Abstract
The objective of this study was to investigate the relationship between emotional intelligence and general job satisfaction of librarians. For this purpose, a quantitative study was conducted on librarians serving in university libraries of Pakistan. A randomly selected sample of Pakistani university librarians completed a questionnaire survey measuring their responses on emotional intelligence and job satisfaction. Multiple regression analysis indicated that all indicators of emotional intelligence were significant predictors of job satisfaction. The results showed that self-assessment was the strongest predictor while optimism was the weakest predictor of job satisfaction. The findings are useful for libraries and other organizations interested in developing emotional intelligence and improving workers’ job satisfaction, which ultimately may lead to effective performance.
Introduction
In the sub-continent, librarianship emerged in 1915 by Asa Don Dickinson, an American scholar. Later on, his training influenced the basic ideologies of librarianship in the region (Anwar, 1990). However, after the birth of Pakistan in 1947, developments in academic librarianship declined (Haider, 2003). When Higher Education Commission (HEC) was founded, Pakistani university libraries showed some progress (Ameen, 2008a; Mahmood, 2003; Ramzan, 2004). To develop university libraries, the HEC undertook many initiatives (Arshad and Ameen, 2010). Recently, for example, HEC established the National Digital Library of Pakistan providing university libraries access to nearly all international research databases and e-books repositories (Warraich and Ameen, 2010).
Despite the distinguished contributions of HEC in the advancement of university librarianship, library patrons, organizational authorities and researchers remain dissatisfied with the performance of academic librarians (Ameen, 2008a; Mahmood, 2003; Ramzan, 2004). The evidences suggest that university librarians have limited vision and adhere to traditional librarianship concepts (Ramzan, 2004; Ullah et al., 2010). In addition, librarians’ level of job satisfaction (JS) and commitment is also moderate (Khan and Ahmad, 2013; Khan et al., 2014). Academic librarians are not motivated to acquire the skills necessary for the new information environment (Ameen, 2008a, 2008b) and, in addition, they are deficient in several significant competencies, such as environmental scanning, analytical and statistical and strategic skills (Mahmood, 2003). Furthermore, librarians in Pakistan are graduates of schools of librarianship where curriculum was replicated from the western countries and still in use and not frequently revised (Mahmood, 2003; Rehman, 1994). This has given birth to multiple issues such as mismatching of skills with job demands (Mahmood, 2003, 2008). In addition, Pakistani academic librarians are not competent in the use of technologies vital for modern librarianship (Mahmood, 2012; Ramzan, 2004). Because of the lack of availability of important skills, Pakistani librarians are confronting several professional issues, for example a poor image of academic librarianship (Ameen, 2008b), poor professional identity and unsuccessful library leadership (Ameen, 2008a), lack of knowledge of technologies (Mahmood, 2003), mismatch between the current and required skills (Haider, 2003; Mahmood, 2008), and in some cases moderate levels of satisfaction and commitment (Ameen, 2008a; Khan et al., 2014). Furthermore, librarianship has become a career of last resort for those students who failed to gain entry to other university degree programs (Laloo, 2013). In different professional discourses, academic librarians have admitted that they have entered librarianship as a career by chance or as a last opportunity to acquire a university degree. Although library patrons acknowledge that university libraries contribute significantly towards research, education and learning in Pakistan, library services are often limited and incapable of meeting users’ needs of information (Haider, 2003). Further, due to the lack of motivation to acquire up-to-date skills, many questions are being raised about librarians’ performance. However, what makes a librarian efficient and productive is still an important question among researchers.
As a result, in terms of librarians the study of competencies has become a promising area of research. Prior findings from organizational researchers showed that competent, satisfied and committed workers are effective performers (Alam, 2009; Carmeli, 2003). Among other competencies, researchers have recently shown interest in the study of emotional intelligence (EI) as a significant skill for the workforce. Researchers have theorized that an emotionally intelligent workforce produces optimal performance (Antony, 2013; Bipath, 2007). Hence, the present study assumed that EI as a skill may facilitate academic librarians towards the acquisition of required skills, efficient performance and desired organizational goals. Numerous researchers, for example Hoppock (1935), Salovey and Mayer (1990), Amstrong (2006), Attar and Sweis (2010), Hart (2010), Jeloudar and Goodarzi (2012), Antony (2013), Zeidner et al. (2004), Jafaria et al. (2014) and Pau and Sabri (2015) emphasized that EI is essential for job satisfaction (JS) that further predicts performance and motivates for the attainment of organizational goals.
