Measuring work attitudes of individuals among indian academia

International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –

6510(Online), Volume 4, Issue 1, January- February (2013)

12

MEASURING WORK ATTITUDES OF INDIVIDUALS AMONG

INDIAN ACADEMIA

Deepa Mohan1*

, DR. Sudarsan N2 and DR. Madhu Menon

3

1Reasearch Scholar, Department of Mechanical Engineering, National Institute of

Technology Calicut, Kerala, India 2Head of School of Management Studies, National Institute of Technology Calicut,

Kerala, India 3Senior Manager- Learning and Development, Corporate and Industry Relations,

Amrita Viswa Vidyapeetham, Ettimadai, Coimbatore, India *Corresponding author. E- Mail: [email protected], [email protected]

ABSTRACT

Upkeep of employee work attitude has remained an intriguing area of research for the

practitioners over the years. While, many parameters contribute to the work attitude of an

employee, Emotional Intelligence (EI), Organizational Commitment (OC) and Organizational

Role Stress (ORS), has been established to have a larger bearing. This investigation attempts

to establish an interrelationship between these parameters that will assist in estimation of

employee work attitude and also will give insight into design of organizational development

components. Academia in higher education sector in India had been chosen as the sample

space. Data collected through a specially designed questionnaire and analyzed through SPSS

yields interesting patterns involving work life balance experienced by the incumbents.

Keywords: Work Attitude, Emotional Intelligence, Organizational Commitment,

Organisational Role Stress

INTRODUCTION

Work attitude in general can be construed as perception of employees towards work

as well as the organization itself that can be greatly influenced by Organizational

Commitment (OC), Emotional Intelligence, and Interpersonal trust in the work environment

(Cook and Wall, 1980). While, Organizational Commitment (OC) is the positive side of the

work attitude, negative work place attitude may result in stress. Thus, stress in performance

of organizational roles, Organizational Role Stress (ORS) can be directly interrelated with

INTERNATIONAL JOURNAL OF MANAGEMENT (IJM) ISSN 0976 – 6367(Print)

ISSN 0976 – 6375(Online)

Volume 4, Issue 1, January- February (2013), pp. 12-23

© IAEME: www.iaeme.com/ijm.html

Journal Impact Factor (2012): 3.5420 (Calculated by GISI)

www.jifactor.com

IJM © I A E M E



13

employee commitment and job satisfaction (Erdogan, Bauer, 2010). Stress management

component and anxiety component; emerge as statistically significant with respect to the

relationship with Emotional Intelligence (Rooprai, 2009). Emotional intelligence (EI)

augments positive work attitudes and moderates the commitment level of employees in the

organisation. It is an intelligence that may be learned, developed and improved (Perkins,

1994).

Pestonjee (1992) had identified 3 important sectors of life from which stress originates

namely as, (i) Organizational& Job sector (ii) Social sector and (iii) Intra-psychic sector.

Organizational/ Job stress has been defined in terms of a misfit between skills & abilities of a

person and the demands of his/her job. The concept of Organizational/job stress falls under

the umbrella of a broader concept known as Role Stress. Therefore, it becomes imperative to

understand the concept of organizational role, in order to understand the concept of stress in

organizational & job sector of life. According to Pareek, role denotes the set of functions one

performs in response to the expectations of the significant others, and one’s own expectations

from that position or office. Role stress refers to the conflict and tension due to the roles

being enacted by a person at any given point of time. In the context of organizations, such

role stresses are called organizational role stress. Among the two distinct types of role

systems, Role Space and Role Set, either have an inherent in potential to contribute to

conflict and stress. Pareek (2010) had identified ten different types of organizational role

stressors.

1. Inter-Role Distance (IRD): It is experienced when there is a conflict between

organisational and non-organizational roles.

2. Role Stagnation (RS): This kind of stress is the result of the gap between the demand to

outgrow a previous role and to occupy a new role effectively. It is the feeling of being stuck

in the same role.

3. Role Expectation Conflict (REC): This type of stress is generated by different

expectations by different significant persons about the same' role; and the role occupant's

ambivalence as to whom to please.

4. Role Erosion (RE): This kind of role stress is the function of the role occupant's feeling

that some functions which should properly belong to his /her role are transferred to / or

performed by some other role.

5. Role Overload (RO): When the role occupant feels that there are too many expectations

from the significant roles in his/her role set, he/she experiences role overload.

