Relationship Between Emotional Intelligence and Job Satisfaction A Correlational Analysis of A Retail Organization

RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND JOB
SATISFACTION: A CORRELATIONAL ANALYSIS OF A RETAIL
ORGANIZATION
by
Kokou Agbolou
Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Management in Organizational Leadership
UNIVERSITY OF PHOENIX
March 2011
UMI Number: 3471686
All rights reserved
INFORMATION TO ALL USERS

The quality of this reproduction is dependent on the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
UMI 3471686
Copyright 2011 by ProQuest LLC.
All rights reserved. This edition of the work is protected against
unauthorized copying under Title 17, United States Code.
ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, MI 48106 - 1346
© 2011 By KOKOU AGBOLOU
ALL RIGHTS RESERVED

ABSTRACT
The purpose of the current study was to look for the relationships between emotional
intelligence competencies and General Job Satisfaction of employees of a furniture and
bedding distribution center located in a northeastern state. The emotional intelligence
competencies were measured by the new Emotional Competence Inventory (ECI) test –
University Version, and General Job Satisfaction score was scored by the Minnesota
Satisfaction Questionnaire (MSQ). A random sample comprising 80 full-time employees
was selected from a target population of 200 full-time employees. A quantitative method
using correlational analysis was used to examine how the 12 emotional intelligence
competencies predicted the dependent variable of job satisfaction. The results of the
correlation analysis revealed that of the 12 emotional intelligence competencies, only
one, the influence competency, showed a significant positive relationship to General Job
Satisfaction (r (78) = .249, p < .05). The other competencies of emotional intelligence
were related to General Job Satisfaction, but the relationships were not significant. The
results analysis also revealed significantly positive correlations among the independent
variables of emotional intelligence competencies. The highest correlation among the
independent variables was found between conflict management competency and
inspirational leadership competency (r (78) = .809, p < .01). The present research study
did not find sufficient evidence to conclude any significant relationships between
emotional intelligence competencies and General Job Satisfaction.

iv
DEDICATION
The dissertation is dedicated to my wonderful family: my wife Michele and my
daughters Xena and Karen for staying by my side throughout this educational journey
and keeping me motivated. I dedicate the dissertation to my mother Madeleine who
showed me at an early age the importance of human capability and always told me that
education is the way to a brighter future. I dedicate the study to my late stepfather
Prosper who was an important support in my childhood. I dedicate my dissertation to my
sisters and brothers who have been supportive during my educational journey.
I would like to thank the employees of the distribution center for participating in
the study, and Macy’s Logistics and Operations for providing me the financial support
through executive tuition program. I would like to thank all of my managers and
colleagues for encouraging me during the process. Finally, I would like to thank the
wonderful people, too many to mention, who have helped me, advised and guided me to
achieve this academic goal.

v
ACKNOWLEDGMENTS
There have been many people who have supported me on this journey. Without
them, this work could never have been successful. I owe an incalculable debt of gratitude
to people who helped, assisted, reviewed, edited and comforted me over the years. I
would like to acknowledge my mentor Dr. Orlando Ramos for being a mentor who
picked me up and guided me through to the finish line. I would acknowledge my
committee members Dr. Dean Blevins and Dr. Dean Finley for their constructive critics
and detailed guidance throughout the degree process. I would like to acknowledge Dr.
Norma Turner for her feedback and assistance in editing this paper.
I would also acknowledge the Vocational Psychology Research Department of the
University of Minnesota and the Hay Group Inc. for giving me the permission to use
Minnesota Satisfaction Questionnaire and Emotional and Social Competence Inventory
survey instruments in this study. Finally, for anyone I have missed, please forgive me and
accept my humblest apology.

vi
TABLE OF CONTENTS
LIST OF TABLES ............................................................................................... ix
LIST OF FIGURES .............................................................................................. x
CHAPTER 1: INTRODUCTION ......................................................................... 1
Background of the Problem .................................................................................. 2
Problem Statement ................................................................................................ 4
Purpose.................................................................................................................. 6
Significance of the Study ...................................................................................... 7
Nature of the Study ............................................................................................... 8
Research Question .............................................................................................. 10
Hypotheses .......................................................................................................... 10
Theoretical Framework ....................................................................................... 13
Definition of Terms............................................................................................. 17
Assumptions........................................................................................................ 19
Scope ................................................................................................................... 20
Limitations .......................................................................................................... 20
Delimitations ....................................................................................................... 21
Summary ............................................................................................................. 22
CHAPTER 2: LITERATURE REVIEW ............................................................ 24
Documentation .................................................................................................... 24
Historical Overview ............................................................................................ 25
Emotional Intelligence and Job Satisfaction ....................................................... 31
Germinal Framework of Motivational Theories ................................................. 35

vii
Germinal Framework of Emotional Intelligence ................................................ 39
Germinal Framework of Organizational Change Theories ................................. 46
Independent Variables ........................................................................................ 49
Self-Awareness ................................................................................................... 52
Social-Awareness ................................................................................................ 52
Self-Management ................................................................................................ 52
Relationship Management .................................................................................. 52
Dependent Variable ............................................................................................ 55
Current Findings ................................................................................................. 56
Conclusion .......................................................................................................... 62
Summary ............................................................................................................. 63
CHAPTER 3: RESEARCH METHOD .............................................................. 64
Research Method Appropriateness ..................................................................... 64
Informed Consent................................................................................................ 65
Sampling ............................................................................................................. 66
Confidentiality .................................................................................................... 67
Geographic Location ........................................................................................... 67
Instrumentation ................................................................................................... 67
Data Collection Procedures................................................................................. 71
Data Analysis ...................................................................................................... 75
Validity and Reliability ....................................................................................... 76
Summary ............................................................................................................. 78
CHAPTER 4: RESULTS .................................................................................... 79

viii
Hypotheses .......................................................................................................... 80
Findings............................................................................................................... 84
Conclusions ......................................................................................................... 89
Legend: ............................................................................................................... 92
CHAPTER: 5 CONCLUSIONS AND RECOMMENDATIONS ...................... 93
Summary of Findings .......................................................................................... 93
Implications......................................................................................................... 94
Limitations .......................................................................................................... 95
Delimitations ....................................................................................................... 97
Conclusions ......................................................................................................... 98
Recommendations ............................................................................................... 99
Summary ........................................................................................................... 101
REFERENCES ................................................................................................. 102
APPENDIX A: LETTER OF INTRODUCTION............................................. 128
APPENDIX B: INFORMED CONSENT AGREEMENT ............................... 130
APPENDIX C: PERMISSION TO USE MSQ TEST ...................................... 132
APPENDIX D: COPYRIGHT PERMISSION LETTER ................................. 133
APPENDIX E: DOCUMENTATION .............................................................. 134
APPENDIX F: JOB SATISFACTION SCORES AND ECI SCORES ........... 148
APPENDIX G: SCATTERGRAMS 1-12 ........................................................ 155

ix
LIST OF TABLES
Table 1 Framework of Emotional Intelligence Competencies .........................................522
Table 2 Traits used in MSQ With Items Which Addressed Each Trait ............................855
Table 3 Participant Ethnicity by Gender given in Number and Percentage ...................877
Table 4 Descriptive Statistics of Variables in the Study ..................................................888
Table 5 Matrix Showing Correlation Coefficients between Variables ............................911

x
LIST OF FIGURES
Figure 1. Research design model.......................................................................................74
Figure 2. Participant Ages Established in Ranges .............................................................84

1
CHAPTER 1: INTRODUCTION
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
2
economy. Chapter also describes the problem and presents the significance of the study,
nature, hypotheses, research question, theoretical framework, definitions, assumptions,
scope, limitations, and delimitations; and concludes with a summary and a preview of the
topics addressed in Chapter 2.
Background of the Problem
The increasing competitions, the fast technological development and the tougher
economic environment have dictated the rapid pace of changes that occur within today’s
retail industry (Broadbridge, Swanson, & Taylor, 2000). Thomas (2006) argued,
“Ambiguity, complexity, and chaos threaten our cozy self-defined world” (p. 311).
Bennis (1998) emphasized, “In the 21st century, we experience increasingly rapid
change, and to deal with change, we have to unhinge our organization” (p. 108).
Broadbridge et al. (2000) concluded, “Among the environmental stressors, many of
which can be associated with the changes occurring within the industry, was the highly
competitive and cutthroat nature of the industry, tight resources, customer attitudes and
threats of violence” (p. 419). Although the changes are important factors of success in the
modern workplace, they are also associated with environmental stressors that lead to job
dissatisfaction.
In order to maintain organizational competitive edge in today’s environment,
many retail organizations have shifted toward organizational strategies that allow the
delivery of higher customer satisfaction with limited resources. These strategies lead to
insufficient staff, work-overload, time pressures and other feelings that create a climate of
dissatisfaction among employees. Broadbridge et al. (2000) argued, “Many of the

3
technological changes that had been introduced were regarded as easing the participants’
jobs, but they also led to negative outcomes” (p. 422).
Issues relating to job security, work pressures, and deadlines have become the
highest concerns of employees within today’s retail organization. Gribben (2008) posited,
“Increasing pressure and workload, combined with office politics has raised stress levels,
particularly in bigger companies, although more managers are achieving a better
work/life balance” (p. 1). The work environment has consequently produced a climate of
uncertainty, frustration, alienation, and anxiety that results in a decreased in job
satisfaction, which Igbaria, Parasuraman, and Badawy (1994) defined as “a primary
outcome of work experiences that meet valued needs of individuals and thus represent a
key indicator of quality of work life” (p. 175). Bennis (1998) argued that today’s
organizational management must overcome to the difficult challenges of job
dissatisfaction in order to restore employees’ commitment and unleash their creativity to
benefit the organization.
More recent literature and research studies revealed that emotional intelligence
could assist in repairing negative feelings and restoring life satisfaction (Goleman, 1989).
Dulewicz and Higgs (2003), and Dunn (2004) argued that a lack of emotional intelligence
competencies such as self-awareness is associated with a decline in productivity, morale,
and effective decision-making in the workplace. Muchinsky (2004) conducted further
exploration of emotional intelligence in relation to other constructs. He envisioned that
the relationship between emotional intelligence and job performance would be fully
explored in the future. Limited research has been conducted linking emotional
4
intelligence to job satisfaction within the context of organizational psychology
(Muhammad, 2006).
A review of the literature on theoretical frameworks of employee’s job
satisfaction revealed that satisfaction in the workplace is associated with motivation.
Herzberg, Mausner, and Snyderman (1959) asserted that people are satisfied by hygiene
factors that are intrinsic within the work. According to Herzberg et al.’s (1959)
motivation-hygiene theory, these hygiene factors are motivators that create the feelings of
job satisfaction when they are present within the work environment, and when these
hygiene factors deteriorate to a level below what employees consider as acceptable,
employees become dissatisfied. Lange (2008) argued that Maslow’s (1954) hierarchy of
need theory provided the steps for work in the area of job satisfaction. According to
Maslow’s hierarchy of need theory, people satisfaction can be influenced by different
factors, depending on their level in the need hierarchy. The literature continues to discuss
job satisfaction, and “despite the more than 5,000 job satisfaction studies published
during the 20th century” (Lange, 2008, p. 2), limited educational studies explored the
relationships between emotional intelligence and job satisfaction in the context of
organizational change.
Problem Statement
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). Self-management, which is one of the components of emotional intelligence,

5
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
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.
6
Purpose
The purpose of this quantitative correlational study was to look for the
relationships between emotional intelligence competencies as measured by the ECI and
General Job Satisfaction as scored by the MSQ of employees of furniture and bedding
distribution center located in a northeastern state in the United States. The intervening
variables of ages, gender, and years of service at the furniture and bedding retail
distribution center were analyzed. The results of this study may provide additional
information and knowledge to develop emotional intelligence-based strategies that
mitigate the challenges of job dissatisfaction and enhance organizational performance in
a disruptive work environment. The dependent variable of the study was General Job
Satisfaction, the context was organizational change, and the independent variables were
emotional intelligence competencies as defined in the ECI test, “emotional self-
awareness, achievement orientation, adaptability, emotional self-control, positive
outlook, empathy, organizational awareness, conflict management, coach and mentor,
influence, inspirational leadership (and) teamwork” (Hay Group, 2007, p. 6).
The data collection instruments were the MSQ (Dawis, England et al., 1967) to
assess General Job Satisfaction and the ECI test - University Version (Hay Group, 2006;
Hay Group, 2007) to score emotional intelligence competencies. The population targeted
by the study consisted of 200 full-time employees of furniture and bedding retail
distribution center located in a northeastern state in the United States. The correlation
coefficient and descriptive statistics were used to examine the nature and the extent of the
relationships between job satisfaction and emotional intelligence competencies.

7
Significance of the Study
Literature has generally associated the experience of change as an influential
factor on employee effectiveness (Callan, Jones, & Martin, 2005). Employee attitudes
toward change have implication on employee commitment, absenteeism and turnover rate
(Adams, Eby, Gaby, & Russell, 2000; Freeman, McManus, Russell, & Rohricht, 1995;
Mack, Nelson, & Quick, 1998). If emotional intelligence competencies can positively
influence General Job Satisfaction, other experimental studies may help organizations to
identify the variable predictors in order to develop employee programs to increase job
productivity. The employee programs would be designed to encourage employees to use
their human capability to cope with the challenges of job dissatisfaction and to motivate
them to their full potential in a disruptive working environment.
By understanding in-depth the association between emotional intelligence
competencies and job satisfaction, retail organizations may develop business plans and
employee programs to mitigate the effect of job dissatisfaction and ease the stressors
experienced in today’s changing environment (Broadbridge et al., 2000). Employees,
whose perceptions of their organization and environment are positive, are more likely to
embrace change favorably, and display higher level of well-being and organizational
commitment (Callan et al., 2005). Successful organizations are the ones that initiate
appropriate actions, as the changes occur, to sustain job satisfaction and improve
productivity (Karl, 2000). Positive correlation between emotional intelligence and job
satisfaction could provide the opportunity to develop models of management, in which
employees are encouraged to develop their emotional intelligence abilities.

8
Nature of the Study
A correlational design was used to analyze the data collected from the sample of
80 full-time employees out of a total population of 200 full-time employees of furniture
and bedding retail distribution center located in a northeastern state in the United States.
Quantitative correlational method is more appropriate for this study because it allows the
investigator to show if the variables have positive or negative relationships. Creswell
(2003) argued that quantitative research methods are the most appropriate methods for
describing trends and explaining the extent of relationships between variables, while
qualitative research methods explore the topic to understand the central phenomenon. The
instruments to collect data were the ECI, which assesses emotional intelligence
competencies (Hay Group, 2006; Hay Group, 2007), and the MSQ to assess job
satisfaction (Dawis, England et al., 1967).
This study evaluated the relationships between the dependent variable General
Job Satisfaction and the independent variable of emotional intelligence competencies,
which are composed of competencies such as “emotional self-awareness, achievement
orientation, adaptability, emotional self-control, positive outlook, empathy,
organizational awareness, conflict management, coach and mentor, influence,
inspirational leadership, teamwork” (Hay Group, 2007, p. 6). ECI test organized
emotional intelligence competencies into four clusters, “self-awareness, social awareness,
self-management, and relationship management” (Hay Group, 2006, p. 3). Statistical
analysis tools were used to evaluate the degree or direction of the relationships between
job satisfaction and emotional intelligence. Descriptive statistics were used to summarize
9
the sample and to describe the data collected, and correlation statistics were used to
evaluate if the null hypotheses are true.
Each of the employees of furniture and bedding distribution center was assigned a
number, and a random number table was used in the selection of the sample to ensure that
the sample is representative of the target population. The study explored the extent of the
relationships between emotional intelligence competencies and General Job Satisfaction
of the sample. The correlational research design was suitable to this research because the
aim of the study was to find out the relationships between the independent variables
emotional intelligence competencies and the dependent variable job satisfaction. The
correlation research design, as argued in Brown (2005), helps examine the degree to
which “differences in one characteristic or variable are related to differences in one or
more other characteristics or variables” (Leedy & Ormrod, 2005, p. 191).
Correlational designs are critical in determining the significance of the correlation
between dependent and independent variables that have similar characteristics (Leedy &
Ormrod, 2005). The aim of the study was to determine the level of the relationships
between emotional intelligence competencies and General Job Satisfaction of a sample of
20 employees from each of four different locations of furniture and bedding distribution
center. While correlational studies do not show causality, the relationships revealed
through the correlations become a first step to showing associations between the variables
(Waters, n.d.).
The population of the organization selected for this study was composed of 200
employees (N = 200). For the purpose of the study, parametric statistical methods such as
correlation coefficient were used to determine the extent of the relationships between job
10
satisfaction and emotional intelligence. This study employed surveys questionnaires to
assess General Job Satisfaction score and emotional intelligence competencies scores of
the employees. The participants used Likert-type scale answer sheets to indicate how
significant certain behaviors and attitudes on the ECI have been in the workplace and the
extent to which they are not satisfied with the organization and its management. The data
collected were analyzed and compared.
Research Question
The changes that occur within today’s organization are one of the major
contributors to workplace stress and can be associated with a wide range of negative
behavioral, psychological, and physiological outcomes (Cooper & Roney, 1997; Cooper
& Schabracq, 1998). The following research question indicates the framework, in which
the study was conducted: Within the context of organizational change, what are the
relationships between emotional intelligence competencies as scored by ECI and General
Job Satisfaction as measured by MSQ of employees of furniture and bedding distribution
center located in northeastern state in the United States? The research question is posed to
determine the degree of the relationships that exist between emotional intelligence and
job satisfaction of employees within the context of organizational change.
Hypotheses
Ho1: There is no significant relationship between emotional self-awareness as
defined by the ECI, and General Job Satisfaction as defined by the MSQ.
Ha1: There is a significant relationship between emotional self-awareness as
11
Ho2: There is no significant relationship between achievement orientation as
Ha2: There is a significant relationship between achievement orientation as
Ho3: There is no significant relationship between adaptability as defined by the
ECI, and General Job Satisfaction as defined by the MSQ.
Ha3: There is a significant relationship between adaptability as defined by the
Ho4: There is no significant relationship between emotional self-control as
Ha4: There is a significant relationship between emotional self-control as defined
by the ECI, and General Job Satisfaction as defined by the MSQ.
Ho5: There is no significant relationship between positive outlook as defined by
the ECI, and General Job Satisfaction as defined by the MSQ.
Ha5: There is a significant relationship between positive outlook as defined by the
Ho6: There is no significant relationship between empathy as defined by the ECI,
and General Job Satisfaction as defined by the MSQ.
Ha6: There is a significant relationship between empathy as defined by the ECI,
Ho7: There is no significant relationship between organizational awareness as
12
Ha7: There is a significant relationship between organizational awareness as
Ho8: There is no significant relationship between conflict management as defined
Ha8: There is a significant relationship between conflict management as defined
Ho9: There is no significant relationship between coaching and mentoring as
Ha9: There is a significant relationship between coaching and mentoring as
Ho10: There is no significant relationship between influence, as defined by the
Ha10: There is a significant relationship between influence as defined by the ECI,
Ho11: There is no significant relationship between inspirational leadership as
Ha11: There is a significant relationship between inspirational leadership as
Ho12: There is no significant relationship between teamwork as defined by the
Ha12: There is a significant relationship between teamwork as defined by the ECI,

