoped that more research will be conducted to gain a whole understanding of emotional intelligence amd leader’s job satisfaction. This is because emotional intelligence is becoming one of the most important individual competencies for organizations (Rowden, 2002). In addition, one of the most important reasons why we should be concern with job satisfaction is that can lead to behaviors that affect organizational functioning and performance (Rowden, 2002). Some resources should also be channeled to understand what other drivers and variables that can contribute significantly to the job satisfaction of the leaders at GLC’s company. In summary, this study suggests that leader’s job satisfaction is influenced by individual emotional intelligence. 62 APPENDIX Hi Leader/Manager, I’m currently pursing Bachelor’s in Human Resource Management. Now is the time to work on thesis and my research topic is the relationship between emotional intelligence and job satisfaction of leaders. Appreciate if you can help to complete this survey questionnaire. The attached questionnaire will take you 15 minutes complete. I hope you can complete and return to me within March. Thanks. Part A: Demographic Profile 1) Are you peopling manager or individual contributor? People manager Individual contributor 2) Job position Department head in Malaysia Site Staff Senior manager at GLC’s company 3) Gender Female Male 4) Age group Below than 36 years old 36-41 years old 41-46 years old 46-50 years old More than 50 years old 63 5) Academic achievement Bachelor degree Master degree Doctorate degree None of the above Part B: Emotional Intelligence Scale: - i: Strongly Disagree; ii: disagree; iii: Neither Agree nor Disagree; iv: Agree v: Strongly Agree 1) Self-awareness workers are normally not overly self-critical natively hopeful i. ii. iii. iv. v. 2) Self-awareness is a propensity for self-reflection and thoughtfulness i. ii. iii. iv v. 3) Self-aware people typically find time to reflect quietly i. ii. iii. iv. v. 4) Self-aware people think things over rather that react impulsively i. ii. iii. iv. v. 5) Leaders that have inspiration competence create resonance and move people with compelling vision or mission i. ii. iii. iv. v. 64 6) Leaders who are good at cultivating people’s abilities show a genuine interest in those they are helping along understanding their goals strengths and weaknesses i. ii. iii. iv. v. 7) Inspirational leader embody what they ask of others and are able to articulate a Shared mission in a way that inspires others to follow i. ii. iii. iv. v. 8) Leader who possess the change analyst competence are usually able to lead in recognition of need for change challenge the status quo and champion the new order i. ii. iii. iv. v. 9) Leaders with conflict management competence have capacity to manage conflict effectively as they are able to draw out all parties understand the differing views and then a find a command ideal that everyone all endorse i. ii. iii. iv. v. 10) Social awareness enables a leader-management to detect social networks and understand key power relationships i. ii. iii. iv. v. 11) Social awareness 65 Part C: Job Satisfaction Scale i: Totally Dissatisfied ii: dissatisfied iii: Neither Satisfied nor Dissatisfied iv: Satisfied v: Totally Satisfied 1) The chance to do something that makes my abilities i. ii. iii. iv. v. 2) The feeling of accomplishment i get from the job i. ii. iii. iv. v. 3) Being able to do things that don’t go against my conscience i. ii. iii. iv. v. iii. iv. v. iii. iv. v. iii. iv. v. iii. iv. v. 4) The change to do things for other people i. ii. 5) The change to be somebody in the community i. ii. 6) The chance to tell people what to do i. ii. 7) The freedom to use my own judgement i. ii. 66 REFRENCES Abdullah, A.B. 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