6. Role Isolation (RI): This type of role stress refers to the psychological distance between

the occupant's role and other roles in the same role set.

7. Personal Inadequacy (PI): This type of stress arises when the role occupant feels that

he/she does not have the necessary skills and training for effectively performing the functions

expected from his/her role.

8. Self-Role Distance (SRD): When the role a person occupies goes against his/her self-

concept, then he/she feels self-role distance type of stress.

9. Role Ambiguity (RA): It refers to the lack of clarity about the expectations of the role

which may arise out of lack of information or understanding.

10. Resource Inadequacy (Rin): This type of stress is evident when the role occupant feels

that he/she is not provided with adequate resources for performing the functions expected

from his/her role.



14

Recent and prominent among the studies reported on Organizational Role Stress particularly

in Indian context includes comparative study by Lehal and Singh (2005) between the ORS

experienced by teaching faculty belonging to Public and Private institutions of higher

learning India observes decreased level of stress in public sector. Bano (2012) reported that

employees irrespective of belonging to public or private sector experience moderate level of

stress with role erosion being a major influencing factor while resource inadequacy

contributes the least.

Several studies have suggested that individuals with high emotional intelligence are more

capable of understanding and managing their emotions, which allows them to adjust to their

surroundings and become more tolerant to challenging conditions, including stress (Bar-On,

1997; Matthews et al., 2006). Individuals have had resorted to different methods to handle

stress, including use of intelligence, especially their emotional intelligence (Sirin, 2007).

Understanding and managing one’s own and others’ emotions are likely to influence work

attitudes and behavioural choices in the work place (Rozell, Pettijohn, and Parker, 2004).

Rooprai (2009) established a negative correlation between emotional intelligence and stress

or anxiety at workplace among management students. Many other studies have also

emphasized on a positive correlation between emotional intelligence and organizational

commitment (Carmeli, 2003; Nikolaou & Tsaousis, 2002; Shutte et al, 1998; Rozell et al,

2004).

Organizational Commitment is the willingness to exert high levels of effort on behalf of the

organization, a strong desire to stay with the organization and an acceptance of its major

goals and values. Allen and Meyer (1990) defined organizational commitment as a

psychological state that binds the individual to the organization. They developed a three-

component model of commitment and labelled them as affective, continuance, and

normative commitment, which are distinguishable from each other. (a) Affective

commitment refers to employees’ emotional attachment, identification with, and involvement

in the organization. Employees with a strong affective commitment stay with the organization

because they want to. (b) Continuance commitment refers to employees’ assessment of

whether the costs of leaving the organization are greater than the costs of staying. Employees

who perceive that the costs of leaving the organization are greater than the costs of staying

remain because they need to. (c) Normative commitment refers to employees’ feelings of

obligation to the organization. Employees with high levels of normative commitment stay

with the organization because they feel they ought to.

Cha, Kim and Cichy (2009) had explored the effects of work status (part-time versus full-

time) and emotional intelligence (high EI versus low EI-groups) on job satisfaction,

organizational commitment, and contextual performance among private club staff members.

The results indicated that differences in job satisfaction, organizational commitment, and

contextual performance, between part-time and full-time staff members had not been

statistically significant while, effects of emotional intelligence and work status in relation to

other factors had been statistically significant. Both, Sarboland (2012) and Mohamadkhani

and Lalardi (2012) in different studies had established explicit relationships between the

dimensions of EI and OC.



15

The literature indicates several studies that interrelates the major factors influencing the

work attitude of individuals. The correlation studies needs to be validated by extending the

studies to different regional and sectoral sections.

This investigation aims at identifying any possible interrelationships between the different

components of emotional intelligence (EI), organizational commitment (OC) and

organisational role stress (ORS) particularly among the individual employed in the area of

Higher education. Interrelationships between the demographical characteristics of the sample

population with components of EI, OC and ORS had also been evaluated. The collection of

data, analysis and the results are presented in the following sections.

DATA COLLECTION

With the scenario in higher education arena changing rapidly particularly in India,

with introduction of major roles by private players, it will be undoubtedly useful in

measuring the levels of the different components of EI, OC and ORS of individuals employed

in the sector. Possible interrelations of these factors with the demographic characteristics of

the individuals will be important in improvising the standards of education in any part of the

world. In this direction employees of a premiere technical Institution funded by Government

of India established in southern part of India was chosen as the sample space.