13
Theoretical Framework
The theories applicable to this study are organizational performance, and the
associations between emotional intelligence and job satisfaction within the context of
organizational change. The theory of motivation-hygiene of Herzberg et al.’s (1959)
contended that individuals are satisfied by hygiene factors that exist within the work.
When these factors deteriorate to a level below what individuals consider as acceptable,
individuals become dissatisfied and their motivation toward the work is impacted. To
understand job satisfaction or the attitude of people toward their works, Herzberg et al.
(1959) developed a theory that evaluates the attitudes of individuals toward their specific
job, the causes of the attitudes, and the consequences of the attitudes.
Herzberg et al. (1959) recognized two separate sets of factors. While the first set
of factors resulted in happy feelings and good attitudes, the second set of factors are
associated with feelings of unhappiness or bad feelings. Herzberg et al. concluded that
the factors that led to unhappiness are related directly to conditions surrounding a job and
not the job itself. According to Herzberg et al., the factors acknowledged as determinants
of job satisfaction are accomplishment, recognition, work, accountability, and progress.
In contrast, the factors that contributed to job dissatisfaction are company procedure and
regulation, management, salary, interpersonal relations, and working environment.
Despite some criticisms, Herzberg’s theory created additional knowledge to the existing
literature (Owens, 2004).
Maslow’s (1954) hierarchy of need theory provided the steps for work in the area
of job satisfaction. According to Maslow’s hierarchy of need theory, people satisfaction
can be influenced by different factors depending on their level in the need hierarchy.
14
Maslow’s theory contended that all needs are hierarchical, and as one need is satisfied,
other needs then take precedence. The hierarchical needs are the physiological set of
needs, the need for safety, the need to be loved, the need for esteem, and self-
actualization. The theories of Herzberg et al. (1959) and Maslow provided the basis of
understanding and evaluating the attitude of people relative to work.
The emotional intelligence theory has progressed throughout generations of
thoughts. Theorists considered emotion and cognition, as separate fields of study and
research (Busso, 2003). Busso noted that cognitive researchers have turned their attention
to human capacity to perform abstract reasoning, and emotion researchers have focused
on the relationship between biology and emotion. Salovey and Mayer (1990) expanded
the ability model, in which emotional intelligence is divided into four attributes: Ability
to identify and communicate emotion and to accurately assess them in the self and others,
ability to create ideas and thoughts using emotion and to associate emotions with
sensations, ability to comprehend emotions and their components and ramifications, and
ability to manage emotion in oneself and in others.
The pioneers of the mixed model are Bar-On (1998) and Goleman (1995, 1998).
The proponents of this model attributed emotional intelligence to a set of non-cognitive
dimensions. Bar-On classified these competencies into five categories: Intrapersonal
competency includes self-awareness, interpersonal focuses on social responsibility and
empathy, adaptability demonstrates problem solving ability and how one adapts to the
changing environment, stress management involves controlling impulses and showing
resilience under stress and assessment of the general mood entails confidence and
contentment. Goleman (1998) categorized the non-cognitive competencies into: Self-

15
awareness relates to self-confidence and emotional awareness, self-regulation relates to
innovation and trustworthiness, motivation, empathy, and social skills.
Emmerling and Goleman (2003) illustrated “a framework of emotional
intelligence that reflects how an individual's potential for mastering the skills of self-
awareness, self-management, social awareness, and relationship management are
translated into success in the workplace” (p. 6). The framework is founded on emotional
intelligence attributes distinguishing outstanding performers from the average performers
that have been identified in research studies involving many corporations. Emotional
intelligence competencies were shown to be the factors that distinguish “between
outstanding and average performers” (Stubbs, 2005, p. 29) at work. Emotional
intelligence dimensions such as intrapersonal awareness and interpersonal ability, and a
narrow range of cognitive intelligence such as analytic thinking explained the difference
between top performers from average (Goleman, 1998).
Goleman (1998) argued that emotional intelligence account for about 90 % of
leader’s success. Other theorists have argued on the importance of intelligence in life and
Gardner (1999) added that people possess multiple intelligences. While moral
intelligence is the capacity of distinguishing between right and wrong (Gardner, 1999),
social intelligence is the aptitude to be aware of social phenomena and to respond
effectively to this awareness in individual and social level. Gardner asserted that people
with high-level morale intelligence are more aware of issues relating to personal, social,
and emotional behaviors. Social intelligence allows people to recognize their personal
ignorance and commitments.

16
Emotional intelligence, which involves the understanding of individuals and
others’ feelings in a way that facilitates guidance in decision making and action, is the
most current measure of social intelligence (Mayer & Salovey, 1993). Even though
Goleman (1995) predicted that emotional intelligence would “become increasingly
valued as a workplace asset in the year to come” (p. 160), some critics have written about
the theory and the measure of emotional intelligence.
Some critics have raised questions on the scientific viability of emotional
intelligence. Davies, Stankov, and Roberts (1998) contended that emotional intelligence
is an “elusive concept” (p. 989). According to Becker (2003), emotional intelligence is
“proven resistant to adequate measurement” (p. 194); and Matthews, Roberts, and
Zeidner (2002) contended, “EI appears to be more myth than science” (p. 547). In
contrast to these controversies, Mayer, Salovey, and Caruso (2004) contended,
“accumulating evidence indicates that EI, measured as ability, predicts a variety of
important outcomes” (p. 209).
Recent research on the theoretical model of how employee adapt throughout
organizational change revealed that employees who are optimistic about their
organization and environment also have a positive perception of change, and respond
better to change in terms of job satisfaction, happiness, dedication, and poorer
absenteeism (Callan et al., 2005). Although changes can lead to creativity and innovation,
changes can also lead to a loss of confidence within the workforce, increased in
employees’ turnover, and decreased in productivity. Goleman (1998) argued that
retention of employees, especially in a working environment going through changes, is a

17
matter of self and social awareness, which are the competencies of emotional intelligence
defined in the ECI.
A better understanding of organizational context is an important step in the
management of change. Callan et al. (2005) maintained that the literature connecting
organizational change to organizational outcomes is underdeveloped (Pettigrew,
Woodman, & Cameron, 2001). Research argued that employee's attitudes toward an
imminent change would have implication on organizational outcomes (Eby et al., 2000;
Mack et al., 1998; McManus et al., 1995).
Definition of Terms
The terms and concepts that were referenced throughout the current study are
defined here to clarify the readers’ understanding of the study.
Competencies are the blend of thoughtful skills, abilities, and specific qualities
that are intrinsic in people (Hay Group, 2006).
Emotions refer to the deepest feelings, passions and longings that are essential in
human life Goleman (1995) argued, “each emotion offers a distinctive readiness to act;
each points us in a direction that has worked well to handle the recurring challenges of
human life” (p. 4)
Emotional Competence Inventory is a 360-degree evaluation tool developed to
assess 20 social and emotional competencies (Hay Group, 2006). The tool assesses the
emotional competencies identified by Goleman (1998), and Boyatzis and Kolb's (1991)
self-assessment questionnaire. The ECI measures 20 emotional competencies categorized
into four dimensions, which are “self-awareness, self-management, social awareness, and
relationship management” (Hay Group, 2006, p. 3).

18
Emotional intelligence: According to Brown (2005), the concept has been defined
differently by many authors. In the current study, emotional intelligence is the ability to
recognize ones' own feelings and the feelings of others; namely, to motivate oneself and
manage those feelings effectively (Hay Group, 2006). As stated by Goleman et al.
(2002), emotional intelligence is a means of assessing “how leaders handle themselves
and their relationships” (p. 6). Emotional intelligence engrosses the ability of dealing
appropriately with one's emotions, and managing interpersonal interactions.
Empathy is the ability to be aware of others ‘feelings and to use the
understanding to develop effective interpersonal relationships (Goleman, 2000).
Job satisfaction refers to employees’ level of satisfaction with their job or with
particular aspects of the job. Job satisfaction is enjoyable conditions resulting from the
way in which job condition align with employees expectation (Dawis & Lofquist, 1984).
As argued in Lange (2008), the concept of job satisfaction has evolved through
humanitarian, economic and theoretical perspectives and each of the perspectives has
contributed to the importance of job satisfaction. A humanitarian perspective resulted
from the ethical obligation of management to provide a pleasant work environment to
employees (Balzer et al., 1997), and the economic perspective helps one to understand
the correlation between job satisfaction and performance (Lange, 2008). The theoretical
perspective argues that job satisfaction is a critical factor in work motivation that can
predict behavior (Lange, 2008).
Organizational change refers to the system of implementation involved in the
transformation of an organization. In the present research study, the plurality of
organizational change theories will be addressed in terms of the four approaches to

19
change: rationalism, contextualism, disperalism, and constructionism (Caldwell, 2005).
Relationship management refers to how people manage relationship. This cluster
contains “conflict management, coach and mentor, influence, inspirational leadership and
teamwork” (Hay Group, 2007, p. 6).
Self-awareness is the ability of understanding one's internal states, feelings, and
intuitions. This cluster contains self-awareness competency and is defined as ability to
assess one’s feelings (Goleman, 2000; Hay Group, 2006).
Self-management is the ability of controlling ones' internal feelings, and
resources. This cluster includes the following competencies: “achievement orientation,
adaptability, emotional self-control, positive outlook” (Hay Group, 2007, p. 6).
Social awareness refers to the awareness of others’ emotions, desires, and
feelings. This cluster includes empathy and organizational awareness (Hay Group, 2006).
Assumptions
This study was built on the assumption that the behavior of the participants was
homogeneous to the behavior of the entire population. The sample selected to answer the
survey questionnaires is representative of the population of the furniture and bedding
distribution center. Although the survey instruments may provide participants with the
opportunity to distort the response to their advantage (Caruso et al., 2000b), the study
encouraged honest responses and the assumption is that participants provided accurate
answers to the survey questionnaires based upon viewpoints as opposed to providing
altered answers. The employees of the retail distribution center were aware of the purpose
of the study and their rights to participate or not to participate to the study. The
assumptions provide readers with the suppositions made in conducting the experiment.
20
The intervening variables such as of age, gender, and year of service in the distribution
center are representative in the sample size.
Scope
The scope of this study was limited to the independent variables emotional
intelligence competencies and the dependent variable General Job Satisfaction in the
context of organizational change. The study did not address concerns and issues other
than the ones listed in the research question. The population targeted comprised 200 full-
time employees of furniture and bedding retail distribution center located in a
northeastern state in the United States. If the study concludes on positive relationships
between emotional intelligence competencies and General Job Satisfaction, organizations
may use this additional knowledge to boost the effects of other job performance
determinants to maintain a high-level job satisfaction of the workforce in today’s working
environment characterized by uncertainty and unpredictability.
Limitations
A number of investigations supported the argument that cognitive intelligence
alone with specific job skills cannot explain the difference between average and higher
performers (Bryan, 2006; Van Rooy & Viswesvaran, 2004). As argued by Parker, Stone,
and Wood (2005), growing empirical research concluded, “the type of competencies most
closely linked with emotional intelligence is strongly linked with an individual’s ability
to cope with environmental demands and uncertainties” (p. 3). Although correlational
research methods can describe the nature and the extent to which the relationships exist
among variables, the presence of a relationship cannot determine whether one variable
caused an effect in other (Ryan & Sladyk, 2005). To understand if causality between
21
emotional intelligence and employee’s job satisfaction exists, experimental research
studies would be necessary.
While a limitation was the sample size selected for this study (n = 80, 40% of the
target population N = 200); the sampling method was a randomized technique, in which a
random number was assigned to the 200 full-time employees of the organization, and a
random number table was used to select the participants (Creswell, 2003). The
instrumentation encompasses limitations due to the subjectivity that is associated with
using a survey research approach. While correlational studies can suggest relationships
between variables, they cannot prove that one variable causes a change in another
variable (Ryan & Sladyk, 2005). Limitations and biases could be present in the selection
of the participants because of the limited sample size. Literature indicates that a limited
sample size may not include all individuals in the organization’s population (Leedy &
Ormrod, 2005), which presents a limitation that must be considered in generalizing the
findings.
The study was set to accept or to reject the null hypothesis at the .05 alpha levels.
Although the research design was sufficient to ensure validity and reliability, the findings
were not significant. The results could not be generalized to the entire furniture and
bedding retail industry.
Delimitations
The delimitations of the research design are associated with the characteristics
that limit the scope of the study. The possibility that the participants may distort the
surveys responses to their advantage, the time and year of the study, and the halo effect,
22
which is a cognitive bias whereby the perception of a particular ability is influenced by
the perception of the former ability.
Summary
In Chapter 1, discussion centered on the quantitative correlational research design
that was used to identify the relationships between emotional intelligence competencies
and General Job Satisfaction within the context of organizational change. The chapter
included discussion on the importance of the problem, the purpose, the importance of the
study, the nature of the study, and the assumptions. Goleman (1998) estimated that 90%
of leader’s success can be associated with emotional intelligence. Many investigations
support the argument that cognitive intelligence alone with technical and technological
skills cannot explain the variation between standard and higher performance among the
employees (Bryan, 2006; Van Rooy & Viswesvaran, 2004). Goleman (1998) explained
that emotional intelligence is more significant to organizations than intelligence quotient.
The study was conducted to determine if positive relationships existed between
emotional intelligence competencies and General Job Satisfaction. Organizational leaders
may use emotional intelligence to boost the effects of other job performance determinants
to increase the level of job satisfaction in today’s increasingly competitive workplace.
The correlational research study determined the nature and the extent of the relationships
among the variables studied but as a correlational research study, the outcomes of the
study cannot logically suggest causal relationships between the variables (Ryan &
Sladyk, 2005). As argued by Barr Kamil, Mosenthal, and Pearson (2002), “High
correlation values should suggest causal relationships. Such suggested relationships have
to be verified by other experimental means” (p. 48).

23
Chapter 2 reviews the literature related to emotional intelligence, job satisfaction,
and organizational change. The review of the literature outlines relevant organizational
performance theories, job satisfaction and dissatisfaction theories, and organizational
change theories.
24
CHAPTER 2: LITERATURE REVIEW
The purpose of this quantitative correlational study was to identify the
relationships between emotional intelligence competencies as defined by ECI and
General Job Satisfaction as defined by MSQ within the context of organizational change.
The rapid change occurring in today’s world affects retail organizations and their
performance (Broadbridge et al., 2000). The new era has introduced a highly competitive
market that prompts organizational leaders to favor economic strategies such as mergers
and acquisitions; as well as, outsourcing specific functions and tasks of the organization.
Appelbaum, Simpson, and Shapiro (1987a) argued today’s increasingly competitive
business environment and globalization have induced many organizations to downsize.
Although these strategies may be cost effective, they tend to decrease employees’ trust,
motivation, confidence, and commitment toward their organization.
Broadbridge et al. (2000) argued, “many of the technological changes that had
been introduced were regarded as easing the participants’ jobs, but they also led to
negative outcomes” (p. 422). Chapter 1 described the problem, presented the purpose of
the study, and discussed the significance of the study. The purpose of the literature
review is to justify the importance of the study by examining the literature relevant to
emotional intelligence and job satisfaction.
Documentation
A review of academic journals and articles relating to emotional intelligence and
job satisfaction was performed to analyze the research and evaluate existing knowledge
on the topics. Among the repertoire of articles and journals reviewed were Academy of
Management Journal, American Journal of Sociology, and Journal of Social and

25
Psychological Sciences. When searching the major journal and articles database such as
Cambridge Scientific Abstract, EBSCOhost, Google Scholar, ProQuest Base, ERIC,
Scirus, and Gale PowerSearch, the keywords job satisfaction, emotional intelligence, and
organizational change were used. The outcome was considerable however few studies
have focused on employees of a distribution center within the context of organizational
change, indicating a need to further explore the domain. A large amount of research
studies have investigated the topic of emotional intelligence (Appendix E includes a table
of peer-reviewed journals, research articles, and dissertations that discussed the
relationship between emotional intelligence and job satisfaction from 2003 to 2009). The
present study pursued the association between emotional intelligence and job satisfaction
within the context of organizational change.
Historical Overview
Academic institutions focused on the importance of logical and linguistic
intelligences, which are the cornerstone of the intelligence quotient. In the early 1940s,
Wechsler argued on the importance of non-intellectual skills in predicting individual's
aptitude to succeed in life. Payne (1986) introduced the emotional intelligence into the
academic field when attempting to demonstrate the negative impact of a civilized society
on people’s emotional growth. He discussed how individuals have tried to civilize
themselves by denying their emotional nature. Payne argued the evolution of “the
civilized world has stifled our growth emotionally, leading us down a path of emotional
ignorance” (para. 2).
In their effort to develop a scientific method to measure the difference between
an individual's emotional ability, Salovey and Mayer (1990) discovered that some
26
individuals are better than others such as identifying their own and others' feelings and
solving emotional issues. According to Salovey and Mayer, the interpersonal intelligence,
which is the subset of Gardner’s personal intelligences, is conceptualized in relation to
emotional intelligence that “involves the ability to monitor others’ moods and
temperaments and to enlist such knowledge into the service of predicting their future
behavior” (p. 189). Salovey and Mayer included the regulation of emotion in the
dimension of emotional intelligence, and explain that “emotional intelligent individuals
may enhance their own and others’ moods and even manage emotion so as to motivate
others charismatically toward a worthwhile end” (p. 198). Emotional intelligence may
enhance organizational management’s ability to create a climate that transforms
employees into action-oriented individuals. This can be accomplished through a balance
of the need to accomplish corporate goals, with attention to relationships and promoting a
friendly and cooperative behavior in the workplace.
With the increasing diversity in the 21st century workforce, social-awareness
competence may allow individuals to read accurately the emotion in others and to work
toward satisfactory collaboration that benefits the organization. ECI test organized
emotional intelligence competencies into four domains of emotional intelligence, in
which people, especially leaders, must improve their skills to stay competitive. Emotional
intelligence provides individuals the ability to persevere in formulating strategies, to
manage conflict and maintain healthy working relationships (Busso, 2003).
In today’s information technology-driven age, organizations must rely on an
effective team effort to accomplish complex goals. If this study concluded the existence
of a relationship between emotional intelligence and job satisfaction, the results may
27
increase the understanding of organizational managers of the connection between
developing emotional intelligence skills as management tools to enhance employee job
satisfaction within a workforce that is going through organizational restructuring.
Recognizing that emotional intelligence skills would only serve as tools, should such a
relationship exist, the value of the EI skills would need to be considered along with other
management skills.
Today’s new era presses organizations and their employees to increase
productivity. According to Brooks (2006), occupational stress is often linked with
emotions that would lead to job dissatisfaction. Brooks claimed that the increasingly
rapid change in today’s organization increases employee stress-related anxieties.
Appelbaum, Everard, and Hung (1999) contended that while numbers of employees lose
their employment in today’s highly competitive world, those who remain in the job suffer
more negative effects such as a high level of stress, conflict, ambiguity, mistrust, and job
dissatisfaction.
The work environment has prompted many organizations to adopt strategies such
as downsizing, mergers, and acquisitions (Appelbaum, Simpson et al., 1987a), to stay
competitive. In their recent study, Davis, J., Savage, Stewart, and Chapman (2003)
concluded that a positive relationship exists between individual's stress levels and
organizational downsizing. Another factor discussed in the literature as related to
organizational change, is job insecurity. Employees are concerned about job stability, as
they acknowledge changes or reorganization occurring in their workplace. This concern
for job insecurity creates an environment of high level of stress, conflict, role ambiguity,
and mistrust (Appelbaum, Simpson, & Shapiro, 1987b), which impacts performance and
28
job satisfaction.
As in Prins (2006), Cartwright and Cooper (1997) asserted that the change in
today’s world produced consequences such as “job securities, corporate culture clashes,
different styles of managerial leadership and--inevitable stress” (p. 2). Organizational
commitment is an essential aspect that plays a significant role in the working
environment. Brooks (2006) pointed out that when change occurs, “individuals begin to
experience change in their level of organizational commitment” (p. 48). Gaertner and
Nollen (1989) claimed, “Commitment is higher among employees who believe they are
being treated as resources to be developed rather than commodities to buy and sell” (p.
987). Leaders must be aware of this fact and update their management style with skills
that respond to these values in order to create in their organization a climate of
community and cohesion.
Employees’ job satisfaction is influenced by the fast development of today’s
organizational strategies. C. Davis (1996) argued that the social environment of today’s
organization could alienate employees when the organization is isolated from the
interests and feelings of the people who comprise the entity. Scott (2003) asserted that
employees “are driven by feelings and sentiments as much as the facts and interests . . .
and also act as members of social groups where loyalties are often stronger than
individual self-interests" (p. 57).
To promote a high level of job satisfaction, leaders must redesign their leadership
roles to create an environment in which employees are accepted as a valued resource
(Bennis, 1998). The importance of creating a social climate to generate intellectual
capital in the organization was emphasized by Bennis. Emotional intelligence may

