Analyzing The Impact Of Self-Efficacy And Emotional Intelligence On Life Satisfaction Among Faculty Of Higher Education Institutes In India: A Pls-Sem Approach
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Abstract
Purpose- In the rapidly changing academic environment characterized by increased workload, performance pressures, and
evolving pedagogical demands, understanding faculty life satisfaction is essential. Their satisfaction directly influences
teaching quality, research productivity, student outcomes, and the institutional functioning. Psychological traits play a
major role in shaping life satisfaction. Thus, self-efficacy (S.E.) and emotional intelligence (EI) thought to be key personal
resources that enable faculty to manage stress, foster positive relationships, and maintain motivation. Thus, this study
examines how S.E. and EI impact faculty’s life satisfaction in Indian higher education institutions.
Design/methodology/approach- The standardised questionnaires have been used to measure self-efficacy (SE), emotional
intelligence (EI), and life satisfaction. Data have been collected from 500 faculty across the top 200 NIRF-ranked higher
education institutes in India. PLS- SEM has been used to analyzed the data..
Findings-The results reveal that various aspects of self-efficacy and emotional intelligence have a significant impact on life
satisfaction among faculty of higher education institutes in India.
Practical Implications- Understanding the dominance of S.E. and EI on life satisfaction suggests that faculty who
appreciate these qualities are more likely to experience greater personal and professional satisfaction. It also facilitates
institutions to develop a motivated and emotionally skilled faculty, which results in long-term academic success. This
understanding also aids in improving faculty retention, performance, and productivity.
Originality/value- The present study offers profound understanding for both faculty and higher education institutions by
underscoring the importance of psychological competencies in enhancing faculty life satisfaction. It encourages individuals
to recognize and develop these skills and assists institutions in fostering greater research performance, improving student
outcomes, and promoting overall academic advancement.
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References
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