QUESTIONNAIRE DESIGN

The questionnaire for the investigation was developed using instruments established

through previous researches. The EI level was measured with The Emotional Intelligence

Scale developed by Schutte et al. (1998) comprising 33 items classified into four dimensions

namely (a) Perception of Emotion evaluated by 10 items; (b) Managing Others Emotions

by 8 items, (c) Managing Own Emotions by 9 items and (d) the utilisation of emotion by 6

items in line with suggestions of Ciarrochi et al. (2001), each assessable with a five-point

Likert-type scale.

A modified form of organizational role stress (ORS) scale, which was developed and

standardized by Pareek (2010) to measure the role stress, had been used in this study. The

ORS instrument comprised of 50 items for which measuring 10 types of role stressors (5

statements for each role stressor) assessable on a five point Likert scale. In addition, ten

questions with reverse evaluation were added.

The three dimensional Allen and Meyer (1990) instrument for measurement of OC was

employed in this study with 24 items classified in to three dimensions, namely: (a) affective

(AC); (b) continuance (CC); and (c) normative (NC) assessable with five point Likert scale.

Demographical characteristics grouped as Personal attributes, Job attributes and

Environmental attribute were included as 20 additional items. Among the three groups, age,

gender, marital status, number of children, educational qualification, native place, number of

family members and earning members and annual income had been taken as personal

attributes, number of days leaves availed, total experience, job overtime, salary satisfaction,

challenging nature of work, recognition and appreciation for employee contribution and



16

effective skill application as job attributes and experiencing organisational change is

considered as environmental attribute. In the entire questionnaire consisted of 137 items for

which data pertaining to each individual was intended to be collected.

DATA ANALYSIS

Random Sampling technique was used in the selection of sample for the present

study. Data pertaining to 34 Teaching faculties with varying age and work experience from

the Institute was collected through personal interviews. While in all 45 questionnaires were

distributed, completed responses were received only from 34 respondents that had been

utilised for the analysis.

Initially, internal validity of the data collected was measured using Cronbach’s Alpha and

items that yielded low values were rejected from the analysis. Reliability analysis and

identification of levels of EI, OC and ORS were carried out as descriptive analysis. Pearson

correlation matrix was employed as inferential statistical tool to comprehend the direction,

strength and significance of the bi-variate relationship between the variables. Statistical

Package for Social Sciences (SPSS version 17.0) was used for compiling and processing the

data. The major results obtained from the analysis and inferences drawn from the results are

presented below.

RESULTS FROM ANALYSIS

Demographic Characteristics of the participants

Demographic characteristics of the 34 respondents comprised an average age to be

35years with sixteen male and rest being female and among which twenty six were married.

Nine participants had agreed that they have undergone organizational changes during the past

6 months. Twenty participants had perceived that their job to be challenging. The nineteen

participants had positively responded to the receipt of appreciation and recognition of their

contribution to the organization. A different set of nineteen respondents had been able to

apply their skills and knowledge in their present role.

Reliability test

The reliability analysis of the data was performed using Cronbach's alpha coefficient.

Table.1 presents the results obtained from the reliability analysis of the data in measurement

of EI, OC and ORS. In table.1, parameter ability to manage others emotion initially yielded a

Cronbach’s alpha value of only .51 that was improvised to .73 with the rejection of two

questions from the analysis. In general the Cronbach’s alpha value obtained was well above

.7 and can be considered to be reasonable. In the table, parameter normative commitment

initially yielded an alpha value of only .45 that was improvised to .68 with the rejection of

three questions. In the table, role erosion initially yielded an alpha value of only .43 that was

improvised to .72 with the rejection of three questions. In all the three tables the final overall

alpha value obtained are well above 0.6 had hence the internal validity of the questionnaire

developed is established.



17

Table.1 Reliability analysis of dimensions of EI, OC and ORS

Variables Components Number of

questions

Initial

Cronbach

alpha

No. of items

eliminated

Final

Cronbach

alpha

EI

Perception of emotion 10 .84 1 .87

Managing others emotion 8 .51 2 .73

Managing own emotion 9 .75 None .75

Utilisation of emotion 6 .72 2 .74

OC

Affective commitment 8 .83 None .83

Continuance commitment 8 .66 1 .71

Normative commitment 8 .45 3 .68

ORS

Inter role distance 6 .72 1 .77

Role stagnation 6 .77 None .77

Role expectation conflict 6 .67 2 .74

Role erosion 6 .43 3 .72

Role overload 6 .67 1 .76

Role isolation 6 .59 2 .64

Personal inadequacy 6 .61 1 .66

Self role distance 6 .64 2 .83

Role ambiguity 6 .76 None .76

Resource inadequacy 6 .73 none .73

From the Data collected the values of the variables namely EI, OC and ORS were computed

for each response and sample averages were classified into three groups as low moderate and

high as suggested by the previous studies. The range of values for the classification is

presented in table 2.