29
enhance the employees’ recognition and understandings of the challenges that face
today’s organization and help them adopting a behavior conducive in repairing the
negative outlooks and improving job satisfaction. Emotional intelligence is shown to
provide support to strategic leaders in today’s organization. Goleman (1998b) concluded
from a research study of 40 companies that the strength of top performers is 27% related
to cognitive ability and 53% related to emotional intelligence ability.
Spencer and Spencer (1993) stated that 18 out of 21 competencies are based in
emotional intelligence when distinguishing the top performers from the average
performers. Organizations must encourage emotional intelligence competencies
susceptible to generate an emotional boost and spread positive feelings among employees
in order to increase organizational performance. Giesecke (2007) asserted that contrary to
negative emotions that can create a toxic environment and overwhelm employee
concentration, positive feelings can enhance employee performance. Druskat and Wolff
(2001) contended that high emotional intelligence among employees can increase
organizational performance. Shepherd-Osborne (2009) recommended from a study
among early childhood educators to include emotional intelligence assessment into
childhood educators hiring process to increase satisfaction and organizational
commitment. As stated by Cameli (2003), literature emphasizes the importance of
studying the role of emotional intelligence in successful leadership. He argued that
emotional intelligent people are more likely to display successful leadership skill in the
workplace than people with less emotional intelligence competencies.
Bailie and Ekermans (2006) reported that the common denominator of emotional
intelligence in the organization is that emotional intelligent people are more likely to
30
display effective leadership skills than people less emotionally intelligent people.
Research pioneered by Goleman (1998) suggested that emotional intelligence can better
predict a successful career than the conventional intelligence quotient. In various research
studies and related literature, the emotional quotient is considered complementary to the
intelligence quotient in the determination of success in life (Barone, McCarthy, Sojka, &
Tucker, 2000). Cognitive intelligence coupled with only technological knowledge fail to
provide today’s employees the edge needed to overcome work environment challenges.
As argued in Barone et al. (2000), Schmidt (1997) maintained that leaders must be skilled
in personal and social competencies in order to “recognize and respond to the emotions
and feelings of others, as well as the skill to help others manage their emotions” (para. 9).
A recent study conducted by Bailie and Ekermans (2006) demonstrated an
existence of “various relationship between emotional intelligence and the customer focus,
building working relationships, gaining commitment, developing others problem solving
and stress tolerance leadership competencies” (p. 9). Although a large amount of
literature relating to emotional intelligence exists (Brown, 2005), limited research that
explores the associations between emotional intelligence and job satisfaction among
employees of a retail organization could be located. The present quantitative correlational
study responded to the need for further study in the field of emotional intelligence to add
to the existing literature. The table in Appendix E illustrates a list of peer-reviewed
journals, research articles, and dissertations that discuss the relationship between
emotional intelligence and job satisfaction from 2003 to 2009.

31
Emotional Intelligence and Job Satisfaction
In 2008, L. Johnson conducted a study to explore the relationship between servant
leadership characteristics, emotional intelligence, and job satisfaction among high tech
employees in the aerospace industry. The findings of the study, using a quantitative
correlational design, did not conclude on a significant link between servant leadership
and emotional intelligence and the relationship between emotional intelligence and job
satisfaction was not significant. The present study was designed to focus on the
subcategories of emotional intelligence and job satisfaction among employees of a retail
distribution center, the goal of which would add to the existing knowledge on this topic.
Other researchers conducting studies on emotional intelligence and job
satisfaction during the last decade also learned that emotional intelligence competencies
do not always relate to job satisfaction (Chiva & Alegre, 2008; Coco, 2009; Dong &
Howard, 2006; Feyerabend, 2009; Ford, 2010; Guleryuz, Guney, & Aydn, 2008; Hendee,
2002; Johnson, 2010; Millet, 2007; Muhammad, 2006; Pardee, 2009; Platsidou, 2010;
Stewart, 2008; Teehan, 2006; Wong, C-S, Wong, P-M, & Peng, 2010). Roberts (2006)
conducted an examination of the nature and strength of the relationship between a sense
of humor and job satisfaction among students in graduate business programs. The results
supported the belief that no significant relationships existed among a sense of humor,
emotional intelligence, and job satisfaction, while Shepherd-Osborne (2009) found a
moderate relationship between EI and job satisfaction (r = .418, p < .05).
Emotional intelligence has been related to various organizational outcomes such
as organizational performance and commitment (LePine, Erez, & Johnson, 2002). Sy,
Tram, and O'Hara (2006) stated that little is known about EI as it pertains to the
32
relationship between job satisfaction and emotional intelligence in general in retail
corporations. EI is a complex concept, with several inventories and questionnaires
available to measure the process, including the Mayer-Salovey-Caruso Emotional
Intelligence Test (MSCEIT), the Emotional Quotient Inventory, the Emotional
Intelligence Appraisal survey, the Emotional Intelligence Assessment, along with others.
All the tests measure many of the same EI capacities. Bar-On (1998) himself reported a
moderate relationship between total EI scores and job satisfaction.
Emotional Intelligence and Educators
Several studies were performed to discern the relationship between emotional
intelligence and the teaching process. Brackett, Palomera, Mojsa-Kaja, Reyes, and
Salovey (2010) studied the relationship between emotion-regulation ability, burnout
found among so many teachers, and job satisfaction among British secondary-school
teachers. Platsidou (2010) conducted a study to determine the relationships between the
competencies of emotional intelligence of special education teachers in Greece, burnout
and job satisfaction. Based upon her study of 123 teachers, Platsidou determined that
emotional intelligence had little relationship with burnout or job satisfaction.
Reflecting the same results, the study conducted by C-S. Wong, P-M. Wong, and
Peng (2010) was designed to determine the relationship between EI and job satisfaction
on teachers and mid-level leaders in schools in Hong Kong. The first part of their study
included 107 participants who listed the attributes of successful mid-level leaders in the
schools. The second part of the study included 3866 teachers and mid-level leaders who
took the Emotional Quotient Inventory and the Job Satisfactions Survey. On the post-
secondary level, Coco (2009) studied the relationship between EI and job satisfaction
33
within 111 business students. Teehan (2006) studied the relationship among EI, humor,
and job satisfaction in 103 MBA students at a Midwestern university.
Studies were also conducted with nursing students. Guleryuz, Guney, and Aydn
(2008) studied the role of job satisfaction with regard to EI and organizational
commitment. Working with 267 participants, the researchers found little relationship
between the two variables. McCallin and Bamford (2007) interviewed and observed 44
members of interdisciplinary health teams to study the influence of EI in team
satisfaction and outcomes. Working from the position that technical knowledge and
cognitive intelligence are not sufficient for positive teamwork outcomes, the researchers
discerned that attention to EI could improve the experience of satisfaction of the
members of the interdisciplinary health teams.
Emotional Intelligence and Business
The business arena has served as a fertile ground for the study of EI and job
satisfaction and various areas of business life. Feyerabend (2009) studied the relationship
between EI, demographics, and job satisfaction among 299 Indian call center agents and
their commitment to remain on the job. In the United States, Stewart (2008) studied the
relationship among EI, job satisfaction, and organization learning commitment with 110
employees using the Emotional Quotient Inventory. Chiva and Alegre (2008) focused on
EI and job satisfaction with 157 participants. Muhammad studied 200 graduate students
who worked in various industries and job positions, using the Emotional Intelligence
Quotient and the Job Descriptive Index which included the Job in General Scale. In her
study, Muhammad determined that EI was not related to job satisfaction, yet she
considered EI still relevant both in business and academia. In all the studies on EI and
34
Job Satisfaction, none factored out the competencies comprising EI relative to Job
Satisfaction. The purpose of the present study was to further explore the relationships
between each of the emotional intelligence competencies defined in ECI and General Job
Satisfaction of employees of furniture and bedding distribution center located in a
northeastern state in the United States.
Emotional Intelligence and Other Applications
Among the studies considered, Ford (2010) conducted a study on EI and job
satisfaction at a large healthcare organization, based upon the results from 23
participants. Using the Emotional Judgment Inventory, the Maslach Burnout Inventory,
and the Minnesota Satisfaction Questionnaire, Pardee (2009) studied 187 mental health
professionals in terms of EI and job satisfaction. Millet (2007) conducted similar study
with 90 police officers, using the Emotional Quotient Inventory and the Job in General
Scale. The study by Dong and Howard (2006) involved 214 staff members from 36
medical offices.
The hypotheses in their study were both accepted: When employees have high EI
and trust in their coworkers, the more likely they are satisfied with their jobs. The fact
that the majority of the participants were women remained an unknown or intervening
variable. Hendee (2002) conducted a study on the relationship between EI and job
satisfaction with 65 practicing chefs and culinary educators. Hendee used the MSCEIT
and Spector’s Job Satisfaction Survey.
Although EI has been linked to various organizational outcomes such as job
performance and job retention (LePine, Erez, & Johnson, 2002), much remains to be
studied on the relationship between job satisfaction and emotional intelligence (Sy, Tram,
35
& O’Hara, 2006). Most studies failed to find strong relationships between EI and job
satisfaction, reflecting Bar-On’s (1997) report of a modest relationship between total EI
scores and job satisfaction. Despite the growing amount of studies that have failed to
support the existing of significant relationship between EI and job satisfaction, the
current study is nonetheless warranted and the findings would add important information
to the existing knowledge. Creswell (2005) argued that studies are worthy of research
when they involve expanding or replicating previous research studies by looking at
different population and variables in order to make original contribution to the body of
knowledge. Understanding the association between the dimensions of EI and job
satisfaction among retail distribution center employees within the context of
organizational change would provide organization with additional knowledge that could
help developing employee programs to cope with the challenge of job dissatisfaction
experienced in today’s changing retail organization (Broadbridge et al., 2000).
Germinal Framework of Motivational Theories
A review of the literature on theoretical framework of job satisfaction indicated
the concept of job satisfaction is associated with motivation. Lange (2008) argued,
“Humanitarian, economic, and theoretical concerns contribute to the importance and
popularity of job satisfaction” (p. 2). To understand job satisfaction, a historical review of
motivational theories is necessary.
Taylor Scientific Management Theory
The Taylor scientific management theory, also known as Taylorism, analyzed and
synthesized the workflows in the organization to improve productivity. Taylor (1911)
believed that scientific management cannot work unless employees benefit. He argued
36
that employees are motivated by pay, and developed the theory of scientific management
on the basis of pay as the motivating factor to maximize productivity.
Mayo Human Relations Theory
In contrast to scientific management theory in which monetary is the motivating
factor, Mayo’s Hawthorne experiences concluded that meeting employees’ needs is the
motivating factor (Mayo, 1933). Employee recognition, security and sense of belonging
are important needs in determining employees’ morale and productivity than the physical
condition in the work environment (Mayo, 1933). In a study on turnover at Philadelphia
textile mill, Mayo (1933) concluded that eliminating the factors contributing to the
work’s fatigue and allowing workers to manage their own work could motivate the
workforce and increase productivity.
Mayo’s (1933) experience at the Western Electric Hawthorne began with the
intention to increase productivity with better illumination of the workplace. Mayo
realized that lighting did not influence productivity. Rather, allowing the workers to
express their thoughts had a therapeutic effect that contributed to the results (Lange,
2008). In a study to investigate the cause of absenteeism in the workplace, Mayo (1933)
concluded that having enlightened management about human relations increased
employees’ motivation to go to work. Mayo’s research studies concluded on relationships
between employee satisfaction, turnover, absenteeism, and productivity.
Maslow’s Hierarchy of Need Theory
Maslow developed a theory of personality and motivation in which people moved
up in the pyramid of need when each level is satisfied. Maslow has set up five
37
hierarchical needs: Physiological needs, needs for safety, social needs, needs to feel
important, and self-actualization needs. Maslow believed that people are stimulated by
unsatisfied needs, and as each need is satisfied, employees move to the next need in the
hierarchy. Lange (2008) argued, “The hierarchy of need pyramid contributed in
establishing factor shown to satisfy many persons in employment situations” (p. 17).
Motivation-Hygiene Theory
Herzberg et al. (1959) asserted that people are satisfied by hygiene factors that are
intrinsic within the work. Herzberg et al. (1959) argued that the intrinsic factors are
motivators that create the feelings of job satisfaction when they are present within the
work environment; and when these hygiene factors deteriorate to a level below what
employees consider as acceptable, employees become dissatisfied. Herzberg et al. (1959)
identified the motivation factors that lead to satisfaction as accomplishment, appreciation,
work, responsibility, and development; and the hygiene factors that contribute to
dissatisfaction as company procedure, supervision, employer relationship, work
condition, salary, and relationship with peers. While Herzberg’s motivation hygiene
theory is still well regarded in management, some criticisms related to the separation
between satisfaction and dissatisfaction, and the assumption that satisfied employees
outperform exist (Owens, 2004).
Situational Occurrences
According to Quarstein, McAfee, and Glassman (2002), the situational
occurrences theory of job satisfaction is determined by two factors. The theory posited
that job satisfaction results from situational occurrences, and that job satisfaction can be
determined by a mixture of situational occurrences rather that a single situation. The

38
situational theory of Quarstein et al. did not take in consideration personal factors in
determining job satisfaction, and the theory was not independently tested.
Positive Psychology
Seligman, Parks, and Steen (2004) described positive psychology as the study of
positive emotion and positive character. Positive psychology is concerned about the
circumstances and practices that lead to people success. Within the work environment,
positive psychology helps support the empowerment and motivation of employees within
a difficult situation.
Job Satisfaction
Job satisfaction is the key variable in organizational study (Kinicki, McKee-Ryan,
Schriesheim, & Carson, 2002) that is most investigated in industrial-organizational
psychology (Harter & Schmidt, 2006). Research studies reveal that job satisfaction is
pivotal to a variety of organizational outcomes. It contributes to restoring organizational
commitment (Fumham & Petrides, 2006), enhancing job performance (Harter & Schmidt,
2006), improving organizational citizenship behavior among employees (Fisher, 2003),
avoiding employee withdrawal (Price, 2001), and absenteeism (Tharenou, 1993). Job
satisfaction refers to employees’ level of satisfaction with their job or with particular
aspects of that job.
The literature reveals a progression in the definition of job satisfaction. Maslow
(1954) viewed job satisfaction as necessary condition in meeting human needs and Porter
(1962) described it as a summation of an individual’s expectations of the job. Busso
(2003) asserted that the recent and comprehensive definition of the concept comes from
39
Dawis and Lofquist (1984), who defined job satisfaction as a “pleasurable affective
condition resulting from one’s appraisal of the way in which the experienced job situation
meets one’s needs, values and expectations” (p. 72).
Various theories have defined job satisfaction, according to the factors to which
they attribute job satisfaction. Greewald and Klingner (1994) outlined two theories,
which are the single-factor theory and complex-factor theory. Single-factor theories
attribute job satisfaction to a single variable such as social or economic rewards, gender,
age, marital status, and parenthood (Busso, 2003). Proponents of complex-factor theories
argued that job satisfaction is rarely attained because once an individual’s need is
satisfied; a higher order need arises (Busso, 2003). Bridwell and Wahba (1976)
distinguished two theories that fall under the complex-factor motivation:
1. The expectancy theory attributed employees’ job satisfaction to the expectation
of reward and can be caused by intrinsic and extrinsic factors (Busso, 2003).
2. The interactive theory stressed the dynamic relationship between employees
and their organization as well as the congruence of employee and the organization
(Bridwell & Wahba, 1976).
Germinal Framework of Emotional Intelligence
The emotional intelligence concept has progressed throughout generations of
thought. From 1900 to 1969, theorists considered emotion and cognition, as separate
fields of study and research (Busso, 2003). Busso noted that cognitive researchers have
turned their attention to human capacity to perform abstract reasoning, and emotion
researchers have focused on the relationship between biology and emotion. The last
several decades have presented an increase of studies that combine intelligence with the
40
concept of emotion into the field called behavior cognition and affect. Wechsler (1958)
referred to emotional intelligence as the non-cognitive intellective aspects of general
intelligence. Wechsler (1958) defined intelligence as “the aggregate or global capacity of
the individual to act purposefully, to think rationally, and to deal effectively with his (or
her) environment” (p. 7).
Emotional intelligence did not receive significant enthusiasm and attention,
especially in the business world until Goleman’s (1995) publication. Goleman (2001)
defined emotional intelligence as personal abilities that one can learn to outperform at
work (Prins, 2006). Two models of emotional intelligence emerged: The ability model
and mixed model.
Salovey and Mayer (1990) developed the ability model, in which emotional
intelligence is divided into four attributes, which the individual’s ability is to: (a) perceive
and express feelings and to accurately assess them in the self and others, (b) create ideas
and thoughts using emotion and to associate emotions with sensations, (c) understand
emotions and their components and ramifications, and (d) manage emotion in oneself and
in others. The pioneers of the mixed model are Bar-On (1998) and Goleman (1995,
1998), have attributed emotional intelligence to a set of non-cognitive competencies.
Bar-On (1998) classified these competencies into five categories: (a) intrapersonal
competency includes self-awareness, (b) interpersonal focuses on social awareness and
empathy, (c) adaptability demonstrates problem-solving ability and how one adapts to the
changing environment, (d) stress management involves controlling impulses and showing
resilience under stress, and (e) assessment of the general mood entails optimism and
pleasure. Goleman's (1998) categorization of emotional intelligence dimensions include