Despite the useful effects of EI and JS on performance and productivity, research is still limited on these two constructs in terms of Pakistani librarians. According to Taib et al. (2010), advanced research is required on JS of librarians because in this area results are conflicting. Similarly, Carmeli (2003) and Sani et al. (2012) reported scarcity of research on EI of librarians and recommended further research. The literature review showed that researchers in the past investigated EI of librarians only in terms of leadership (Hendrix, 2013; Hopper, 2005; Kreitz, 2009) and very few studies examined the effects of EI in other domains. Julien and Genuis (2009) stated that besides leadership, librarians use EI to reduce job-related pressures. Regarding the contributions of EI towards stress, Rahim and Malik (2010) stated that in the presence of disparaging constructs such as job stress or professional challenges, EI is useful. Additionally, the findings of McKeown and Bates (2013) showed that several indicators of EI are applicable to academic and public librarianship. In relation to Ameen’s work (2008a, 2008b), the results on JS of Pakistani librarians are conflicting and further research is needed. Accordingly, the intended study justified that research is required on EI and JS of Pakistani librarians to emphasize the significance of these two constructs. In addition, it is useful to understand whether the relationship of EI with JS of Pakistani librarians is significant or not. The study is important for librarians to augment their current level of EI and JS that may encourage them to consider professional challenges optimistically. Hence, the present study seeks an answer to the research question: Is the relationship of EI with JS of Pakistani university librarians significant?
Literature review
Job satisfaction
Despite the extensive usage of JS, there is still a lack of consensus among researchers over its conceptualization. However, researchers have used the term JS that refer to employees’ level of pleasure about their job. According to the Hoppock theory (1935), JS is a cluster of emotional, physiological and environmental conditions that enable workers to express happiness about their job. It implies that multiple variables influence workers’ satisfaction, making JS a multi-dimensional construct. In addition, Spector (1985) demonstrated that workers would experience high job satisfaction when their emotional level is high. Regarding JS, Amstrong (2006) stated that workers with positive feelings exhibit JS while those with negative feelings demonstrate dissatisfaction. In the words of Attar and Sweis (2010), satisfaction with job indicates positive atitudes manifested in a positivist approach. Hart (2010) stated that JS refers to workers’ feelings, expressions and reactions towards their job or profession and motivates performance. It depicts employees’ outlook which may be positive or negative (Aydogdu and Asikgil, 2011). In terms of future vision and ability of workers, JS leads to effective performance (Testa, 2001).
Numerous researchers, for example Bigliardi et al. (2012), Somvir and Kaushik (2012) posited that JS is a widely investigated construct because of its significant effects on performance. In a literature review, Ghazzawi (2008) reported more than 12,000 research works on JS. According to Lawler (1973, cited in Castillo and Cano, 2004), JS is a one-dimensional construct (a worker may be either satisfied or unsatisfied). However, Locke (1976) and Ivancevich and Matteson (1980) demonstrated that JS has several indicators, such as pay, supervision, work environment, promotion, remuneration, etc. Furthermore, Spector (1985) illustrated that JS is a multifaceted term and has two types: (1) intrinsic satisfaction – tasks or constituents that build up a job, for example job skills; and (2) extrinsic satisfaction – work conditions such as workers’ salary, etc. Supporting Spector’s theory of JS, Leysen and Boydston (2009) and Saba (2011) further elaborated that JS is a multidimensional construct which implies that employees are perhaps happy or unhappy with their job characteristics. However, JS assists workers to perform efficiently through building a constructive and optimistic job atmosphere. Regarding the conceptualization of JS, Astrauskaite and Vaitkevicius (2011) pointed out three foremost issues: (1) lack of consensus upon a single definition of JS; (2) limitations of JS measurement instruments; (3) inappropriate JS measuring mechanisms. According to Evans (1997a, 1997b), Siggins (1992) and An et al. (2013), the definition of JS is ambiguous and debatable. Despite the unending arguments on its complex nature, researchers still believe that JS is a significant construct with diverse implications. For example, Tobi et al. (2013) stated that association of JS with workers’ emotions at the workplace is significant. On association of EI with JS, Boyatzis (1982) stated that emotions predicted satisfaction whereas satisfaction further influenced performance. In other words, emotionally intelligent and satisfied employees produce optimal performance. Moreover, Kumar et al. (2013) illustrated that workers’ effectiveness and productivity are subject to thier levels of JS. In a similar context, Khan et al. (2013) posited that workers’ poor competence prompts to job dissatisfaction. The findings of Blaauw et al. (2013) also posited that JS is a positive predictor of performance. It is assumed from the preceding discussions that JS is an essential construct that extensively manipulates workers’ performance.