Table.2 Measuring EI, OC, ORS

EI >8 High level of EI 5 to 8 Medium level of EI <5 Low level of EI,

which is below average

OC >8 Highly committed 5-8 Moderately committed <5 Less committed

ORS >7.5 Highly stressed 5 to 7.5 Moderately stressed <5 Less stressed



18

The average values obtained for the sample on all three different variables are presented in

table 3.

Table.3 Average magnitude of EI, OC and ORS

Variables Dimensions Average Magnitude

EI

Perception of emotion 7.32

Managing others emotion 7.54

Managing own emotion 8.06

Utilisation of emotion 7.92

Emotional Intelligence 7.7

OC

Affective Commitment 7.56

Continuance Commitment 6.38

Normative Commitment 6.7

Organisational Commitment 6.88

ORS

Inter role distance 4.76

Role stagnation 5.00

Role expectation conflict 5.00

Role erosion 6.52

Role overload 5.18

Role isolation 5.36

Personal inadequacy 5.56

Self role distance 4.56

Role ambiguity 4.52

Resource inadequacy 5.50

Organisational Role Stress 5.20

From the table it can be observed that the population represented individuals having

relatively medium level of EI, and are moderately committed to the organization and are

among the lower side of moderately stressed. The results indicate that with the average age

being on the lower side the EI values are reasonable as the qualifications of the incumbents

are relatively high. The Institute being a public sector organization, the relative commitment

to the organization is only moderate while the incumbents work with relatively lower work

stress owing to the relative academic freedom available.



19

PEARSON’S CORRELATION COEFFICIENT AMONG VARIABLES OF THE

STUDY

Correlation among the components of EI, OC, ORS, and demographical variables

were examined. The results obtained are presented in table.4. It can be observed from the

table that there exists a significant positive correlation between EI and affective & normative

commitment and in general, OC. While, EI has a positive relationship with inter role distance,

role erosion; role isolation and personal inadequacy exhibits negative relationship indicating

employees performing independently rather than as a team. EI has no correlation with

personal attributes, job attributes & environmental attribute. However, managing own

emotion is negatively related with absenteeism and positively related with number of children

indicating a slight imbalance in Work life Balance. In general, OC appears to have no direct

relationship with ORS. However, individually OC is observed to be positively related with

Role erosion, AC is negatively related with role isolation and role ambiguity and NC is

positively related with role erosion. OC also exhibits a negative relationship with marital

status and a positive relation with number of children. AC is related negatively with marital

status and absenteeism, positively with number of children. NC is negatively related with

overtime job. ORS is positively related with absenteeism and negatively with organizational

change.

CONCLUSION

The study results presents the overall work environment prevailing in the sample

space and throws insights in to the possible interrelationships between the various parameters

examined. The high Cronbach’s alpha values indicate a high internal validity of the

questionnaire developed and used for the study. In general as the sample space concerns

about population engaged in a institute of higher education the qualification levels as well as

the maturity levels of the incumbents are relatively high resulting in a high EI values. The

results also indicate a moderate OC combined with relatively lesser work stress indicating the

academic freedom prevailing in the work environment. However, there is lesser team work

and lesser influences of informal organizations within the institution.

The experience gathered in design of questionnaire, data collection and analysis during the

investigation has not only led to understand the work environment prevailing in the sample

space but also assisted in validating the effectiveness of the questionnaire in capturing the

parameters that influence the work attitude. Similar studies are envisaged to be carried out in

different employment sectors to understand the relationships between the influencing

parameters that can lead to pin point the needs of the organization in sustaining the

effectiveness.