41
the following: (a) self-awareness relates to self-confidence and emotional awareness, (b)
self-regulation relates to innovation and trustworthiness, (c) motivation outlines initiative,
optimism, and achievement, (d) empathy illustrates political awareness and
understanding of others, and (e) social skills consists of teamwork, influence, and conflict
management.
Mayer and Salovey (1997) defined the new yardstick of emotional intelligence as
“the ability to perceive emotions, to access and generate emotions so as to assist thought,
to understand emotions (and emotional knowledge), and to reflectively regulate emotions
so as to promote emotional and intellectual growth” (p. 5). Weisinger (1998) stated that
emotional intelligence is “the intelligence use of emotions: you intentionally make your
emotions work for you by using them to help to guide your behavior and thinking in ways
that enhance your results” (p. 26). Goleman (1995) emphasized that “abilities such as
being able to motivate oneself and persist in the face of frustrations; to control impulse;
to regulate one’s moods and keep distress from swamping the ability to think; to
empathize and to hope” (p. 34). The results of this study would help organizational
leadership to establish conflict-management systems that restore trust and motivation
necessary to maintain employees' satisfaction in a changing environment.
The new leadership paradigm that results from today’s technological work
environment must include individuals skilled in interpersonal ability in order to bring
innovation and creativity to the changing workplace (Bennis, 1998). To gain competitive
edge in the 21st century, one must attain cognitive intelligence or theoretical knowledge;
as well as, interpersonal and intrapersonal abilities to interact effectively with others in
the global environment (Barone et al., 2000). These abilities are included in the self-
42
awareness and social awareness that are the competencies of emotional intelligence.
Leaders are evaluated on how well they interact with one another to establish a creative
atmosphere and coordinate the efforts in achieving the organization's objectives.
Goleman (1998) has broadened emotion intelligence in the business world by arguing its
significance as a prerequisite for performing well in business and as an essential element
for team performance. In comparing the top successful leaders with the average leaders,
Goleman (1998b) reported, “nearly 90 percent of the difference in their profiles was
attributable to emotional intelligence rather than cognitive abilities” (p. 94).
Based on the outcome of studies on managerial derailment that indicated a
positive relationship between derailment and the lack of emotional intelligence abilities,
Barone et al. (2000) recommended incorporating emotional intelligence skills in business
school curriculum in order to ensure students' successful career. To effectively manage
the diversity and the pace at which technological and social events influence the working
environment, individuals at every level of the organizational hierarchy, especially
leaders, need to be skilled in both interpersonal and intrapersonal abilities that are
categorized under the concept of emotional intelligence (Bennis, 1998).
The present study evaluated the degree of the relationships between emotional
intelligence competencies, as defined in the ECI test (Hay Group, 2006; Hay Group,
2007) and General Job Satisfaction defined in the MSQ scores (Dawis, England et al.,
1967). The objective of the research study was to determine the existence of relationships
between the independent variables of the subcategories of emotional intelligence and the
dependent variable of job satisfaction. If positive relationships between the subcategories
of emotional intelligence competencies and General Job Satisfaction exist, the results of
43
the study could provide additional knowledge that a connection exists between one or
more EI subcategories and job satisfaction in today’s continual changing environment.
Salovey and Mayer (1990) defined emotional intelligence as “the subset of social
intelligence that involves the ability to monitor one’s own and others’ emotions, to
discriminate among them, and to use information to guide one’s thinking and actions” (p.
189). The rapid change in today’s world presents new work environments, in which
people are not just being evaluated on their cognitive intelligence or intelligent quotient,
and theoretical and technological competences. Rather, individuals are evaluated on their
adaptability to new circumstances, which is the domain of emotional intelligence (Barone
et al., 2000).
Emotional intelligence is the collection of personal and social competencies that
differentiate the top performers from the average performers in the workplace (Stubbs,
2005) as well as the harmonic relationship to coordinate the individuals toward their
overall life success (Goleman, 1998). The normative perspective of organization uses the
value of emotion as the rational models of organizational behavior. Matthews, Roberts,
and Zeidner (2002) contended that individuals with higher emotional intelligent are likely
to rebound from negative feelings and increase life satisfaction. Mayer and Salovey
(1997) stated that the new yardstick of emotional intelligence as “the ability to perceive
emotions, to access and generate emotions so as to assist thought, to understand emotions
and (emotional knowledge), and to reflectively regulate emotions so as to promote
emotional and intellectual growth” (p. 5).
The rapid development of information technology and the increasing competition
experienced over the previous decade has shifted the organization's strategy toward
44
flexibility and innovation (Bennis, 1998). To gain the competitive advantage in today’s
markets, organizations must utilize technology to optimize existing resources, increase
productivity, and cut costs. Organizations have opted to direct their strategic planning
toward downsizing, mass lay-offs and mergers that have created conflicts, mistrust, and
job dissatisfaction in the workplace (Appelbaum, Simpson et al., 1987b). Meta-analysis
attributes approximately 5% of the variance in job performance across occupations to
emotional intelligence (Van Rooy & Viswesvaran, 2004).
The changing work environment can no longer provide secure jobs and related
benefits; consequently, employees have become frustrated and concerned about their
future. Mone (1997) argued that job insecurity, uncertainty, lack of loyalty, and higher
stress level introduced into today’s workplace are negatively affected by lower level of
trust, which can lead to conflicts. These factors influence job satisfaction, which has been
found to be pivotal in sustaining organizational commitment (Fumham & Petrides, 2006),
job performance (Harter & Schmidt, 2006), as well as employees’ departure (Price, 2001)
and absenteeism (Tharenou, 1993). To overcome these challenges resulting from
increasing competition and work environment changes, a new vision of leadership is
needed. Traditional leadership, based exclusively on formal relationships between leaders
and employees, may have possibly become too inconsistent and obsolete to assimilate
these issues in a meaningful way.
Today’s economy has become more familiar with contextual instability, various
pressures, and the shrinkage cycle of organizational growth. This shift in paradigm
brought consequences such as job cuts and a low level of trust in the workplace
(Broadbridge et al., 2000). In their work on the new economy, Broadbridge et al. (2000)
45
noted that the alienation caused by the consequences of the new economic rationality
greatly influences the morale of the employees. Employees are more concerned about
issue such as job insecurity (Broadbridge et al., 2000), which has eroded their sense of
loyalty. Busso (2003) argued that while task performance focuses on the technical aspect
of the workplace, contextual performance requires non-technical skills such as
discretionary behaviors that help employees to out-perform expectations to make the
organization more effective.
Emotional intelligence theorists contended that emotional intelligence could
predict contextual performance (Busso, 2003). A growing research is available regarding
the relationship between the subcategories of emotional intelligence and job satisfaction.
The current study was intended to provide additional knowledge to the existing literature
by investigating the relationships between emotional intelligence competencies and job
satisfaction among employees of a distribution center. A high job satisfaction has been
associated with positive behaviors such as high job performance, whereas a low level of
job satisfaction has been linked to distressful behaviors such as absenteeism, high rate of
turnover, and lower reliability (Millet, 2007). Hart and Wearing (1995) asserted that job
satisfaction among police officers is between 3% and 13% of the variation in the level of
life satisfaction.
Understanding how emotional intelligence may relate to job satisfaction in a
changing environment can be relevant to organizations attempting to restore confidence
and regain employees’ commitment. To be successful in today’s environment of various
fluctuations, Barone et al. (2000) recommended, “one must possess not only theoretical
knowledge and technological competence but also emotional intelligence” (para. 3).
46
Employees must be skilled in interpersonal and intrapersonal abilities to recognize their
own feelings, as well as the emotions in others with whom they interact, to use this
information to enhance their level of job satisfaction. The review of literature outlines
various empirical research studies that support the validity of the ability model of
emotional intelligence (Caruso et al., 2000a). The survey instrument of choice that was
used throughout this study to assess emotional intelligence was ECI, which encompasses
the spectrum of the mixed model of emotional intelligence.
Germinal Framework of Organizational Change Theories
The review of the literature on organizational psychology revealed that a plurality
of organizational change theories that resulted from the transformations of the workplace
existed. As Caldwell (2005) pointed out, the review of the literature revealed a heuristic
classification of organizational change into four discourses: rationalism, contextualism,
disperalism, and constructionism. Lewin’s force field analysis theory created the
framework for a profound rationalist approach. The proponent of rationalist discourses
gave priority to a centered agency and argued that change must be planned through
strategic action.
The contextualist discourses focused on the emergent aspect of change and the
enclosed character of centered agency in organizations (Caldwell, 2005). The most
influential proponent of the contextualist approach is Pettigrew (2000). Pettigrew
developed the incrementalist approach--with a transition-approach to contain the
continuity and the discontinuity in the organizational change (Caldwell, 2005). The
dispersalist discourses focused predominantly on decentralizing the change process in the
organization. Caldwell (2005) argued, “The reduction of central hierarchical control in

47
organizations has resulted in a growing emphasis on project and cross-functional teams as
mechanisms to achieve greater horizontal coordination across organizational divisions,
units and work processes” (p. 97).
Constructionist discourses is defined as anti-rationalism, anti-scientism, anti-
essentialism, and anti-realism approach (Caldwell, 2005). Overall, Caldwell emphasized,
“These four discourses can be defined as forms of language, meaning--representing and
shaping relatively coherent social, cultural or disciplinary fields of knowledge and
practice that embody contextual rules” (p. 86). The literature review on organizational
change theories outlined the following theories.
Bolman and Deal’s (1997) Four Organizational Frames
Bolman and Deal’s theory described four orientations to implement the effort of
change within the organization. The structural orientation is used to “develop structures
that efficiently reach a desired outcome” (Bonner, Koch, & Langmeyer, 2004, p. 460).
The political orientation is concerned about how people involved in the change used
authority to protect themselves and to involve others. As cited in Bonner et al. (2004),
Blasé (1991) argued that the political orientation is concerned about “how individuals and
groups compete and cooperate, to achieve their goals” (p. 18). In contrast to structural
and political orientations, the human resources orientation is concerned about the
interrelationship between the change effort and people involved.
The aim of human relations orientation is to make the work meaningful and
satisfying for employees so that organization can get the talent and energy needed to
succeed. According to Bolman and Deal (1997), the symbolic orientation is concerned
about the belief and the culture of the organization. Bonner et al. (2004) argued, “Culture,
48
tradition and customs provide bases from which individuals and organizations can
grapple with the ambiguity and complexity that a new initiative introduces” (p. 462).
Chin and Benne’s (1994) General Strategies for Change
This conceptualization of organizational change employed three general strategies
to implement change. The empirical-rational strategy is concerned to provide research
and training to promote knowledge-based technologies and approaches. Bonner et al.
(2004) argued, “The empirical-rational approach to change assumes that people are
guided by reason and data, and that decisions be guided by rational analysis” (p. 463).
The normative-reductive strategy argued that people are active participant in their own
reeducation and that people change when they are given the occasion to revalue their
belief and shared values (Bonner et al., 2004). The power-coercive strategy asserted that
people are flexible during the adjustment of power norms. The power can be used in term
of compliance to policy and sanctions (Bonner et al., 2004).
Change as Series of Transitions.
As argued in Bonner et al. (2004), Nadler (1981) asserted that change brings in
the organization many challenges of resistance, control and power and proposed 12 steps
to cope with these challenges during the transition. To motivate change, change leader
must identify the dissatisfaction with the current stage, build participation in the change
process, reward the new behavior, and provide people the time to adapt to the new
behavior (Bonner et al., 2004).
Depth of Emotional Investment in Change
This approach recommended to organization leaders to be flexible and use the
directing style of leadership as well as show their ability to follow orders. The proponent
49
of this approach, Harrison (1970) argued, “when individuals in an organization are
relatively autonomous and what you are trying to change is their individual and complex
behaviors, interventions must be made at a relatively deep level” (Bonner et al., 2004, p.
466).
Conflict and Goals
The proponent of conflict and goals approach, Perrow (1972) asserted that
organizations structure and mission provide constraints and opportunities (Bonner et al.,
2004). In this approach, conflict between is inevitable and organizational goals must be
negotiated in a way that enhances the change process (Bonner et al., 2004).
Independent Variables
The independent variables of this study are the competencies of emotional
intelligence as defined in the ECI test (Hay Group, 2006, Hay Group, 2007). According
to Hay Group (2006), the clusters of emotional intelligence include “self-awareness,
social-awareness, self-management, and relationship-management” (p. 3). The study
explored how the competencies conceptualized under the umbrella of these clusters of
emotional intelligence are correlated to General Job Satisfaction. Goleman (1998)
inferred that emotional intelligence is categorized into two main components; namely,
personal competency determines self-awareness or how to manage oneself and social
competency assists to manage relationships. The review of the literature on
organizational performance indicated that emotional intelligence underlies various
aspects of workplace performance that personality or intelligence quotient could not
claim (Goleman, 1998).

50
The literature and related research demonstrate a variance in the definition and
explanation of the concept of emotional intelligence by authors and theorists. To
emphasize that these variations converge toward the same fundamentals, which recognize
and understand emotions and their effectiveness to enhance life’s satisfaction, motivate
others, and improve workplace relationships becomes imperative. Little and O’Connor
(2003) viewed emotional intelligence as an effective predictor of success in a leadership
role and life achievement, more than cognitive intelligence. Research studies explored the
link between emotional intelligence and diverse aspects of life satisfaction (Busso, 2003).
Martinez-Pons (1997) stated that emotional intelligence is positively correlated
with life satisfaction, and Schutte et al. (2001) concluded that highly emotional intelligent
individuals experience higher satisfaction in their marriages. Goleman (1995) asserted
that emotionally intelligent people are more successful in maintaining healthy
relationships. The review of the literature revealed many arguments on emotional
intelligence competency as contributor of life satisfaction and how leaders may use
emotional competency to stay competitive but a little is known on the relationships
between emotional intelligence competencies and General Job Satisfaction within the
context of organizational change. If emotional intelligence competencies are positively
correlated to General Job Satisfaction, the results of the current study could help
developing emotional intelligence-based organizational strategy in restoring motivation,
gaining commitment, and enhancing job satisfaction of employees in an unstable work
environment. Table 1 illustrates the framework of emotional competencies as defined by
Goleman (2001) in the ECI.

51
Self-Awareness
This ability of self-awareness is the emotional awareness that leaders use to
recognize self-feeling and its effects. Accurately assessing these feelings allows leaders
to appraise ones’ own strengths and limitations relating to the decision-making process.
Literature reveals that emotional intelligence proposes multiple scales to measure self-
awareness and expression.
Salovey and Mayer (1990) described a historical perspective of the evolution of
these score instruments. According to Salovey and Mayer, Beth Israel Hospital's
psychosomatic questionnaire was the instrument selected by researchers to assess self-
awareness for many years. Because of the subjectivity and low reliability nature of Israel
Hospital's psychosomatic scale, other instruments were introduced. Schalling-Sifneos'
personality scale and the Toronto Alexithymia scale were constructed to measure self-
awareness in psychosomatic patients. Bar-On (1998) developed a process to assess
emotional intelligence to measure well-being through emotional quotient. To differentiate
emotional intelligence from social attributes or abilities, Salovey and Mayer (1990)
stated, “those who are more accurate in self-awareness can quickly perceive and respond
to their own emotions and better express those emotions to others” (para. 24).
52
Table 1
Framework of Emotional Intelligence Competencies
Personal Competence Social Competence
Self-Awareness Social-Awareness
• Self-Awareness • Empathy
Recognition • Self-Assessment • Service Orientation
• Self-Confidence • Organizational Awareness
Self-Management Relationship Management
• Self-Control • Developing others
• Trustworthiness • Influence
Regulation • Conscientiousness • Communication
• Adaptability • Conflict Management
• Achievement drive • Visionary leadership
• Initiative • Change Catalyzing
• Building Bonds
• Collaboration
Social Awareness
This competency of social-awareness relates to empathy, which allows people to
accurately assess others’ feelings and to pay attention to their concerns. Salovey and
Mayer (1990) pointed out the importance that “people be able to perceive emotions not
only in themselves but also in those around them” (para. 25). Self-awareness is related to
53
the intrapersonal skill of individuals, and contains competencies such as empathy and
organizational awareness. Goleman (1998) inferred that social-awareness includes
competency such as empathy to sense others’ feelings and perspectives. Service
orientation skills help leaders to anticipate, recognize and meet customers’ expectations,
which assist leaders to sense what others need to develop and reveal their creativity.
Leveraging diversity skills allow organizations to cultivate opportunities through
diverse people in order to overcome today’s volatile work environment. Political
awareness allows leaders to read a group’s emotion and power relationships within
crucial social networks. Salovey and Mayer (1990) outlined various scales such as the
affect sensitivity test, the communication of affect receiving ability test, and the profile of
nonverbal sensitivity, to measure emotional intelligence competencies. Among these
competencies categorized under the social-awareness, Fitness and Curtis (2005)
emphasized that “empathic ability is thus viewed as important in the realm of
interpersonal functioning” (p. 51). Salovey and Mayer considered emphatic ability as
skill enabling “individuals to gauge accurately the affective responses in others and to
choose socially adaptive behaviors in response” (p. 195).
Self-Management
Salovey and Mayer (1990) defined the competency of self-management as the
“processes that under-gird differences in the ability to regulate one’s own emotions” (p.
196). As stated by Goleman (1998), self-management entails attributes such as: (a) self-
regulation or self-control, (b) assist people to manage impulsive feelings and distressing
emotions, (c) trustworthiness that monitors standards of honesty and integrity in leaders,
(d) conscientiousness that leads to take responsibility and ownership for personal
54
performance, (e) adaptability helps people to adapt themselves and their strategies to fit
fluid circumstances, and (f) the innovativeness that allows individuals to be opened to
novel ideas and new information. Self-management cluster contains competencies such
as achievement orientation, adaptability, emotional self-control, and positive outlook
Salovey and Mayer (1990) developed two scales to measure mood regulation: the
state meta-mood scale to score “the momentary regulation” (p. 196) and the trait meta-
mood scale to measure “the longer-term regulatory style” (p.196). The trait scale helps to
access individual differences in the way individuals respond to their feelings and mood
states. As cited by Fitness and Curtis (2005), Mayer and Salovey (1995) maintained that
emotional intelligence “should be positively associated with mental control and adaptive
emotion management” (p. 51). The present study used the ECI and the MSQ in a
correlational research study to look for the logical relationships between emotional
intelligence and job satisfaction.
Relationship Management
This competency of relationship-management involves social skills that Salovey
and Mayer (1990) have identified as processes susceptible “to regulate, even manipulate,
the affective reactions of other people” (p. 196). Goleman (1998) inferred that
relationship-management includes attributes such as (a) the ability to influence others, (b)
insight to provide individuals with effective tools of persuasion and building consensus,
(c) the communication skill that enhances individual's ability to send a clear and
convincing vision, (d) the leadership skill needed to inspire and raise the capability of
others.
55
Other attributes include the (e) change catalyst skill to initiate and manage stress
brought by today’s changing work environment, (f) the conflict management skill that
helps in resolving disagreements and repairing negative emotional experience, (g) the
building bonds skill that helps leaders to cultivate extensive informal networks, and (h)
the sensitivity to seek out interactions that benefit all. Salovey and Mayer (1990) argued
that individuals skilled in this competency can “enhance their own and others’ moods and
even manage emotions so as to motivate others charismatically toward a worthwhile end”
(p. 198). Relationship Management contains abilities such as “conflict management,
coach and mentor, influence, inspirational leadership and teamwork” (Hay Group, 2007,
p. 6).
Dependent Variable
The dependent variable of the study is General Job Satisfaction as defined in the
MSQ (Dawis, England et al., 1967). The study focused on the nature and the extent of
relationships emotional intelligence and the level of General Job Satisfaction of
employees of a retail organization under restructure. Job satisfaction refers to employees’
level of satisfaction with their job or with particular aspects of that job. Literature reveals
a progression in definition of job satisfaction. Maslow (1954) viewed job satisfaction as
related to meeting human needs and Porter (1962) described it as a summation of
fulfilling an individual’s job expectations. Busso (2003) asserted that the recent and
comprehensive definition of the concept comes from Dawis and Lofquist (1984), who
defined job satisfaction as a “pleasurable affective condition resulting from one’s
appraisal of the way in which the experienced job situation meets one’s needs, values and
expectations” (p. 72).