Emotional intelligence
Because of the extensive applications of EI, the term has been linked with different constructs. However, in organizational research the theory of EI is predominantly associated with job outcomes, for example performance, productivity and commitment (Goleman, 1998; Hernon et al., 2007; Serat, 2009; Zeidner et al., 2004). A large number of researchers, such as Salovey and Mayer (1990), Goleman (1998), Hopper (2005), Kreitz (2009) and Mousavi et al. (2012) established the importance of EI in terms of job environment and workers’ motivation towards desired performance. Organizational and psychological researchers defined EI as a skill, ability and aptitude of an individual to identify, evaluate and manage emotions (Serrat, 2009). EI facilitates workers in the understanding of organizational behaviors (Smith and Sharma, 2002); motivates them to optimal performance (Goleman, 1998) and assists in stress management (Mousavi et al., 2012). The understanding of EI is essential in a worker’s selection, understanding of feelings and customer relationship (Serrat, 2009). The idea of EI was first introduced by Salovey and Mayer (1990) and was later on expanded by Goleman (1998). However, Goleman’s expansion led researchers to disagreements over the definition of EI (Jordan et al., 2002; Slaski and Cartwright, 2003). Goleman’s (1998) theory defined EI as a skill to recognize, exploit and manage emotions. Based on the four-branch model of Salovey and Mayer (1990), EI is workers’ capability that distinguishes, evaluates, articulates, engenders and manages feelings for emotional and intellectual development. Furthermore, emotions affect, impede or assist the entire capabilities of a worker (Hernon et al., 2007). EI facilitates leaders to act beyond their foundational skills and enables them to recognize the impacts of their role, feelings, moods and social interactions on others (Hernon et al., 2007). The theory of Goleman (1998) described EI as combination of four factors, for example self-awareness, self-management, social awareness and relationship management.
According to Hopper (2005), although librarians need diverse personality characteristics, EI is a most relevant and valuable trait. Similarly, Hernon and Rossiter (2006) elaborated that Goleman’s categorization of EI is relevant to the job of library leaders and important for high performance. However, their findings further explained that selection of EI traits is situational. Kreitz’s (2009) findings additionally added that EI is significant and can be developed through training, coursework, mentoring, workshops, seminars, etc. The discussion of Hernon et al. (2007) on the implications of EI suggested that even though workers can generally manage their emotions but can be sometimes difficult to handle. Thus, the unmanageable (negative) emotions prompt to emotional distress, making it difficult to concentrate on job assignments, leading to pessimism. The outcome may be a dismal professional image. Conversely, the manageable (positive) emotions augment workers’ confidence and motivate to effective performance. Thus, workers’ positive emotions assist in solving professional problems optimistically.
Besides these issues, the debate of whether EI is required or not for workers in a specific profession is also a significant question. As a response, Mousavi et al. (2012) suggested the extent of workers’ interaction with patrons as a unit of analysis. Their analysis suggested that a high level of EI may predict job dissatisfaction if employee-patron interaction is limited. In such jobs, a low level of EI is appropriate to achieve optimal performance. However, if interactions are stable and frequent then high level of EI may result in job satisfaction. Here workers are required to have high levels of EI for effective performance. According to Hendrix (2013), EI is vital for librarians because their job occupies high level of professional interactions with library patrons. Further, in the context of Pakistan, academic librarianship faces several potential challenges, such as skill mismatches, limited opportunities to enhance skills, dearth of job best fit, how to manage deficits and surpluses in skills, a lack of modern professional vision, etc. In contrast, university authorities are expecting librarians to perform according to modern professional and organizational demands. However, findings of the previous research indicated that Pakistani librarians are unskilled (Ameen, 2008a, 2008b) and need motivation to attain modern skills (Ramzan, 2004; Ullah et al., 2010). In this scenario, it is suggested that the provision of EI is significant for librarians to manage professional challenges.