International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 – 6510(Online), Volume 4, Issue 1, January- February (2013)

20

Table.4 Correlation among EI, OC, ORS, their components and Demographical Variables

Per

cep

tion

Mng

oth

ers

Mng

ow

n

Uti

lizn

To

t al

E

I

Aff

ecti

ve

Con

tinuan

ce

No

rmat

ive

To

t al

O

C

IRD

RS

RE

C

RE

RO

RI

PI

SR

D

RA

RIN

To

tal

OR

S

Ag

e

Mar

ital

Chil

dre

n

Edu

cati

on

Nat

ive

Dis

tan

ce

Fam

ily

m

ember

Ear

nin

g m

emb

er

An

nu

al in

com

e

Lea

ve

Exp

erie

nce

Ov

er t

ime

Sal

ary

sat

is

Wo

rk c

hal

leng

e

Ap

pre

ciat

tio

n

Sk

ill

appli

cn

Org

. ch

ang

es

Perception

of emotion

1.0

.76

**

.79

**

.7

**

.95

** .32 .09 .5

.39

* .34

-

.07

-

.28 .32

-

.12

-

.32

-

.38 .27

-

.09

-

.14

-

.08

-

.01 .06 .17 .22

-

.11 .3 .16

-

.18 .01

-

.22

-

.09

-

.34

*

.28 .03 .16 -

.02 .00

Mng others

emotion

1 .71

**

.59

**

.85

** .33 .10 .18 .29 .27

-

.08

-

.30

.39

*

-

.25

-

.38

*

-

.24 .35

-

.07

-

.01

-

.07

-

.05

-

.11 .13 .16

-

.21 .16 .11

-

.14 .00

-

.06

-

.07

-

.11 .13 .12 .26 .04

-

.23

Mng own

emotion

1 .62

**

.91

**

.54

**

-

.02

.50

**

.45

** .29

-

.18

-

.32 .27

-

.17

-

.37

*

-

.41

*

.07 -

.22

-

.03

-

.19

-

.01

-

.14

.38

* .20

-

.26 .18 .20

-

.14 .03

-

.36

*

.02 -

.31 .27 -.04 .09 .16

-

.00

Utilization

1 .77

** .14 .11

.35

* .25

.38

* .21 .02

.49

**

-

.08

-

.07

-

.25

.36

* .09 .03 .16

-

.05 .11 .19 .15

-

.19

.37

* .09

-

.12 .00

-

.08

-

.11

-

.36

*

.37

* .22 .13 .11

-

.11

Total EI

1 .41

* .07

.47

**

.41

*

.35

*

-

.08

-

.28

.38

*

-

.17

-

.35

*

-

.39

*

.26 -

.11

-

.07

-

.09

-

.03

-

.03 .26 .22

-

.15 .28 .17

-

.17 .01

-

.24

-

.06

-

.33 .29 .06 .17 .07

-

.06

Affective

commitment

1 .36

*

.39

*

.83

** .22

-

.29

-

.29 .1 .14

-

.46

**

-

.27

-

.25

-

.48

**

.02 -

.31 .26

-

.45

**

.52

** .15

-

.18

-

.16 .11

-

.28 .15

-

.42

*

.20 -

.30 .06 -.15 .08 .02

-

.03

Continuance

commitment

1 .16 .72

** .24 .25 .11 .35 .27 .07 .20 .30 .21 .33 .35

-

.13

-

.25

-

.02

-

.04

-

.14

-

.03

-

.14

-

.08

-

.21 .22

-

.05 .09

-

.13 -.03

.44

**

-

.07

-

.26

Normative

commitment

1 .64

** .29

-

.08

-

.24

.37

* .29

-

.16

-

.13

-

.03

-

.19

-

.05

-

.02 .05

-

.15 .23 .22

-

.01

-

.10 .06

-

.26 .11

-

.15

-

.01

-

.47

**

-

.06 -.24

-

.13

-

.13

-

.11

Total OC

1 .33 -

.06

-

.18

.35

* .31

-

.26

-

.09 .00

-

.22 .15 00 .09

-

.41

*

.34

* .14

-

.16

-

.13 .01

-

.27 .02

-

.17 .08

-

.29

-

.05 -.18 .21

-

.07

-

.18

IRD

1 .44

**

.37

* .19

.36

* 0 .04

.48

** .19 .33

.57

** .19

-

.27

.52

**

-

.03

-

.38

*

.16 .04

-

.42

*

.13 .30 .13 -

.07 .12 .09

-

.02

.42

*

-

.43

*

RS

1 .50

** .20 .23

.38

*

.38

*

.55

**

.68

**

.47

**

.84

**

-

.19 .20

-

.04 .02 .00 .16

-

.26

-

.23

-

.08 .32

-

.11 .21 .16 .15 .13 .16

-

.26

REC

1

-

.08 .26 .25

.41

* .26

.39

* .22

.59

**

-

.08 .15 .07

-

.28 .10 .25

-

.10

-

.05

-

.04

.41

* .07 .23

-

.19 .13

-

.05 .22

-

.34

International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 – 6510(Online), Volume 4, Issue 1, January- February (2013)