56
Current Findings
In a continuously changing environment, leaders should devote particular
attention to the needs of an individual worker, to create a climate that encourages internal
communication and trust, openness, and interconnectivity among employees in the
workplace. Abraham (2000) concluded from a study of 79 healthcare, insurance, and
telecommunication professionals that emotional intelligence accounts for a significant
amount of job outcome variance. The economic situation of the 21st century has
displaced employees’ loyalty and commitment, which organizations established in the
prior century. Employees concerned about their job security usually leads to job
dissatisfaction and their work performance suffers (Mone, 1997). This study explored the
extent of the relationships between emotional intelligence and job satisfaction of
employees in today’s unstable working environment.
Current Findings on Emotional Intelligence
Recent studies of managerial derailment indicate that intelligence quotient of
leaders has become obsolete to guarantee successful management practice that can
overcome to the negative effects of the changes. Barone et al. (2000) affirmed that
derailment is associated with a lack of abilities such as self-awareness, relationship
management, social awareness, and inadaptability to change. Emotional intelligence has
become an important issue relating to organizational success in the 21st century
(Goleman, 1998). Middle and upper level managers are realizing that in order to stay
competitive in today’s workplace, one must demonstrate a high emotional quotient level
or high emotional intelligence in their work. Shield (2008) argued that emotional
intelligence explained 34% of the variance in transformational leadership behavior.

57
Lusch and Serpkenci (1990) concluded from analyzing store managers in a retail
organization that the ability to successfully manage stress improved the forecast of net
profits and employee productivity. Goleman (2000) stated, “People good at managing
relationship tend also to be self-aware, self-regulating, and empathetic” (p. 33).
Emotional intelligence is recognized as leading non-cognitive abilities that affect one to
successfully deal with pressure and a changing environment (Millet, 2007). The
development of information technology has amplified the effects of cultural diversity and
globalization. Theoretical knowledge coupled with technological competences has
become insufficient to guarantee management’s success in gaining commitment in the
workplace. Research has shown relationships between emotional intelligence and various
organizational outcomes such as job performance, employees’ motivation, organizational
commitment, and organizational citizenship (Sy et al., 2006; Van Rooy & Viswesvaran,
2004).
Luthans (2002) asserted that possessing awareness of emotional intelligence and
managing the awareness effectively could increase organizational performance (Lowe &
Barnes, 2002; Macaleer & Jones, 2002). Various studies have been performed correlating
relationships between emotional intelligence and predictors of performance (Dulewicz &
Higgs, 2000). Research studies concluded that emotional intelligence was a primary
factor in performance in organizations (Deeter-Schmelz & Sojka, 2003). In a study of 11
high performer sales professionals, Deeter-Schmelz and Sojka found that participants
exhibited characteristics associated with emotional intelligence. The empathy ability
allowed these sales professionals to anticipate customers’ emotion through their body
language.
58
In a study of 154 fifth and sixth graders from a low socio-economic school district
using Talking with TJ program, Rosenblatt and Elias (2008) discovered that the GPA
score of students who received higher dosages of intervention remains higher than the
GPA score of students in lower dosage classrooms over their fifth grade years. A number
of other research studies indicated that in the absence of specific academic programs,
social-emotional learning programs can lead to higher academic performance
(Bloodworth, Weissberg, Walberg, & Zins, 2004). In a study of 304 students at a
university in the western United States, a paper-and-pencil survey was administered by
Lam and Kirby (2002). Based upon their results Lam and Kirby concluded that,
emotional intelligence, perception of emotional intelligence, and regulation of emotions
have strong correlations with cognitive-based performance.
Douglas, Frink, and Ferris (2004) found strong correlations between high-levels
of conscientiousness, high-levels of emotional intelligence, and high-performance scores
among 205 students enrolled in two principle management classes at a university in the
southern United States. Other studies conducted on anesthesiology residents at the
University of Pittsburgh, using the Bar-On EQ-I 125 survey, concluded on significantly
negative correlation (r = -.40, p < .05) between emotional intelligence and the resident
performance (Talarico, Metro, Patel, Carney, & Wetmore, 2008). In a research study to
investigate the relationships between elementary school principals of high-performing
and low-performing school using the Gerald V. Miller Leader EQ-S Test Instrument,
Spainhower (2008) found no significant variations between the principals of the both
schools in term of interpersonal, intrapersonal, stress management, and affect categories
when using the Mann-Whitney U Parametric Test.

59
Further analysis using the Mann-Whitney U Non-Parametric Test resulted in a
significant difference between two components: In the intrapersonal category,
participants shared a significant difference when prompted to consider their friendships.
In the affect category, participants shared a significant difference when prompted to
consider if they could keep a positive outlook in the presence of adversity. Spainhower
(2008) recommended that understanding emotional intelligence competencies, their
effects on organizational environment, and their relationship with leadership may school
to develop a comprehensive leadership professional plan for prospective principals.
Using two samples of undergraduate students who were either currently employed
or had been employed in the past to provide how to assess emotional intelligence most
effectively, Hanna (2008) concluded that further research studies should focus on finding
a unified definition of emotional intelligence and pinpoint the best uses of the concept of
emotional intelligence in the workplace. Robitaille (2008) concluded from a research
study intended to explore the relationship between emotional intelligence, teacher
effectiveness, and teacher certification that there is no significant differences between
special education teachers certified in emotional and behavior disorders and the general
population of teachers in their perceptions of effectiveness and their intrapersonal,
interpersonal and stress management skills.
To explore the relationship between the dimensions of emotional intelligence and
academic achievement in African American female college, Bradshaw (2008) conducted
a research study of 60 successful undergraduate female African American college
students at local colleges and universities in a mid-Atlantic area. The quantitative
findings revealed a weak correlation between stress management and the academic
60
performance of African American college student. In contrast, the qualitative findings
provided explanatory power beyond the quantitative findings in four additional themes: A
sense of identity of the student as a woman, association with African American heritage,
family structure or responsibility within the family structure, and community
connectedness and obligations.
Bradshaw (2008) recommended further search for instruments more sensitive to
the connection between emotional intelligence factors and academic achievement. The
current quantitative correlational analysis explored the extent of the relationships between
emotional intelligence and the level of job satisfaction among distribution center
employees, within the context of organizational change.
Current Findings on Job Satisfaction
Zeffane (1994) concluded from a study of Australian public telecommunication
sector that task variety, employee’s participation in decision process about future
direction, and work-group performance are positively correlated with job satisfaction. In
a research study of 520 public safety agencies in the state of Florida intended to explore
possible relationship between job satisfaction and satisfaction with cost of employee
benefit, Johnson (2009) concluded on a positive correlation between benefit cost
satisfaction and overall job satisfaction. The findings did not conclude any significant
difference in benefit cost satisfaction between the participants of different age range. The
findings did not conclude on significant difference between the participants with
dependent household members and without dependent household members (Johnson,
2009).
61
Wietzel (2009) conducted a quantitative study to determine the effective
approach federal executives should follow to motivate their employees toward achieving
high performance and meet organizational goals. Wietzel concluded that federal
employees perceive job satisfaction, education level, and management styles as related to
high performance and the organizational culture. Wietzel also found that pay,
development programs, and feedback from supervisors are key indicators that influence
productivity. The results also concluded that rewards are not effective tools to increase
job satisfaction. Wietzel recommended to management to take active interest in their
employees’ career development.
Ngwenya-Scoburgh (2009) concluded from a research investigation intended to
reinforce the value of organizational learning relative to organizational performance
within various industries that learning capabilities do not contribute significantly to
increase organizational performance. Instead, the non-financial factors, such as job
satisfaction and the formalization of the organizational structure, seemed to have the most
influence on organizational performance (Ngwenya-Scoburgh, 2009). Ngwenya-
Scoburgh emphasized the need for organizations to allocate more resources to the non-
financial factors as opposed to the financial factors, in order to increase productivity and
develop a viable learning environment.
Crump (2008) asserted that people who experienced overall job satisfaction in the
organization have two expectations, which are opportunity for promotion and pay. Crump
concluded that a correlation between job satisfaction and years of service existed. Stewart
(2008) conducted a research study on 110 managers and supervisors of a food service
industry using Bar-On EQ-I test. The findings indicated no significant relationship
62
between organizational commitment, emotional intelligence and job satisfaction.
Evidence that older managers who are more adaptable displayed higher levels of both
organizational commitment and job satisfaction exists (Stewart, 2008). An exploratory
investigation between school principal's emotional intelligence and teacher job
satisfaction at three public schools concluded a positive relationship between the
dimensions of emotional intelligence displayed by school principal and the job
satisfaction of the teachers (Craig, 2008).
Conclusion
Although emotional intelligence is a relatively new concept, it has gained
considerable attention subsequent to Goleman's (1995) research on emotional
intelligence. Research studies found emotional intelligence to be a predictor of various
occupational outcomes such as job performance, employees’ motivation, organizational
commitment, organizational citizenship (Sy et al., 2006; Van Rooy & Viswesvaran,
2004) and successful life and work balance (Humber, 2002). Lugo (2007) argued that
emotional intelligence is a critical predictor for intercultural adjustment and associated
successes. Dong (2006) argued that although growing research studies have discussed job
satisfaction, there is a gap in the understanding of how job satisfaction is related to
emotional intelligence.
The aim of the current study was to add to existing knowledge by examining the
relationships between emotional intelligence and job satisfaction in the retail business
environment in the context of organizational change. Understanding the relationships
between emotional intelligence as measured by ECI and General Job Satisfaction as
scored by MSQ among retail distribution center employees within the context of
63
organizational change is worthy of research. Creswell (2005) contended that study is
worthy of research when the study replicates or expands previous research by looking at
different population and variables in order to make original contribution to the body of
knowledge.
Summary
Chapter 2 reviewed the literature on emotional intelligence, job satisfaction and
organizational change. In the chapter, different theories that undermined the concept of
job satisfaction, the construct of emotional intelligence and organization psychology were
explored. Taylor scientific management theory, the human relations theory of Mayo,
Maslow’s hierarchy of need, the motivation-hygiene theory of Herzberg et al. (1959), the
situational occurrence theory, the positive psychology theory and other organizational
psychology theories were discussed. The historical studies and current findings related to
the variables of the study were also presented. Chapter 3 involves the research
methodology and the research design appropriateness. The population, the informed
consent forms, the sample, the confidentiality of the study, the instrumentation, the data
collection, and the data analysis are also reviewed and discussed in the next chapter.
64
CHAPTER 3: RESEARCH METHOD
The purpose of the present correlational research study was to analyze the
relationships between emotional intelligence as scored by ECI and job satisfaction as
scored by MSQ, within the context of organizational change. Chapter 3 includes the
methodology used to collect and assess the data, the research design, and the variables of
the study, the research question, and hypotheses. The selection of participants and survey
instruments to collect the data, the assurance of participant confidentiality and ethical
treatment, the appropriateness of the research design are discussed in this chapter. The
feasibility of the research study as well as the reliability and validity of the method are
also reviewed in the chapter.
Research Method Appropriateness
The quantitative method was suitable to conduct the present study. The current
research design is the correlational research approach. In contrast to a qualitative research
design that is concerned with understanding, interpreting, and conceptualizing the central
phenomenon, Creswell (2003) argued that quantitative research methods are the most
appropriate methods for describing trends and explaining the extent of relationships
between variables.
Although correlation cannot logically determine causation, “high correlation
values should suggest causal relationships. Such suggested relationships have to be
verified by other experimental means” (Barr et al., 2002, p. 48). Descriptive statistics
were used to summarize the features of the sample and to measure central tendency and
variations. The quantitative correlational design was considered as the appropriate
method to investigate the nature and understand the extent of relationships between
65
variables in this study. The study was designed to determine the correlation coefficients
of the variables and evaluated how these coefficients are aligned.
Leedy and Ormrod (2005) asserted that when investigating relationships, the
focus must be on the extent of the relationships between the variables. Relationships exist
when one variable changes and the other variable varies in an expected manner relative to
that first variable. The quantitative correlational design was adopted in the present study
as an efficient and appropriate method of analyzing the relationship between variables
within the context of organizational change.
The population selected for the present study included 200 employees of a
furniture and bedding retail distribution center located in a northeastern state in the
United States. Every effort was made in selecting the participants in the way so that the
participants were representative of the target population. To this end, a number was
assigned to each of the 200 employees of the distribution center, and a random number
table was used in the sampling process. Creswell (2003) argued that random sampling is
the most rigorous sampling form. The sample size selected (n = 80) to conduct the current
research study was representative of the target population in the four locations of the
organization (N = 200). The ratio of the sample to the population of 40% with the
confidence level of 95% and the margin of error of 8.5% was sufficient, according to
American Research Group, Inc. (2002) statistical formula.
Informed Consent
Prior to administering the survey questionnaires, the employees of the furniture
and bedding distribution center selected to participate into the study received a packet
that included the letter of introduction to the study (see Appendix A) and the informed
66
consent agreement form (see Appendix B). The participants were notified that their
participation was voluntary and that their individual identity information would be kept
confidential during and following the study. The survey was confidential and did not
require any personal identifier that may link the data to the participants. Instead of
personal identities, numbers were used on the data to eliminate the risk of personal
information being made public. The participants were notified that the results of the study
might be published, but only in aggregate form so that no personal information would be
revealed.
The confidentiality of the survey and anonymity of the participants were
explained in the letter of introduction to the study (see Appendix A). The responses to the
survey were not linked to the identity of the participants. The participants were required
to sign and return a set of the informed consent forms before receiving the surveys and
questionnaires. The participants and the researcher each received a copy of the signed
consent forms.
Sampling
The sampling process was randomized to ensure that the sample would be
representative of the entire population. A number was assigned to each of the 200
employees of the retail distribution center, and a random number table was used to select
the participants. The sample size of participants selected to conduct in this research study
was considered to be representative of the population. The participants in the study were
male and female full-time employees. According to American Research Group’s (2002)
statistical formula, the sample size of 80 participants from the population of 200 was
67
sufficient, based on 95% confidence level and a margin of error of 8.5%. The sample size
comprised 20 participants from each location, totaling 80 employees (n = 80).
Confidentiality
The survey was confidential and did not require participants’ personal identifiers
that may link the data collected to the participants. The confidentiality of the survey and
anonymity of the participants were explained in the letter of introduction to the study.
Prior to the study, a packet that included the letter of introduction, the informed consent
agreement form, and the informed consent participation form were sent to the
participants. The participants were informed that their individual identity information
would be kept confidential during and after the study. The signed consent forms and the
data collected will be kept in a locked filing cabinet in the office of the researcher for
three years, and only the researcher has access to this information. At the final stage of
the archival period, all the records, associated materials, and signed consent forms will be
destroyed.
Geographic Location
The furniture and bedding retail distribution center located in northeastern state in
the United States was selected as the site at which to conduct the current correlational
study. The subject of the study was organizational change. The investigator selected this
organization because of his association with the organization and his knowledge of the
retail industry.
Instrumentation
Several tools were available for assessing emotional intelligence and job
satisfaction. The selection of the most appropriate instruments for the current study was
68
driven by the review of the literature and analysis of available tools. Many tools for
assessing emotional intelligence and job satisfaction were evaluated on the basis of their
alignment with the purpose of the study.
Some instruments, such as Multifactor Emotional Intelligence Scale TM
(MEITM), are used to measure human performance abilities that relate to environmental
abilities; and others, such as Mayer-Salovey-Caruso Emotional Intelligence Test
(MSCEIT), are used to evaluate the four dimensions of emotional intelligence model of
Mayer and Salovey (EI Consortium, 2010b). The Emotional Quotient Inventory (EQi)
was also a consideration for study, but the literature review revealed that this survey was
intended to provide the scores of the emotional quotient scales of emotional-social
intelligence model of Bar-On (EI Consortium, 2010a). These survey instruments did not
fit the purpose the present study. The Emotional Quotient Map (EQ Map) is used to
evaluate individual’s present situation, emotional literacy, EQ abilities and values, and
EQ results (Carr, 2004).
While these data collection instruments may be effective tools for measuring
emotional intelligence, they are not designed to provide the type of measurement of
emotional intelligence that was needed for the present research study. An examination of
literature on job satisfaction revealed various tools are available to measure job
satisfaction. Job Descriptive Index (JDI), which is extensively used to assess job
satisfaction (Howard, 2009), is designed to measure the following five components of the
employee satisfaction: Work satisfaction, pay satisfaction, satisfaction with opportunity
of development, satisfaction with manager, and inter-employee satisfaction.