There is another question of whether EI and its indicators can be enhanced or not through training programs. Prior findings have established that training and other professional development programs can enhance levels of EI (Cherniss and Goleman, 1998). Discussing the impact of human resource management policies on EI, Cherniss and Goleman (2001) stated that training enhances EI and promotes the theory of EI-based competencies, which may further distinguish high performance from the average. Similarly, Lunenburg (2011) stated that EI is not something predetermined at birth but can be improved through training programs. In a similar context, Garris (2013) suggested the use of Cherniss and Goleman’s (2001) model of training on EI. However, patience and sufficient time are required to observe difference in the feelings of training participants. Besides these, the research studies of Jordan et al. (2002) and Slaski and Cartwright (2003) are regarded as worthy contributions on the enhancement of workers’ EI. Their findings showed that training enhances EI and further motivates towards the attainment of desired performance. The preceding discussion implies that EI is useful for workers to manage difficult situations, normalize job stresses and achieve optimal performance. Similarly, emotionally intelligent workers may handle professional issues in expert ways. Thus, the objective of the present study is to explore usefulness of EI within librarianship.
Job satisfaction and emotional intelligence
The relationship of EI with JS has been widely discussed in different domains (Kafetsios and Zampetakis, 2008). At workplace, it has been observed that workers with high EI have high JS, because they can manage their emotions better than workers with low EI (Sy et al., 2006). Emotionally intelligent workers have positive attitudes towards thier job and produce optimal performance (Pau and Sabri, 2015). This implies that workers with high EI exhibit job satisfaction and commitment (Anari, 2012). Several researchers such as Antony (2013), Jafaria et al. (2014) and Jeloudar and Goodarzi (2012), have confirmed the effects of EI on JS. According to Emdady and Bagheri (2013), EI is significantly related with JS. Likewise, Ealias and George (2012) and Orhan and Dincer (2012) reported that EI has positive relationship with JS. Similarly, according to Psilopanagioti et al. (2012), EI is a significant correlate of JS. Moreover, Delcourt et al. (2013) discovered that the affect of EI on JS is positive and significant. In addition, Ghorbanshirodi et al. (2011) and Singh (2013) reported a positive link between EI and JS. Alam (2009) also posited that EI significantly predicted JS. The findings of Ngirande and Timothy (2014) revealed that EI of leaders significantly influenced the JS of workers. Many researchers have established that emotionally intelligent workers are competent (Ealias and George, 2012). In addition to the above effects of EI on JS, researchers have also demonstrated that emotionally intelligent and satisfied workers are efficient performers (Antony, 2013), and strive for the achievement of organizational goals (Boyatzis, 1982). Prior research findings have shown that emotionally intelligent employees are optimistic and can control organizational and work-related pressures positively (Goleman, 1998). The preceding discussions imply that EI has significant effects on workers’ JS and performance but in the context of Pakistani librarians, the significance of such relationships is unknown. As a response, the present study was conducted to identify the significance of such relationships in the context of Pakistani university librarians.
Research model and hypotheses development
The research design of this study was composed of four indicators of EI as predictors and JS as the outcome variable selected from the Goleman (1998) model of EI (see figure in Appendix 1). Goleman’s model is a standard for the evaluation of EI and has been used by numerous researchers from diverse fields of knowledge (Khan and Ullah, 2015). The four modified indicators of EI used in the present study are self-assessment, teamwork and collaboration, optimism and service-orientation.