21

RE

1

-

.02 .10

-

.06

.45

**

.42

*

.38

*

.37

*

-

.02

-

.09 .01 .32

-

.07

-

.22

-

.16

-

.25 .13 .25 .09

-

.22

.35

* .12 .16 .03

-

.28

RO

1 .02 .20 .09 .00 -

.12

.38

* .32

-

.15 .12 .18

-

.04

-

.16

-

.36

*

-

.34 .24 .19 .20

-

.18

-

.08 -.32

-

.06

-

.13

-

.29

Per

cep

tion

Mng

oth

ers

Mng

ow

n

Uti

lizn

To

t al

E

I

Aff

ecti

ve

Con

tinuan

ce

No

rmat

ive

To

t al

O

C

IRD

RS

RE

C

RE

RO

RI

PI

SR

D

RA

RIN

To

tal

OR

S

Ag

e

Mar

ital

Chil

dre

n

Edu

cati

on

Nat

ive

Dis

tan

ce

Fam

ily

m

ember

s

Ear

nin

g m

emb

ers

An

nu

al in

com

e

Lea

ve

Exp

erie

nce

Ov

er t

ime

Sal

ary

sat

is

Wo

rk c

hal

leng

e

Ap

pre

ciat

tio

n

Sk

ill

appli

cn

Org

. ch

ang

es

RI

1 .19 .20 .54

**

.42

*

.49

**

-

.20 .04

-

.21

-

.18 .14 .14

-

.19 .23 .01 .33 .01 .21 .08 .31 .31

-

.03

-

.13

PI

1 .22 .29 .11 .48

**

-

.29 .08

-

.16

-

.36

*

.02 .09 -

.16 .10

-

.33

.39

*

-

.23

.38

*

-

.46

*

.31

.17 .14 -

.24

SRD

1 .65

**

.38

*

.73

**

-

.28

-

.03

-

.08

-

.01

-

.23 .22

-

.19

-

.31

-

.31

.45

**

-

.30 .25 .24 .27 .33 .21

-

.37

*

RA

1 .60

**

.83

**

-

.34

*

.17 -

.29 .01

-

.06 .09

-

.23

-

.13

-

.20

.44

**

-

.16 .24 .24 .30 .28 .14

-

.09

RIN

1 .58

**

-

.21

.35

* .14

-

.02

-

.20

-

.14 .05

-

.05 .06

.36

* .08 .18 .27 .21 .21 .16

-

.23

Total ORS

1 -

.18

-

.01 .01

-

.02

-

.15 .12

-

.30

-

.30

-

.09

.58

**

-

.05 .22 .12 .23 .24 .24

-

.40

*

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).



22

REFERENCES

[1] Allen, N. J and Meyer, J. P. (1990), ‘The Measurement and Antecedents of Affective,

Continuance, and Normative Commitment to the Organization’, Journal of Occupational

Psychology, volume 63, 1-18.

[2] Bano, Bushara and Jha, Rajiv (2012), ‘Organizational Role Stress Among Public and

Private Sector Employees: A Comparative Study’, The Lahore Journal of Business (Summer

2012), pp. 23–36.

[3] Bar-On, R. (1997), ‘Emotional Quotient Inventory Technical Manual’, MHS Publications,

Toronto. Carmeli, A. (2003), ‘The relationship between emotional intelligence and work

attitudes, behaviour and outcomes: An examination among senior managers’, Journal of

Management Psychology, volume18, issue 8, pp.788-813.

[4] Cha, JaeMin; Kim, SeungHyun and Cichy, Ronald, F. (2009); ‘Job Satisfaction,

Organizational Commitment, and Contextual Performance: Examining Effects of Work

Status and Emotional Intelligence among Private Club Staff Members,

http://scholarworks.umass.edu.