69
As cited in Howard (2009), Spector (1985) argued that studying job satisfaction in
human enterprises was strongly related to job performance and outcomes. The lack in the
Job Descriptive Index of these affective reactions created a void for the accurate
measurement of job satisfaction. In response to the problem, Spector developed the Job
Satisfaction Survey (JSS), which is 36-item survey split into the following nine facets of
job satisfaction: pay, promotion opportunities, supervision, worker benefits, contingent
rewards, rules and practices, coworkers, type of work, and communication. While these
various instruments were necessary for assessing job satisfaction, they did not provide the
intrinsic and extrinsic job satisfaction measures that were needed for this research study.
The confirmatory factor analysis was used to establish the appropriateness of the
survey instrumentation of the ECI and MSQ for the purpose of the current study. The
present study examined the relationships between the independent variables--emotional
intelligence competencies of how employees manage themselves and others--and the
dependent variable--job satisfaction, which Dawis and Lofquist (1984) defined as “ The
pleasurable affective condition resulting from one’s appraisal of the way in which a job
situation meets one’s needs, values, and expectations” (p. 20). The data were collected
using a self-reporting assessment, the ECI test (Hay Group, 2006; Hay Group, 2007), to
assess emotional intelligence and a self-reporting assessment, such as the MSQ (Dawis,
England et al., 1967).
Goleman (1998) developed the ECI tool to assess emotional intelligence. The ECI
is a 360-degree multi-rater survey that uses a range of emotional and social abilities to
rate oneself and others. It measures 12 emotional abilities organized into “four clusters:
self-awareness, social awareness, self-management, and relationship management” (Hay

70
Group, 2006, p. 3). The participants were inquired to describe themselves or the other
person on a scale of one (slightly characteristic) to seven (very characteristic) for each
item. Each item of the questionnaire corresponds to a specific competence (Brown &
Stys, 2004; Hay Group, 2006). The participant has two ratings for each of the abilities: a
self-rating and a rating from other rater (Boyatzis, Goleman, & Rhee, 2000; Hay Group,
2006, Hay Group, 2007).
Dawis, England et al. (1967) developed the MSQ to assess job satisfaction. The
questionnaire assesses specific information of the job that employees find rewarding.
This study used the questionnaire form of 100 items that appear in blocks of 20. Each
item is a reinforcer of satisfaction in the work environment. The participant indicated
how satisfied he or she was with the reinforcer on the job. An analysis of the 20 items
yielded in two factors; namely, intrinsic and the extrinsic satisfaction.
The correlation coefficient was determined and compared. Bernstein and
Nunnally (1994) asserted that one could assess content validity of a study by revealing
internal consistency by comparing the scores of similar instruments to show the existence
of relationships. As stated by Bernstein and Nunnally (1994), the measure validity is
confirmed when a significant relationship was found between the tests. As argued in
Brown (2005), George and Mallery (2003) contended that all research studies exploring
correlations between variables must use a method to demonstrate if relationships exist.
The software package Statistical Package for the Social Sciences (SPSS) (2003) was
used in the data analysis to calculate and display results by which to demonstrate valid
relationships.
71
Data Collection Procedures
A quantitative correlational design was used to evaluate the data collected from a
sample of 80 full-time employees randomly selected from a total population of 200 full-
time employees of a furniture and bedding retail distribution center located in a
northeastern state in the United States. A number was assigned to each of the 200 full-
time employees of furniture and bedding distribution center, and a random number table
was used to select the sample to increase the likelihood that the sample was
representative of the target population. First, a starting point was randomly picked in the
table by pointing the finger on a cell with eyes closed. Second, a direction in which to
read the numbers was identified as follow up to down. Third, the numbers selected from
the table were the ones whose last two digits fell between 0 and 80. The selection
processes continued until 80 employees were selected.
If the end of the table was reached before obtaining the sample size, another
starting point was picked from the table and read in a different direction. The procedure
was repeated until the selection of 80 participants was completed. When a participant
declined, the procedure was repeated to select another participant. Five participants
declined, and the procedure was used to reselect other participants from the population.
After the selection of the participants, group meetings were held at the four locations with
the participants to explain the purpose and nature of the study, the data collection
procedure, and assure that participation was absolutely voluntary. A total of 80 full-time
employees, selected from the four locations of a furniture and bedding distribution center
located in northeastern state in the United States agreed to participate in the study. This
72
sample size was sufficient to ensure a 95% confidence level and 8.5% theoretical margin
of error (American Research Group, 2000).
The group meetings were held to provide detail explanations on the purpose of the
research study and to clarify the instructions on how to complete the surveys. The
participants had time to ask questions. During the group meetings, a package that
contained the study introductory letter, both MSQ and ECI surveys, a demographic
datasheet, and the consent forms were distributed to the participants. There were two
booklets for the ECI survey: the self-assessment booklet and the rater booklet.
Having signed and submitted the consent forms, the participants answered to the
survey questionnaires. The participants were asked to complete the survey instruments
and to return them to the researcher. Figure 1 presents the research design model that
summarizes the steps that were taken in the present study to evaluate the relationships
between emotional intelligence and the job satisfaction of employees.
The data collection process included the following six steps:
1. The participants met the qualifications described in the informed consent
forms, they are made aware of their rights, their participation to the study was voluntary,
and no obligation to participate. The research model was explained to the participants,
their participation in the study remained confidential, and their responses to the
questionnaires remained anonymous. Prior to administering the surveys, permissions
were granted from the Hay Group for use of the ECI test (see Appendix C) and from the
Vocational Psychology Research Department of the University of Minnesota for use of
MSQ (see Appendix D).

73
2. Upon submitting signed consent forms, participants received the packet that
included the survey instruments and the instructions on how to complete them.
Participants were asked to read the instructions and to complete the questionnaires.
3. Participants were required to return the survey instruments to the researcher
after they had completed the survey questionnaires.

74
Location B Location C
Location A Location D
Sampling process: A random number table
Data
Job Analysis & Emotional
satisfaction comparison intelligence
test: MSQ of tests: ECI
coefficients
Results of analysis: Discussion
Figure 1. Research design model
4. Because the ECI is a 360-degree multi-rater tool, the present study involved
emotional intelligence data from the self and other raters: Two peers, two managers and a
direct report.
5. The average of self and other raters’ scores was used to determine the scores of
the independent variables of emotional intelligence.
6. General Job Satisfaction scores were calculated and used as the dependent
variable of the study.

75
Data Analysis
Descriptive statistics and correlation coefficient were used to explore the
existence of relationships between emotional intelligence and job satisfaction. The chi-
square test helped to test the interdependence between the variables. A Pearson product
movement correlation coefficient was used to establish the extent of the relationships.
The data provided by the survey assessments were examined with the statistical
package for the social sciences software with a confidence level of 95%. Descriptive
statistics were used to describe the data collected. The data were entered into the software
of statistical package for the social sciences (SPSS), which is commonly considered an
effective and efficient method of displaying and analyzing data.
The MSQ rated the employees’ levels of satisfaction with their particular job. The
questionnaire measures job satisfaction on 20 five-item scales using a 5-point Likert-type
scale ranging from Not Satisfied, Only Slightly Satisfied, Satisfied, Very Satisfied, to
Extremely Satisfied. These dimensions yielded a general satisfaction score, which is the
dependent variable of the current study. The ECI measures 12 emotional competencies
organized into four clusters using a 5-point Likert-type scale from Never, Rarely,
Sometimes, Often, to Consistently, plus a not applicable option.
The ECI provided data on the four clusters. Each cluster contains emotional
intelligence competencies as defined in Hay Group (2007). The Self-awareness cluster
contains the emotional self-awareness competency; the Self-management cluster contains
competencies such as achievement orientation, adaptability, emotional self-control, and a
positive outlook. The Social-awareness cluster contains competencies such as empathy
and organizational awareness; and the Relationship management cluster contains conflict
76
management, coach and mentor influence, inspirational leadership, and teamwork. The
average scores of self-assessment and rater assessments were calculated for each
competency and used as the independent variables of emotional intelligence. Correlation
analysis was used to determine how all the independent variables of emotional
intelligence were correlated with the dependent variable of job satisfaction. The
independent variables were used in the correlational analysis to determine which
competencies were most likely correlated to job satisfaction.
The null hypothesis that there is no significant relationship between emotional
intelligence competencies as defined by the ECI, and General Job Satisfaction as defined
by the MSQ was to be rejected if the study found the relationships existed. An alpha level
of .05 was pre-established as the criterion for determining significant relationships
between the variables. Emotional intelligence, as argued by Humber (2002), is a valid
predictor of “individual success at home and at work” (p. 16). The present study would
become a more valuable asset to organizations if it were to conclude relationships
between the competencies comprising emotional intelligence and job satisfaction.
Validity and Reliability
Leedy and Ormrod (2005) asserted that the assurance of validity and reliability of
research is the most important step that researchers must undertake. The validity of a
study determines if significant patterns can be identified from the data collected. To
establish validity and reliability of a study, the researcher must ensure that the survey
instruments are relevant to the methodology and to the variables of the study (Brown,
2005). In the current study, confirmatory factor analysis technique was used to determine
the goodness of the fit of the survey instruments. Reliability was defined as the extent to
77
which a research study concludes on the same result when the study is reproduced;
validity is concerned with the accuracy of the actual method of assessing or measuring
what the researcher sets out to measure.
Internal
To overcome the internal validity issues, the present research study was designed
to stress the rigor with which the study was conducted. A random table was used to
randomly pick five participants from among the sample selected to complete the other
rater questionnaires. The average of both the self-score and other rater scores was used in
the calculation of the competency scores. The Pearson correlation coefficient determined
the reliability to demonstrate the stability of scores (Creswell, 2003). Because the goal of
the current study was to determine the nature and the extent of relationships between the
variables, the data analysis process included any alternative that would explain the
difference between the results.
External
To eliminate any speculation on the research design that could influence the
generalization of the results, the current study was designed to make use of the random
number table in the selection of the participants. The sample was representative of the
target population, and the external validity of the study was effective. Leedy and Ormrod
(2005) reported that external validity could be measured by the extent to which similar
studies can draw the same conclusions.
The MSQ is a highly valid and reliable survey instrument, which is easy to use
and easy to understand by members of an organization. Dawis, England et al. (1967)
argued, “The reliability coefficients for the MSQ scales ranged from a high of .97 on
78
ability utilization and on working conditions to a low of .59 on variety” (p. 14). The test
and retest correlations for a one-year interval had stability coefficients that ranged from
.35 for independence to .71 for ability utilization. These data suggested that MSQ scales
have adequate internal consistency reliabilities (Dawis, England et al., 1967).
The ECI is valid and reliable. For total other ratings, the internal consistency
reliability coefficients of this survey instrument ranged from .68 transparency to .87
emotional self-awareness; for the self-ratings, the consistency coefficients ranged from
.47 conflict management to .76 inspirational leadership (Hay Group, 2006). These results
supported the adequate consistency reliability of the ECI test (Hay group, 2006).
Summary
Chapter 3 included the rationale for the methodology adopted in the study and a
summary of the target population. The chapter also contained a discussion of selection of
the sample, the informed consent process, the instrumentation, the data collection and
data analysis processes, and the validity and reliability of the instruments. A quantitative
correlational study was designed to examine the nature and the extent of relationships
between emotional intelligence and job satisfaction of 80 employees randomly selected
from a furniture and bedding retail distribution center.
To organize the data collected and to visualize the correlation between emotional
intelligence competencies and job satisfaction more effectively, the software package, the
Statistical Package for the Social Sciences (SPSS) (2003) was used to create tables and
graphs. Chapter 4 presents an analysis of the relationships between emotional intelligence
competencies as defined in the ECI and General Job Satisfaction as defined in the MSQ.
79
CHAPTER 4: RESULTS
The purpose of this quantitative research study was to search for relationships
between the General Job Satisfaction of full-time employees at a furniture and bedding
distribution center located in northeastern state in the United States as measured by the
MSQ, and emotional intelligence competencies defined in the ECI questionnaires. The
review of the literature revealed that emotional intelligence accounts for variance in job
performance that cannot be associated to either intelligence quotient or technical skills
(Emmerling & Goleman, 2003).
In order to maintain organizational effectiveness in today’s highly competitive
industry, many retail organizations have adopted organizational and technological
changes. Although changes are important ingredients for success, many of the changes
that had been established in the organization to ease employees’ jobs have also led to
negative outcomes (Broadbridge et al., 2000). Identifying the emotional intelligence
competencies that are predictive of job satisfaction would help in developing strategies
and programs that organizations could use in hiring decisions to select the most
appropriate employees and to mitigate job dissatisfaction.
In Chapter 1, the problem of the study was presented and the purpose of the study
and the significance of the study were discussed. Chapter 2 included the review of
literature pertinent to the research question, the hypotheses and the variables, and the
current findings. Chapter 3 summarized the methodology adopted to conduct the current
research study was presented. Chapter 4 presents the results of a quantitative exploration
of potential relationships between emotional intelligence competencies and the job
satisfaction of 80 employees. The sample was randomly selected from a population of

80
200 full-time employees at four sites of a furniture and bedding distribution center
located in a northeastern state in the United States.
Hypotheses
Correlation analysis was used to explore the relationships between the 12
emotional intelligence competencies scores of ECI defined as independent variables and
the General Job Satisfaction score of MSQ, defined as the dependent variable. The 12 EI
competencies included: “(a) emotional self-awareness, (b) achievement orientation, (c)
adaptability, and (d) emotional self-control. Additional EI competencies included (e)
positive outlook, (f) empathy, (g) organizational awareness, (h) conflict management, (i)
coach and mentor, (j) influence, (k) inspirational leadership, and (l) teamwork” (Hay
Group, 2007, p. 6).
The correlation analysis tested the following hypotheses that guided the current
research study:
Ho1: There is no significant relationship between emotional self-awareness as
Ha1: There is a significant relationship between emotional self-awareness as
Ho2: There is no significant relationship between achievement orientation as
Ha2: There is a significant relationship between achievement orientation as
Ho3: There is no significant relationship between adaptability as defined by the

81
Ha3: There is a significant relationship between adaptability as defined by the
Ho4: There is no significant relationship between emotional self-control as
Ha4: There is a significant relationship between emotional self-control as defined
Ho5: There is no significant relationship between positive outlook as defined by
the ECI, and General Job Satisfaction as defined by the MSQ.
Ha5: There is a significant relationship between positive outlook as defined by the
Ho6: There is no significant relationship between empathy as defined by the ECI,
Ha6: There is a significant relationship between empathy as defined by the ECI,
Ho7: There is no significant relationship between organizational awareness as
Ha7: There is a significant relationship between organizational awareness as
Ho8: There is no significant relationship between conflict management as defined
Ha8: There is a significant relationship between conflict management as defined

82
Ho9: There is no significant relationship between coaching and mentoring as
Ha9: There is a significant relationship between coaching and mentoring as
Ho10: There is no significant relationship between influence, as defined by the
Ha10: There is a significant relationship between influence as defined by the ECI,
Ho11: There is no significant relationship between inspirational leadership as
Ha11: There is a significant relationship between inspirational leadership as
Ho12: There is no significant relationship between teamwork as defined by the
Ha12: There is a significant relationship between teamwork as defined by the ECI,
The ECI survey was used to measure the independent variables of the study that
comprised the12 emotional intelligence competencies: “(a) emotional self-awareness, (b)
achievement orientation, (c) adaptability, and (d) emotional self-control, (e) positive
outlook, (f) empathy, (g) organizational awareness, (h) conflict management, (i) coach
and mentor, (j) influence, (k) inspirational leadership, and (l) teamwork” (Hay Group,
2007, p. 6). The MSQ was used to score the General Job Satisfaction scale using the
following 20 items: “24, 25, 28, 30, 35, 43, 51, 61, 66, 67, 69, 72, 74, 77, 82, 93, 96, 98,
83
99, and 100” (Dawis, England et al., 1967, p. 4) (see Table 2).
To reduce the disparity that may exist between self-rating, five participants,
randomly selected among the sample, were asked to rate each participant. The average of
the self-scores and the scores of other raters were calculated for each competency for
each person and used as the score of the independent variables. The Statistical Package
for the Social Sciences (SPSS) was used to analyze the data collected and to visualize the
relationships.
84
Findings
According to the descriptive statistics provided by the human resources
department, the majority of the population in the distribution center was between the ages
of 18 and 45 (69.5%). The majority in the sample was between the ages of 18 and 45
(68%). The remaining participants were split 25% between the ages of 46 and 55, 8%
between the ages of 56 and 65, and no employees over 66 years of age (see Figure 2).
Participant Ages
25
st
n
a 20
p
ic
it
ra 15
p
f
o10
r
e
b
m5
u
N
0
18 to 25 26 to 35 36 to 45 46 to 55 56 to 65 66 and over
Ages
Figure 2. Participant Ages Established in Ranges
Of the 80 employees who agreed to participate in the study after being selected
using a randomized technique, 45 were female (56%) and 35 were male (44%). The
ethnicity was classified as follows: 48% of the employees in the sample were White,
while 40% were Hispanic, 11% were Black or African American, and 1% was Asian (see
Table 3).
85
Table 2
Traits used in MSQ With Items Which Addressed Each Trait
Scale Items
Ability utilization 7 27 47 67 87
Achievement 19 39 59 79 99
Activity 20 40 60 80 100
Advancement 14 34 54 74 94
Authority 6 26 46 66 86
Company policies and practices 9 29 49 69 89
Compensation 12 32 52 72 92
Co-workers 16 36 56 76 96
Creativity 2 22 42 62 82
Independence 4 24 44 64 84
Moral values 3 23 43 63 83
Recognition 18 38 58 78 98
Responsibility 17 37 57 77 97
Security 11 31 51 71 91
Social service 1 21 41 61 81
Social status 8 28 48 68 98
Supervision-human relations 10 30 50 70 90
Supervision-technical 15 35 55 75 95
Variety 5 25 45 65 85
Working conditions 13 33 53 73 93
86
With regard to educational level, 36 participants had some college level (45%),
while 26 participants had high school level (33%), 15 participants graduated from college
(19%), and 3 participants had grade school education (4%).
Out of 80 employees surveyed, 28 employees were in the present occupation for a
year or less (35%), 20 employees were employed in the present occupation between 2
and 5 years (25%), 14 employees were employed in their present occupation between 6
and 10 years (18%), 16 employees were employed between 11 and 20 years (20%), 2
employees were in their present occupation between 21 and 30 years (3%), and no
employee was reported in the present occupation for 31 years and over.
The descriptive statistics of the dependent variable (Y) General Job Satisfaction
and the independent variables of emotional intelligence as defined in the ECI test follow.
All the participants responded to the survey questionnaires. The descriptive analyses
revealed the following conclusions.
General Job Satisfaction scores indicated an overall satisfaction of the participants
toward their job. The General Job Satisfaction scores ranged from a minimum 31 to a
maximum 97. The mean score of 65.3 indicated an overall satisfaction of the sample
surveyed toward their job. The mode was 67, and the standard deviation (SD) of 17.5
helped in the determination of the coefficient of variation (CV) of .27, which indicated
the variation in the General Job Satisfaction scores. The results for influence indicated
that employees in the sample sometimes exhibited this competency. The scores ranged
from a minimum 1.9 to a maximum 4.4. The mean score was 3.31, and the mode score
was 3.67. The standard deviation score was .45, and the coefficient of variation of .14
indicated 14% variation in influence scores (see Table 4).