Self-assessment is a predictor of EI that enables workers to understand their strengths and weaknesses (Goleman, 1998). Previous research findings revealed that self-assessment is associated with JS (Stremmel and Powell, 1990; Wu and Griffin, 2012). It influences workers’ JS (Judge and Bono, 2001; Stremmel and Powell 1990), establishes professional image, creates confidence and is linked with workers’ performance (Woods and Sheardown, 2004). It brings quality to workers’ performance and promotes adaptability and JS (Tutuncu and Kucukusta, 2007). In addition, self-assessment interlinks the dispositional and contextual traits to form a self-view, experiences, and enables workers to face criticism optimistically (Bipath, 2007). Researchers also designated self-assessment as a capability to recognize how others perceive workers’ performance. Self-assessment enables workers to assess themselves and understand their level of skills (Sani et al., 2013). It is assumed from the above discussion that there may be a link between self-assessment and JS of librarians. Thus, it is hypothesized as:
H1: Self-assessment positively predicts job satisfaction
Teamwork and collaboration is another indicator of EI (Goleman, 1998) which means working in groups to attain common organizational goals (Bipath, 2007). It is a system where workers strive to achieve unanticipated results (Scarnati, 2001) and therefore in teamwork all members collaborate with one another (Salas et al., 2008). Similarly, teamwork significantly decreases workloads, enhances JS and retention (Oandasan et al., 2009) and strongly influences performance (Makary et al., 2006). In addition, Oliver (2008) confirmed a significant link of teamwork with JS. Also, Chang et al. (2009) and Kalisch et al. (2010) supported that teamwork and collaboration have significant effects on JS. Besides these, the theory of teamwork is dependent on the notions of cooperation and coordination where workers share their knowledge, skills and attitudes (Ghorbanhosseini, 2013). However, strong communication skills are needed to build successful collaboration among the team members (Chien et al., 2012). The collaboration of team workers will then show the differences and levels of performance that may further facilitate the accomplishment of mutual interest goals (Sani et al., 2013). Thus, teamwork and collaboration harmonize the skills of different workers and motivate them towards JS and performance. In terms of librarians, teamwork is useful for establishing professional relationships that may help in solving job-related issues (Sani et al., 2013). Based on the above discussion, it is hypothesized as:
H2: Teamwork and collaboration positively predict job satisfaction
Optimism is selected as a third dimension of EI from Goleman’s (1998) model which is defined as the perseverance to follow objectives regardless of impediments or to stimulate individuals to pursue opportunities without any regard to the obstacles (Bipath, 2007; Sani et al., 2013). Optimism predicts achievements and displays negative links with fate-based achievements (Lightsey, 1996). It describes performance, expected outcomes and feelings of self-efficacy and accomplishments (Begley, et al., 2000). Furthermore, optimism exhibits positive judgments and future related prospects (Carver and Scheier, 2002). According to Carver et al. (2010), optimism has links with performance and is useful if workers are persistent to achieve the desired goals. Previous researchers have established that librarians face numerous professional challenges, but they are optimistic about handling them (Johnson and Yadamsuren, 2010). Optimism allows librarians to have stable professional interactions with patrons and teaching faculty (Hrycaj and Russo, 2007). On the association of optimism with organizational behaviors, research findings are conflicting. Numerous research findings affirm that optimism positively influences workers’ JS and performance (Ahmad et al., 2012; Al-Mashaan, 2003; Kaplan and Bickes, 2013; Kluemper et al., 2009; Medline and Green Jr, 2009). However, Rauf (2010), Saleem et al. (2012) and Dawson (2014) revealed a negative and insignificant correlation of optimism with JS. In addition, Lynn et al. (1997) reported moderate but significant effects of optimism on JS. Based on the above discussions, it is assumed that there may be a significant link between optimism and JS of librarians. Thus, it is hypothesized as:
H3: Optimism positively predicts job satisfaction
Service-orientation means to foresee, recognize and fulfill patrons’ demands (Goleman, 1998; Sani et al., 2013) and is essential for establishing stable interactions between the patrons and workers (Bipath, 2007). Service-orientation is dependent on workers’ attitudes and therefore influences the delivery of users’ information services (Frimpong and Wilson, 2013). Service-oriented workers display respect and ability to interact with patrons and co-workers and are alert to users’ needs (Gheysari et al., 2012). The relationship of service orientation skills with JS is also debatable. For example, Kim et al. (2005) stated that service orientation skills have a negative relationship with JS. However, other researchers such as Saura et al. (2005), Petrovic and Markovic (2012) and Eren et al. (2013) reported a positive association of service orientation skills with JS. Since librarians serve patrons in their information needs, an association of service orientation skills with JS is expected. Thus, it is hypothesized as:
H4: Service orientation positively predicts job satisfaction
Study methods
Sample and setting
The study sample (n=225) was randomly selected from the population of Pakistani university librarians. To confirm that the sample size was appropriate, the Krejcie and Morgan (1970) tables were used. According to Chuan (2006), Krejcie and Morgan’s tables of sample size are helpful and widely used by researchers.