[5] Cook, J. and Wall, T. (1980), ‘New work attitude measures of trust, organizational

commitment and personal need non-fulfilment’, Journal of Occupational Psychology,

volume 53, pp. 39 - 52.

[6] Erdogen, B. and Bauer, T. (2010), ‘Organisational Behavior’,

http://catalog.flatworldknowledge.com/bookhub/3?e=bauer-ch04_s01#bauer-ch04 Lehal,

Ritu; and Singh, Sukhdeep (2005), ‘Organizational Role Stress among College Teachers of

Patiala District: A Comparative Study of Government and Private Colleges’, RIMT Journal

of Strategic Management & Information Technology, Volume 2, No.1 & 2, Jan.-June.

[7] Matthews .G, Emo A.K, Funke G, Zeidner M, Roberts RT, Costa PT, Schulze R (2006),

‘Emotional Intelligence, personality and task-induced stress’, Journal of Exp Psychol Appl.

12(2), pp.96–107.

[8] Mohamadkhani, K. and Lalardi, Nasiri, M. (2012), ‘Emotional Intelligence and

Organizational Commitment between the Hotel Staff in Tehran, Iran’ American Journal of

Business and Management Vol. 1, No. 2, 2012, pp. 54-59.

[9] Nikolaou. I, and Tsaousis. I. (2002), ‘Emotional intelligence in the workplace: Exploring

its effects on occupational stress and organizational commitment’, International Journal of

Organizational Analysis, volume10, issue 4, pp. 327-342.

[10] Pareek,Udai and Purohit,Surabhi (2010), ‘ Training instrument in HRD and OD’, Third

edition, Tata McGraw-Hill, New Delhi.

[11] Perkins, D. (1994). ‘Outsmarting IQ: The Emerging Science of Learnable Intelligence’,

The Free Press, New York, NY.

[12] Pestonjee, D.M. (1992) Stress and Coping-The Indian Experience, Second edition, Sage

Publications India Private Ltd., New Delhi.

[13] Rooprai, K.Y. (2009), ‘Role of Emotional Intelligence in Managing Stress and Anxiety

at workplace’ Proceedings of ASBBS, Volume 16, Number 1.

[14] Rozell, E. J.; Pettijohn, C.E.; and Parker, R.S. (2004), ‘Customer oriented selling:

Exploring the roles of Emotional Intelligence and Organisational commitment Psychology

and Marketing’, volume 21, issue 6, pp. 405-424.

[15] Sarboland, Kheyrollah (2012), ‘Assessment of the Relationship between Emotional

Intelligence and Organizational Commitment of Employees: A Case Study of Tax Affairs

Offices, Iran’, Journal of Basic and Applied Scientific Research.



23

[16] Schutte, N. S ; Malouff, J. M; Hall, L. E; Haggerty, D. J; Cooper, J; Golden , C. J; and

Dorhheim, L. (1998) ‘Development and validation of a measure of emotional intelligence -

Personality and Individual Differences’, pp.167-177.

[17] Sirin, G. (2007), ‘ The relationship between teachers’ emotional intelligence levels and

their ways of coping up with stress’,Master’s thesis, Gazi University, Ankara, Turkey.

[18] Dr.N.Shani and Narayanasamy.P.S, “The Role of Employee Engagement and Strategic

Tool in HRM” International Journal of Management (IJM), Volume 2, Issue 2, 2011,

pp. 25 - 32, Published by IAEME

[19] Dr.C.Swarnalatha and T.S.Prasanna, “Employee Engagement: The Key to

Organizational Success” International Journal of Management (IJM), Volume 3, Issue 3,

2012, pp. 216 - 227, Published by IAEME

[20] U. Gowri Shankar and K. Keerthi, “Emotional Intelligence among Middle School

Teachers With Reference To Nagapatinam District, Tamil Nadu” International Journal of

Management (IJM), Volume 1, Issue 2, 2010, pp. 1 - 8, Published by IAEME

[21] Minakshi Nagar, “Incorporation of Emotional Intelligence (EI) Into the Business

Curriculum: Redefining the Success Mantra at Workplace” International Journal of


[22] Saket Jeswani and Dr. Sumita Dave, “Emotional Intelligence as an Antecedent of

Turnover Intention: An Empirical Analysis on Faculty Members” International Journal of


Measuring work attitudes of individuals among indian academia

Documents

Transcript of Measuring work attitudes of individuals among indian academia