87
Table 3
Participant Ethnicity by Gender given in Number and Percentage
Female % Male %
Asian 0 0% 1 1%
Black/African American 2 3% 7 9%
Hispanic 20 25% 12 15%
White 23 29% 15 19%
Total 45 56% 35 44%
Correlation Statistics
The correlation coefficients between the variables were represented in the
correlation matrix on Table 4. The analysis of the data included all the responses
collected from the 80 participants. There was not missing data and the degree of freedom
(df) associated with the correlations was determined by the formula (df = n – 2). The
sample size n = 80 and the degree of freedom (df) = 80-2=78.
The correlation analysis results indicated that all of the emotional intelligence
competencies were significantly related to each other. The highest correlation among
independent variables was found between conflict management and inspirational
leadership (r (78) = .809, p < .01). Only one of the emotional intelligence competencies
was significantly related to General Job Satisfaction. Influence was positively and
significantly correlated with General Job Satisfaction (r (78) = .249, p < .05). The null
hypothesis Ho10, There is no statistically significant relationship between Influence and
General Job Satisfaction was rejected.

88
Table 4
Descriptive Statistics of Variables in the Study
Descriptive Statistics of the Sample Mean Mode SD CV
MSQ General Satisfaction (Y) 65.25 67.00 17.50 0.27
ECI Emotional Self-Awareness (X1) 3.48 3.75 0.34 0.10
ECI Achievement Orientation (X2) 3.91 4.08 0.34 0.09
ECI Adaptability (X3) 3.86 4.08 0.32 0.08
ECI Emotional Self-Control (X4) 3.90 3.83 0.30 0.08
ECI Positive Outlook (X5) 3.92 3.75 0.29 0.07
ECI Empathy (X6) 3.73 3.67 0.28 0.07
ECI Organizational Awareness (X7) 3.80 3.67 0.35 0.09
ECI Conflict Management (X8) 3.69 3.42 0.38 0.10
ECI Coach and Mentor (X9) 3.04 3.25 0.51 0.17
ECI Influence (X10) 3.31 3.67 0.45 0.14
ECI Inspirational Leadership (X11) 3.59 3.92 0.42 0.12
ECI Teamwork (X12) 4.10 4.00 0.31 0.08
Legend: CV: Coefficient of Variation SD: Standard Deviation
“Emotional self-awareness, achievement orientation, adaptability, emotional self-
control, positive outlook, organizational awareness, conflict management, coach and
mentor, inspirational leadership, and teamwork” (Hay Group, 2007, p. 6) were positively,
but not significantly, correlated with General Job Satisfaction. Because empathy was
negatively but not significantly correlated with General Job Satisfaction (r (78) = -.065, p
> .05), the null hypothesis Ho6 was also retained. Figures G-1 to G-12 (see Appendix G)
89
illustrate the correlations found between General Job Satisfaction and each emotional
intelligence competency measured by the ECI test.
The correlation analysis examined the effects of the independent variables of
emotional intelligence competencies as defined in the ECI test on the dependent variable:
General Job Satisfaction. With an alpha level of .05, the analysis of the correlation matrix
and the scatter plots indicated that only one of the emotional intelligence competencies
was significantly correlated to General Job Satisfaction. The competency influence was
positively and significantly correlated with General Job Satisfaction (r (78) = .249, p <
.05). The results led to the rejection of the null hypothesis Ho10: There is no statistically
significant relationship between influence and General Job Satisfaction.
Conclusions
The correlation analysis indicated that of the 12 emotional intelligence
competencies studied; only Influence was positively and significantly correlated with the
dependent variable General Job Satisfaction. Given that 12 correlation analyses were
conducted and only one of the 12 independent variables (Influence) was significantly
related to the dependent variable (General Job Satisfaction), the correlation found
between these variables could be purely the result of chance. The Statistical Package for
the Social Sciences (SPSS) outputs provided the matrix showing the inter correlations
among the variables. The correlation analyses included all the responses of the 80
participants and the degree of freedom (df) of the correlations was 78. The American
Research Group, Inc. (2002) statistical formula was used to determine the sample size of
80 participants that was needed for the results of the study to be significant at the alpha
level of .05 with a confidence level 95%.

90
Given that the study consisted of 12 correlations, the Bonferroni method was
employed to reduce the risk of a Type-I error in the analysis by adjusting the alpha level
of .05 downward to .0042 to account for chance capitalization. The statistical program
was not able to provide output for very small p-values. As advised on the Simple
Interactive Statistical Analysis software (SISA) website, the analysis was performed at
.05 alpha levels, and separate research studies were recommended to confirm the
relationship found among the variables (see Table 5). Chapter 5 includes a summary of
the findings of the study and a discussion of the implications and the recommendations
for future research studies.

91
Table 5
Matrix Showing Correlation Coefficients between Variables
Y X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12
Y 1.00
X1 .05 1.00
X2 .14 .45* 1.00
X3 .15 .50* .59* 1.00
X4 .11 .33* .41* .59* 1.00
X5 .11 .46* .47* .57* .48* 1.00
X6 -.06 .63* .44* .69* .55* .60* 1.00
X7 .08 .68* .46* .56* .42* .62* .61* 1.00
X8 .18 .64* .48* .66* .38* .56* .57* .72* 1.00
X9 .07 .51* .53* .58* .38* .47* .58* .68* .67* 1.00
X10 .25** .63* .55* .66* .27** .45* .47* .59* .80* .66* 1.00
X11 .18 .59* .62* .73* .46* .63* .67* .73* .81* .75* .76* 1.00
X12 .19 .45* .56* .71* .52* .55* .64* .56* .61* .61* .56* .69* 1.00
*Correlation is significant at the .01 level (2-tailed)
**Correlation is significant at the .05 level (2-tailed)

92
Legend:
Y:General Job Satisfaction
X1:Emotional Self-Awareness
X2:Achievement Orientation
X3:Adaptability
X4:Emotional Self-Control
X5:Positive Outlook
X6:Empathy
X7:Organizational Awareness
X8:Conflict Management
X9:Coach and Mentor
X10:Influence
X11:Inspirational Leadership
X12:Teamwork
93
CHAPTER: 5 CONCLUSIONS AND RECOMMENDATIONS
Emotionally intelligent employees are more likely to demonstrate a better level of
life satisfaction (Law et al., 2004; Sy et al., 2006). A concern has arisen among the
management team of the selected furniture and bedding distribution center regarding
methods to mitigate employees’ job dissatisfaction in today’s changing organization.
Elfenbein (2006) contended that emotional intelligence aptitudes of team members can
predict the performance of the team as a whole. Emotional intelligence can create a
pleasant work environment and affects job satisfaction, efficient management and
organization management (Patra, 2004). The ability to identify emotional intelligence
competencies related to job satisfaction and to develop employee programs to mitigate
job dissatisfaction should improve the level of organization performance in the context of
The purpose of the present quantitative study using correlational analysis was to
determine the relationships between the independent variables: emotional intelligence
competencies as measured by the ECI test, and the dependent variable: General Job
Satisfaction as scored by the MSQ among the employees of furniture and bedding
distribution center located in a northeastern state in the United States. In Chapter 5, the
major findings, the implications of the research, and conclusions and recommendations
are discussed.
Summary of Findings
Given that only one of the12 correlations was significant, the correlation found
between the independent variable Influence and the dependent variable General Job
Satisfaction could be simply a chance occurrence. Future research studies using different
94
samples, different methodologies, and different survey instruments may be necessary to
explain more clearly the association between the variables. The scatter plots were used to
visualize the relationships identified in the correlation matrix (see Appendix G). The
correlation analysis results also indicated that all of the independent variables of
emotional intelligence were significantly related to each other.
Implications
The research study was important because employee commitment and job
satisfaction have been important to organizational psychologists and practitioners for the
past decades. In the study, General Job Satisfaction indicated the feelings of employees
toward their job, and encompassed both the hygiene’s category and motivator’s category
defined by Herzberg et al. (1959). In research, emotional intelligence has received
growing attention when exploring the factor of work and life success (Howard, 2008).
The research study investigated the relations between emotional intelligence
competencies and General Job Satisfaction. Martinez-Pons (1997) contended that
emotional intelligence is correlated with life satisfaction. From an organizational
perspective, identifying emotional intelligence competencies leading to high General Job
Satisfaction and developing management strategies to mitigate job dissatisfaction may
alleviate the stressors experienced in today’s changing environment (Broadbridge et al.,
2000) and motivate employees to develop to their full potential in the organization.
While the literature review supported the view that EI can create a pleasant
working environment and affects an employee’s job satisfaction (Patra, 2004), more
recent studies have not supported that position (Bar-on, 1997). Along with several of the
studies listed in literature review, the present study did not find significant relationships
95
between the emotional intelligence competencies and General Job. Of the 12 correlations
studied, only one independent variable (the influence competency) was significantly
related to job satisfaction. The correlation found between the variables could be simply a
chance occurrence. The study presented certain limitations that need to be taken into
consideration when reviewing the results.
Limitations
The present study did not address concerns and issues other than the ones listed in
the research questions. Although the research design was sufficient to ensure the validity
and reliability of the findings, the results of this analysis may have been influenced by
some limitations inherent in the scope of the study. Limitations may have included the
sample size selected to conduct this study. The number of participants in other studies
ranged from 23 (Ford, 2010) and 68 (Johnson, L., 2008) to 3866 (Wong, C-S., Wong, P-
N., & Peng, 2010) and 267 (Guleryuz et al., 2008).
The present study involved the perspective of 80 participants, all of whom worked
at the single distribution center. The study did not distinguish between the employees
position and the sample included both employees in management position and those not
in management position. While the selection of employees using a randomized technique
lowered the number of intervening variables, it is possible that different sample size
including specific position level could yield to different results. The results of this study
should not be taken as completely representative of the entire furniture and bedding
distribution center.
Another limitation involved the instrument used in the present study, the
Emotional Competence Inventory (ECI), one of many survey instruments available to

96
measure EI is a 360-degree survey instrument derived from emotional competencies
identified by Golemen and Hay/McBer along with Boyatzis’s Self-Assessment
Questionnaire (Wolff, 2005). Each instrument approaches the topic of EI differently,
testing different aspects of the human ability. For instance, the Mayer-Salovey-Caruso
Emotional Intelligence Test is an “ability-based test designed to measure the four
branches of the EI model of Mayer and Salovey” (EI Consortium, 2010). The Bar-On
Emotional Quotient Inventory was developed as an individual inventory and a 360 model
to assess the Bar-On model of emotional-social intelligence, requiring 30 minutes to
complete (EI Consortium, 2010a; Multi-Health, 2010). The Emotional Intelligence
Appraisal measures emotional intelligence using four core skills based upon Goleman’s
model and takes 10 minutes to complete (EI Consortium, 2010b; TalentSmart, 2010).
Other reviewed studies employed the Bar-On Emotional Quotient Inventory
(Millet, 2007; Steward, 2008), the Mayer-Salovey-Caruso Emotional Intelligence Test
(Hendee, 2002), the Emotional Intelligence Appraisal Survey (Johnson, L. 2008), the
Emotional Judgment Inventory (Pardee, 2009), Emotional Intelligence Quotient
(Muhammad, 2006), the Emotional Intelligence Assessment (Feyerabend, 2009), the
Wong and Law Emotional Intelligence Scale (Teehan, 2006), along with interviews and
observations (McCallin & Bamford, 2007). The variance in survey instruments could
have been responsible for differences in results of the studies because each instrument
assesses differently emotional intelligence. The use of the survey instruments could also
provide an opportunity to the participants to distort the responses to their advantage
because of the sensitive nature of some of the questionnaires. While the participants were
assured of complete confidentiality of their responses, it could be possible that some

97
participants doubted whether or not the anonymity of the responses would remain
protected when answering to some sensitive questionnaires.
The context of organizational change and global economic recession atmosphere
in which the study was conducted could have influenced the participant’s answers to
some questionnaires. The responses to some job related questionnaires could have been
influenced by the lack of job opportunities available during this particular time. The halo
effect, which is referred to as unconscious judgment bias, could influence participant’s
answers to some questionnaires.
The participants in the study were randomly selected from one furniture and
bedding distribution center located in a northeastern state in the United States. The study
was limited in scope to single furniture and bedding distribution center in one geographic
location. The results of this research can only be generalized to furniture and bedding
distribution industries that share similar characteristics. The same limitation may be
applied to each of the studies conducted on the topic of emotional intelligence.
Delimitations
The sample size of 80 was small to generalize the findings of the study across the
entire furniture and bedding retail industry, presenting a limitation that must be
considered when generalizing the findings. The study was intended to answer to the
question: What is the relationship between EI and General Job Satisfaction, using the 20-
item general satisfaction scale. The study was not designed to analyze the other 20 five-
item scales of job satisfaction measured by the MSQ such as “ability utilization,
achievement, activity, advancement, authority, company policies, compensation,
coworkers, creativity, independence, moral value, recognition, responsibility, security,

98
social service, social status, supervision-human relations, supervision-technical, variety,
and working conditions” (Dawis, England et al., 1967, p. 3).
The study was set to accept or to reject the null hypothesis at the .05 alpha levels.
Although the research design was sufficient to ensure validity and reliability, the present
study surveyed a narrow sample from single furniture and bedding distribution and the
findings should not be taken as significant for the entire furniture and bedding retail
industry. The results of the present study could be generalized only to similar situations at
the distribution center surveyed.
Conclusions
The alternative hypothesis (Ha10) predicted a significantly positive relationship
between Influence and General Job Satisfaction. Given that the study analyzed 12
correlations, the one variable that was significantly related to job satisfaction may have
been a chance occurrence. The results of the correlation analysis revealed weak
relationships between the other independent variables of emotional intelligence:
“teamwork, inspirational leadership, conflict management, adaptability, achievement
orientation, emotional self-control, positive outlook, organizational awareness, coach and
mentor, and emotional self-awareness” (Hay Group, 2007, p. 6), and the dependent
variable General Job Satisfaction. Because the relationships did not achieve a level of
statistical significance for evaluation, further research using a different approach or
method will be needed to explain these associations.
According to past research, emotional intelligence has been found to ease the
stress experienced by employees, thereby enhancing their productivity (Hosseinian et al.,
2008). Emotions can create assurance and commitment, which may increase job
99
satisfaction and productivity in the organization (Cooper, 1998). The current research
study did not find enough evidence to conclude any significant relationships between
emotional intelligence competencies and General Job Satisfaction. The findings of the
present research study may trigger other related research studies using different settings
to help organizational leaders to understand the importance of human capability and to
improve both job satisfaction and productivity by paying more attention to psychological
issues involved in employment (Hosseinian et al., 2008).
Recommendations
Based on the findings resulting from the current study, further exploration of the
effect of emotional intelligence competencies on job satisfaction by using a larger sample
size, an extended data collection period, different groups of participants, and a
multidisciplinary research team may prove worthwhile. While the present research study
employed a quantitative research design to assess the relationships between Emotional
Intelligence and General Job Satisfaction, future researchers may select samples from
other distribution centers or other industries and employ qualitative research designs to
explore the relationships and probe for deeper understanding.
A second recommendation is for researchers to use these findings to consider a
research study that would explore the unique predictive value of each of the independent
variables of emotional intelligence competencies to General Job Satisfaction. The same
instruments, the ECI and the MSQ, could be used or replaced by other instruments. Such
study might offer greater insight into the valence of each EI competency compared to one
another.
100
A third recommendation is to make the results of this study available to all the
employees at the furniture and bedding distribution center. Understanding the role of the
environment and individual competencies with regard to Emotional Intelligence may
assist employees in taking advantage of the opportunities provided to them within the
organization to develop personally and professionally. The results of the study may also
inspire further research studies on human factors that influence employee job satisfaction
and productivity. As employees seek to develop their skills and employers strive for
greater productivity, the influence of Emotional Intelligence may be the key to reframing
the management paradigm within the organization.
A fourth recommendation is to consider surveying employees in a management
position separately from non-managers. Separating the sample by employment categories
could help in discerning competencies specific to each category. This information could
be helpful to management when planning trainings and in job placement and promotions.
A fifth recommendation is for organizational leaders to use the results of the
current study to increase awareness of the importance of human capability in improving
job satisfaction and productivity. While the competence Influence was the only EI
competence significantly related to job satisfaction, the other competences defined in the
ECI test “Emotional self-awareness, achievement orientation, adaptability, emotional
self-control, positive outlook, organizational awareness, conflict management, coach and
mentor, inspirational leadership, and teamwork” (Hay Group, 2006, p. 6) were all
positively, but not significantly, correlated with General Job Satisfaction. By
incorporating the results into management training seminars and workshops, managers
might develop their competencies of Emotional Intelligence to achieve organizational

101
purposes. Those purposes would include increased profits based on higher productivity
because of more satisfied employees.
A sixth recommendation is to consider surveying different subgroups of
participants (male versus female and different age groups) to evaluate how the different
subgroups score on ECI test and MSQ. If emotional intelligence competency alone
uniquely predicts General Job Satisfaction, the areas of study for management and
leadership in the 21st century are ready for engagement. The results among different age
groups and genders might elicit different applications of Emotional Intelligence in the
workplace.
Summary
With increasing competition and continual change within the business
environment, many retail organizations are faced with a new economic rationality that
results in employee apathy (Appelbaum, Everard et al., 1999; Appelbaum, Simpson et al.,
1987b) and detrimental behavior (Zeffane, 1993). Recent research studies concluded that
emotional intelligence can assist in repairing negative feelings and decreasing life’s
dissatisfaction (Boyatzis, Goleman, & McKee, 2002; Goleman, 1989; Matthews, Roberts,
& Zeidner, 2002). Emotional intelligence has also been shown to predict organizational
outcomes such as employees’ motivation, organizational commitment, organizational
citizenship (Sy et al., 2006; Van Rooy & Viswesvaran, 2004), and life satisfaction
(Martinez-Pons, 1997). The purpose of the present correlational study was to determine
the relationships between Emotional Intelligence competencies as defined in the ECI test
and General Job Satisfaction as scored by MSQ among employees of a furniture and
bedding distribution center located in a northeastern state in the United States.