Study instrument
The measurement scale used in the present study was called ‘Pakistani University Librarians EI Survey’, a 19-item questionnaire with a five-point Likert scale: for EI- from low in competencies (1) to high in competencies (5) and for JS- from strongly disagree (1) to strongly agree (5). The study constructs were measured by the following psychometrically sound self-report measurement scales.
Bipath (2007) measurement scale of EI (see Appendix 2) – measured self-assessment (4 items), teamwork and collaboration (4 items) and optimism (4 items). For scale reliability, Bipath (2007) reported α = 0.93.
Goleman (1998) measurement scale of EI (see Appendix 2) – measured service orientation (4 items, α = 0.80).
The Michigan Organizational Assessment Questionnaire Job Satisfaction 3-items subscale (Cammann et al., 1979) – measured general job satisfaction. The reliability of the scale items is between 0.77 and 0.87. However, composite reliability of the scale is 0.86. The items are listed in Appendix 2.
Data collection procedure
Before data collection, authorization was granted by the heads of Pakistani university libraries. For three months the survey was open, 235 of the 275 sample responded to the survey for a return rate of 85%. Of the returned surveys, nine questionnaires were discarded because of errors and missing data, resulting in 226 questionnaires as the final dataset with response rate of 82%. According to Patel et al. (2003), a response rate of 70% or above is good.
Data analysis procedures
For data analyses, SPSS (Statistical Package for the Social Sciences, 19th ed.) was used. The Pearson product moment correlation test was used to determine the relationship and its strength between the study constructs. To investigate the affect of EI on JS, multiple regression analysis was employed. Before these parametric tests, assumptions of normality were tested and obeyed. The Cronbach alpha values were calculated to ascertain the reliability of measurement scale (see Table 1).
Descriptive, correlations and reliability of the scale.
Study findings
Demographic profile
Out of 226 respondents, 62 (27.4%) were between 21 and 29 years, 99 (43.8%) were between 30 and 39 years, 52 (23%) were between 40 and 49 years and 13 (5.8%) were older than 49 years. Regarding gender, 141 (62.4%) respondents were male, while 85 (37.4%) respondents were female. The statistical data regarding the type of university indicated that 180 (79.6%) respondents participated from public university libraries while 46 (20.4%) librarians were from private sector universities. Regarding LIS qualifications, 215 (95.1%) held a Master degree, 10 (4.4%) were MPhil holders while 1 (0.4%) held a PhD degree in LIS.
Correlation study
The results of correlation analysis are shown in Table 1. The range of magnitude of correlation is from r = 0.376 to r = 0.449, showing a medium but significant correlation.
Multiple regression analysis
The results of multiple regression analysis are provided in Tables 2 and 3. The regression model and four predictors of EI produced R2 = 0.294, F (1,222) = 23.03, p < .001. The results of enter method are significant at F (1,222) = 23.03, indicating EI as a significant predictor of JS. Further, value of F > 4 at p < 0.05 implies that all four indicators of EI are linearly related with JS. The correlation coefficient (R = 0.542) indicated a high outcome of the model for the prediction of JS. Also, R2 = 0.294 shows that 29.4% of variance is explained by EI in the prediction of JS. However, adj. R2= 0.281 reduced 1% of the variance. The effect of EI in variance of JS (β = 0.786) is also significant. Hence, it is established that EI is significant as independent variable and indicator of JS. The positive β value showed that increase in the EI augments the level of JS. Thus, all four hypotheses (H1-H4) are supported. The beta values, demonstrating the contributions of each indicator of EI towards JS, designated self-assessment with the highest value (0.228) while optimism had the lowest value (0.141). The results showed self-assessment as the strongest predictor and optimism as the weakest predictor of JS. Therefore, the regression equation used to predict JS is Y = 1.611 + 0.205(self-assessment) + 0.184(teamwork and collaboration) + 0.139(optimism) + 0.143(service orientation); where Y shows JS.
Model summary.
Predictors of job satisfaction.
Discussion
In terms of academic librarians the RQ: Is there a relationship between EI and JS, was investigated. The results showed a positive and significant correlation between EI and JS. It implies that an increase in EI enhances the levels of JS. Thus, in the context of librarians, EI is a significant predictor of JS. In addition, the results determined that self-assessment is the strongest while optimism is the weakest predictor of JS. The results of this study confirmed numerous previous research findings, for example Ghorbanshirodi et al. (2011), Ealias (2012), Psilopanagioti et al. (2012), Delcourt et al. (2013), Emdady and Bagheri (2013), Orhan and Dincer (2012), Singh (2013). All these researchers explored EI as a positive and significant predictor of JS. Regarding the indicator of self-assessment, the present study supported Stremmel and Powell (1991), Judge and Bono (2001) and Wu and Griffin (2012) who determined a significant relationship of self-assessment with JS. Similarly, the results of teamwork and collaboration established the findings of Makary et al. (2006), Oandasan et al. (2009), Oliver (2008), Chang et al. (2009), Kalisch et al. (2010) and Chien et al. (2012) who posited that EI is positively related with JS. Furthermore, the results of optimism supported the findings of Lynn et al. (1997), Al-Mashaan (2003), Kluemper et al. (2009), Medline and Green (2009), and Kaplan and Bickes (2013). However, the results did not support the findings of Rauf (2010), Saleem et al. (2012) and Dawson (2014) who posited a negative and insignificant association between optimism and JS. Finally, the results of service orientation skills supported the findings of Kim et al. (2004), Saura et al. (2005) and Petrovic and Markovic (2012) who demonstrated a positive and significant relationship between service orientation skills and JS.
The present results might be due to the fact that librarians use EI to perform efficiently, handle professional challenges and normalize job related stresses. As librarians’ job-related skills do not match modern professional demands, thus librarians are optimistic and may be using EI to manage poor performance. It is moreover possible that self-assessment skills assist university librarians to recognize the skills mismatch as one of the potential causes of unsatisfactory performance. According to Goleman (1998), self-assessment enables a worker to recognize their strengths and weaknesses. It is further suggested that these skills of librarians should be improved through different training programs. From the previous findings, it was observed that librarians are suffering from the issue of poor perception (Ameen, 2008a) and are worried about the enhancement of their acquired skills (Haider, 2003). Thus, further enhancement in optimism may empower them to manage their professional concerns positively. In addition, self-assessment skills may facilitate librarians to evaluate their current level of skills and performance. Since self-assessment was identified as a strong predictor of JS, thus enhancement in assessment skills probably improves the JS of librarians. However, the low affect of optimism on JS demonstrates that university librarians have less perseverance to follow professional objectives regardless of impediments or to pursue opportunities that may arise without any regard to obstacles. The results affirmed that university librarians perceive modern professional challenges as opportunities and further may be augmenting their self-esteem and self-efficacy. Additionally, the results implied that university librarians probably feel happy at the workplace when they perform in teams and collaborate with each other. However, strong communication skills are needed to build successful collaboration within the team (Chien et al., 2012). Conversely, Ameen (2012) stated that communication courses, currently taught in LIS schools, are not supporting librarians to perform effectively. Thus, further enhancement of librarians’ communication skills through professional development programs may augment their levels of JS and participation in team assignments. The results furthermore imply that university librarians are vigilant to the demands of library users and feel happy to serve them. However, enhancing the current level of service orientation skills may further develop library services and librarians’ level of job, professional and organizational satisfactions. Thus, high levels of EI probably yield more satisfaction and may further provide motivation to optimal performance and vice versa. Additionally, the literature review of the present study showed that majority of the researchers confirmed and suggested the use of training on EI with the intention to increase workers’ level of JS, performance and productivity. Thus, based on the results it is suggested that professional development programs such as training, seminars, etc. may be supportive in enhancing current levels of EI. Besides these, the findings of this study can be replicated in other settings and types of librarianship.
Conclusion
The study is useful for librarians in terms of performance because the results showed a significant effects of EI on JS. EI improves the level of JS and encourages effective performance. In the modern period of organizational and technological innovation, the provision of EI for librarians is necessary to manage numerous professional challenges and job-related stresses optimistically. In addition, librarians need EI to facilitate communication and interactions with library patrons while serving their information needs. Despite the fact that EI has diverse implications for a range of organizational behaviors, for example JS, performance and commitment, the current level of librarians’ EI is moderate (Khan and Ullah, 2015). Thus, training is suggested on EI that may augment its current levels and facilitate the attainment of desired performance and JS. In addition, special attention is required towards the enhancement of the self-assessment skills of librarians because such skills were established as the strongest predictors of JS.
Footnotes
Appendix 1:Goleman’s Emotional Intelligence Model
Appendix 2: Measurement scales items
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.