102
REFERENCES
Abraham, R. (2000). The role of job control as a moderator of emotional dissonance and
emotional intelligence-outcome relationships. The Journal of Psychology, 134(2),
169-184. Retrieved June 24, 2009, from ProQuest database.
Adams, D. M., Eby, L. T., Gaby, S. H., & Russell, J. E. A. (2000). Perceptions of
organizational readiness for change: Factors related to employees’ reactions to the
implementation of team based selling. Human Relations, 53(3), 419-442.
Retrieved June 24, 2009, from ProQuest database.
Ajay Goyal, K. B. (2007). Interplay among innovativeness, cognitive intelligence,
emotional intelligence and social capital of work teams. Team Performance
Management, 13(7/8), 206-226. Retrieved June 24, 2009, from ProQuest
database.
Amram, J. Y. (2009). The contribution of emotional and spiritual intelligences to
effective business leadership. (Doctoral dissertation, Institute of Transpersonal
Psychology, United States--California). Retrieved on June 2, 2009, from ProQuest
Theses and Dissertations database. (AAT3344514)
Appelbaum, S. H., Simpson, R. & Shapiro, B. T. (1987a), The tough test of downsizing.
Organizational Dynamics, 16(2), 68-79. Retrieved June 24, 2009, from ProQuest
database.
Appelbaum, S. H., Simpson, R. & Shapiro, B. T. (1987b), Downsizing: the ultimate
human resource strategy. Business Quarterly, 52(2), 52-60. Retrieved June 24,
2009, from ProQuest database.

103
Appelbaum, S. H., Everard, A. & Hung, L. T. S. (1999) Strategic downsizing: critical
success factors. Management Decision, 37(7), 535-552. Retrieved June 24, 2009,
from ProQuest database.
Bailie, K., & Ekermans, G. (2006). An exploration of the utility of a self-report emotional
intelligence measure. E-Journal of Applied Psychology: Emotional Intelligence,
2(2), 3-11. Retrieved June 24, 2009, from http://ojs.lib.swin.edu.au/index.php/ejap
/article/viewFile/67/96
Balzer, W. K., Kihm, J. A., Smith, P. C., Irwin, J. L., Bachiochi, P. D., Robie, C., . . .
Parra, L. F. (1997). Users’ manual for the Job Descriptive Index (JDI)
and the Job in General (JIG) Scales. Bowling Green, OH: Bowling Green State
University.
Bandelli, A. C. (2008). Facilitating communication and effective interpersonal
relationships at work: A theoretical model of socio-affective competence.
(Doctoral dissertation, University of South Florida, United States--Florida).
Retrieved on May 25, 2009, from ProQuest Theses and Dissertations database.
(AAT 3347311)
Bar-On, R. (1998). Bar-On emotional quotient inventory (EQ-I): Technical manual.
Toronto, Canada: Multi-Health Systems.
Barone, F. J., McCarthy, A. M., Sojka, J. Z., & Tucker, M. L. (2000). Training
tomorrow's leaders: Enhancing the emotional intelligence of business graduates.
Journal of Education for Business, 75(6), 331. Retrieved June 24, 2009, from
Academic OneFile database.

104
Barr, R., Kamil, M., Mosenthal, P., & Pearson, D. (2002). The handbook of reading
research. Mahwah, NJ: Lawrence Erlbaum.
Becker, T. (2003). Is emotional intelligence a viable concept? Academy of Management
Review, 28, 192-195. Retrieved June 24, 2009, from ABI/INFORM Complete
database.
Bennis, W. (1998). Old dogs, new tricks. Provo, UT: Executive Excellence Publishing.
Berman, E. M., & West, J. P. (2008). Managing emotional intelligence in U.S. cities: A
study of social skills among public managers. Public Administration Review,
68(4), 742. Retrieved June 24, 2009, from ABI/INFORM Complete database.
Bernstein, I. H., & Nunnally, J. C. (1994). Psychometric theory (3rd ed.). New York:
McGraw Hill.
Bloodworth, M. R., Weissberg, R. P., Walberg, H. J., & Zins, J. E. (2004). The scientific
base linking social and emotional learning to school success. In J. E. Zins, R. P.
Weissberg, M. Wang, & H. J. Walberg (Eds.), Building academic success on
social and emotional learning: What does the research say? (pp. 3–22). New
York: Teachers College Press.
Bonner, M., Koch, T., & Langmeyer, D. (2004). Organizational theory applied to school
reform: A critical analysis. School Psychology International, 25(4), 455-471.
Retrieved June 24, 2009, from http://spi.sagepub.com/cgi/content/abstract
/25/4/455
Boyatzis, R., Goleman, D., & McKee. A. (2002). Primal leadership: Realizing the power
of emotional intelligence. Boston: Harvard Business School Press.

105
Boyatzis, R., Goleman, D., & Rhee. K. (2000). Clustering competence in emotional
intelligence: Insights from the Emotional Competence Inventory. In R. Bar-On &
J. D. Parker (Eds.), The handbook of emotional intelligence: Theory, development,
assessment, and application at home, school, and in the workplace (pp. 343-362).
San Francisco: Jossey-Bass.
Boyatzis, R. E., & Kolb, D. A. (1991). Assessing individuality in learning: The learning
skills profile. Educational Psychology, 11(3/4), 279-295.
Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010).
Emotion-regulation ability, burnout, and job satisfaction among British
secondary-school teachers. Psychology in the Schools, 47(4), 406-417. Retrieved
September 14, 2010, from EBSCOhost database.
Bradshaw, F. B. (2008) Exploring the relationship between emotional intelligence and
academic achievement in African American female college students. (Doctoral
dissertation, College of Notre Dame of Maryland, United States--Maryland).
Retrieved June 2, 2009, from ProQuest Theses and Dissertations database.
(AAT3304794)
Bridwell, L. G., & Wahba, M. A. (1976). Maslow reconsidered: A review of research on
the need hierarchy theory. Organizational Behavior and Human Performance, 15,
212-240.
Broadbridge, A., Swanson, V., & Taylor, C. (2000). Retail change: Effects on
employees’ job demands and home life. International Review of Retail,
Distribution, and Consumer Research 10, 417-432.

106
Brooks, N. (2006). Understanding IT outsourcing and its potential effects on IT workers
and their environment. Journal of Computer Information Systems, 46(4), 46-53.
Brown, K. D. (2005, May). Relationship between emotional intelligence of leaders and
motivational behavior of employees. (Doctoral dissertation, University of
Phoenix, United States--Arizona). Retrieved March 1, 2008, from ProQuest
Theses and Dissertations database. (AAT 3183509)
Brown, S. L., & Stys, Y. (2004, March). A review of the emotional intelligence literature
and implications for correction. Research Branch Correctional Service of
Canada, R-150. Retrieved March 2008, from http://www.csc-scc.gc.ca/text
/rsrch/reports/r150/r150_e.pdf
Bryan, S. P. (2006, April). Emotional intelligence and intrapersonal conversation. Issues
and Recent Developments in Emotional Intelligence. Retrieved May 1, 2008, from
Consortium for Research on Emotional Intelligence in Organizations Web site:
http://www.eiconsortium.org
Busso, L. (2003). The relationship between emotional intelligence and contextual
performance as influenced by job satisfaction and focus of control orientation.
(Doctoral dissertation, Alliant International University, United States--California).
Retrieved March 1, 2008, from ProQuest Theses and Dissertations database.
(AAT3 108281)
Caldwell, R. (2005). Things fall apart? Discourses on agency and change in
organizations. Human Relations, 58(1), 83-114. Retrieved June 24, 2009, from
Academic OneFile database.

107
Callan, V. J., Jones, E. S., & Martin, A. J. (2005). The role of organizational
psychological climate in facilitating employee adjustment during organizational
change. European Journal of Work and Organizational Psychology, 14(3), 263-
289. Retrieved June 24, 2009, from http://www.informaworld.com/smpp
/content~db=all~content=a729234440.
Carr, A. (2004). Positive psychology: The science of happiness and human strengths.
New York: Brunner-Routledge.
Caruso, D. R., Mayer, J. D., & Salovey, P. (2000a). Models of emotional intelligence. In
R. J. Sternberg (Ed.), Handbook of human intelligence (2nd ed., pp. 396-420).
New York: Cambridge University Press.
Caruso, D. R., Mayer, J. D., & Salovey, P. (2000b). Selecting a measure of emotional
intelligence. The case for ability scales. In R. Bar-On & J. D. Parker (Eds.),
Handbook of emotional intelligence: Theory, development, assessment, and
application at home, school, and in the workplace (pp. 320-342). San Francisco:
Jossey Bass.
Cherniss, C., & Goleman, D. (2001). The emotionally intelligent workplace: How to
measure, and improve emotional intelligence in individuals, groups and
organizations. San Francisco: Jossey-Bass.
Chiva, R. & Alegre, J. (2008). Emotional intelligence and job satisfaction: The role of
organizational learning capability. Personnel Review, 37(6), 680-701. Retrieved
September 13, 2010, from ProQuest database.
Coco, C. M. (2009). Emotional intelligence and job satisfaction: The EQ relationship for
deans of U.S. business schools. (Doctoral dissertation, Anderson University,

108
United States—Indiana). Retrieved September 13, 2010, from ProQuest Theses
and Dissertations database. (AAT 3388932)
Cooper, C., & Roney, A. (1997). Professionals on workplace stress: The essential facts.
Chichester, UK: Wiley.
Cooper, C. L., & Schabracq, M. J. (1998). Flexibility of labor, well-being, and stress.
International Journal of Stress Management, 4(4), 259. Retrieved June 24, 2009,
from Academic OneFile database.
Craig, J. B. (2008). The relationship between the emotional intelligence of the principal
and teacher job satisfaction (Doctoral dissertation, University of Pennsylvania,
United States--Pennsylvania). Retrieved June 2, 2009, from ProQuest Theses and
Dissertations database. (AAT 3310476)
Creswell, J. W. (2003). Research design qualitative, quantitative, and mixed methods
approaches (2nd ed.). Thousand Oaks, CA: Sage.
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (2nd Ed.). Upper Saddle River, NJ: Pearson.
Crump, L. V. (2008). Exploratory study of retention and emotional intelligence in public
health: The case of the Coastal Health District, GA. (Doctoral dissertation,
Capella University, United States--Minnesota). Retrieved June 2, 2009, from
ProQuest Theses and Dissertations database. (AAT 3329823)
Davies, M., Stankov, L., & Roberts, R. D. (1998). Emotional intelligence: In search of an
elusive construct. Journal of Personality and Social psychology, 75(4), 989-1015.
Retrieved June 24, 2009, from ABI/INFORM Complete database.

109
Davis, C. R. (1996). The administrative rational model and public organization theory.
Administration & Society, 28(1), 39. Retrieved June 24, 2009, from
ABI/INFORM Complete database.
Davis, J. A., Savage, G., Thomas-Stewart, R., & Chapman, R. C. (2003). Organizational
downsizing: A review of literature for planning and research. Journal of
Healthcare Management, 48(3), 181-201. Retrieved June 24, 2009, from
Dawis, R., England, G., Lofquist, L., & Weiss, D. (1967). Manual for Minnesota
satisfaction questionnaire. Minneapolis: University of Minnesota, Industrial
Relation Center.
Dawis, R., & Lofquist, L. H. (1984). A psychological theory of work adjustment: An
individual differences model and its applications. Minneapolis, MN: University of
Minnesota Press.
Day, A. L., & Carroll, S. A. (2004). Using an ability-based measure of emotional
intelligence to predict individual performance, group performance, and group
citizenship behavior. Personality and Individual Differences, 36(6), 1443-1458.
Retrieved June 24, 2009, from http://www.sciencedirect.com/science?_ob
=ArticleURL&_udi=B6V9F-49C5CJF-2&_user=10&_coverDate
Druskat, V. U. & Wolff, S. B. (2001). Building the emotional intelligence of groups.
Harvard Business Review, 79(3), 80-90.
Dong, Q., & Howard, T. (2006). Emotional intelligence, trust and job satisfaction.
Competition Forum, 4(2), 381-388. Retrieved September 13, 2010, from ProQuest
database.
110
Dong, Q. (2006). Emotional Intelligence, Trust and Job Satisfaction. Competition Forum
4 (2) 381. Retrieved June 6, 2006, from ProQuest database
Douglas, C., Frink, D.D., & Ferris, G. R. (2004). Emotional intelligence as a moderator
of the relationship between conscientiousness and performance. Journal of
Leadership and Organizational Studies, 10(3),2-13.
Dulewicz, V., & Higgs, M. (2003). Leadership at the top: The need for emotional
intelligence in organizations. The International Journal of Organizational
Analysis, 11(3), 193-210. Retrieved June 24, 2009, from Business Source
Complete database.
Dunn, S. (2004). What emotional intelligence can do for your organization in 2004? The
CEO refresher: Brain food for business. Retrieved April 15, 2004, from
http://www.refresher.com/!sdcando.html
EI Consortium for Research on Emotional Intelligence in Organizations. (2010a). Bar-On
Emotional Quotient Inventory—EQ-i. Retrieved from http://www.eiconsortium.
org/measures/eqi.html
EI Consortium for Research on Emotional Intelligence in Organizations. (2010b). Mayer-
Salovey-Caruso Emotional Intelligence Test (MSCEIT). Retrieved from
http://www.eiconsortium.org/measures /msceit.html
Elfenbein, H. A. (2006). Team emotional intelligence: What it can mean and how it can
affect performance. In V. Druskat, F. Sala, & G. Mount (Eds.). Linking
emotional intelligence and performance at work: Current research evidence with
individuals and groups (pp. 165-184). Mahwah, NJ: Erlbaum.
Feyerabend, R. O. (2009). The relationship of emotional intelligence, demographic

111
characteristics, and job satisfaction to Indian call center agents’ intentions to stay
on the job. (Doctoral dissertation, University of Maryland University College,
United States—Maryland). Retrieved September 13, 2010, from ProQuest Theses
Fisher, C. D. (2003). Why do lay people believe that satisfaction and performance are
correlated? Possible sources of a commonsense theory. Journal of Organizational
Behavior, 24(6), 753-777. Retrieved June 24, 2009, from Business Source
Complete database.
Fitness, J., & Curtis, M. (2005). Emotional intelligence and the Trait Meta-Mood Scale:
Relationship with empathy, attributional complexity, self-control, and responses
to interpersonal conflict. E-Journal of Applied Psychology: Social Section, 1(1),
50-62. Retrieved June 24, 2009, from http://ojs.lib.swin.edu.au/index.php/ejap
/article/viewFile/6/15
Ford, J. M. (2010). Satisfaction: A study of front-line staff at a large healthcare
organization. (Doctoral dissertation, Capella University, United States—
Minnesota). Retrieved September 13, 2010, from ProQuest Theses and
Freeman, D. M., McManus, S. E., Russell, J. E. A., & Rohricht, M. T. (1995, August).
Factors related to employees’ perceptions of organizational readiness for change.
Paper presented at the annual meeting of the Academy of Management,
Vancouver, BC, Canada.
Gaertner, K. N., & Nollen, S. D. (1989). Career experiences, perceptions of employment
practices and psychological commitment to the organization Human Relations,

112
42(11), 975-991. Retrieved June 24, 2009, from ABI/INFORM Complete
database.
Gasiorowska, G. M. (2007). A study of project managers' most dominant emotional
intelligence abilities and skills (Doctoral dissertation, Pepperdine University,
United States--California). Retrieved on June 2, 2009, from ProQuest Theses and
Dissertations database. (AAT3271288)
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century.
New York: Basic Books.
George, D., & Mallory, P. (2003). SPSS for windows step by step: A simple guide and
reference. Boston: Pearson Education.
Giesecke, j. (2007) Emotional intelligence Faculty Publication, University of Nebraska-
Lincoln, United States—Nebraska. Retrieved on September 10, 2010 from:
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1136&context=libraryl
ibrary
Goleman, D. (1995) Emotional intelligence: Why it can matter more than IQ. New York:
Bantam Books.
Goleman, D. (1998). The emotional competence framework. The consortium for research
on emotional intelligence in organizations. Retrieved May 2, 2008, from
Consortium for Research on Emotional Intelligence in Organizations Web site:
http://www.eiconsortium.org
Goleman, D. (2000). Emotional intelligence. New York: McGraw-Hill.
Goleman, D., & Emmerling, R. J. (2003). Emotional intelligence: Issues and common
misunderstandings. Issues and Recent Developments in Emotional Intelligence.

113
Retrieved May 1, 2008, from Consortium for Research on Emotional Intelligence
in Organizations Web site: http://www.eiconsortium.org
Greewald, A. G., & Klingner, M. R. (1994). Preferences need no inferences? The
cognitive basis of unconscious mere exposure effects. In P. M. Niedenthal & S.
Kitayama (Eds.), The heart’s eye (pp. 67-85). San Diego, CA: Academic Press.
Gribben, R. (2008, January 24). Managers opt out of office battleground survey finds
workplace stress and bullying taking their toll in climate of change. The Daily
Telegraph, p. 1. Retrieved June 24, 2008, from ProQuest database.
Güleryüz, G., Güney, S., Aydin, E. M., & Aȿan, P. O. (2008). The mediating effect of
job satisfaction between emotional intelligence and organizational commitment of
nurses: A questionnaire survey. International Journal of Nursing Studies, 45(11),
1625-1635. Retrieved September 13, 2010, from ProQuest database.
Hanna, M. E. (2008). Emotional intelligence: Comparisons of criterion-related validity
across conceptual and methodological variants of measurement. (Doctoral
dissertation, Clemson University, United States—South Carolina). Retrieved June
2, 2009, from ProQuest Theses and Dissertations database. (AAT 3304058).
Harrison, S. J. (2006). A descriptive study describing the emotional intelligence abilities
of superintendents and identifying the personal and professional strategies they
utilize to develop and maintain high levels of emotional intelligence. Doctoral
dissertation, University of La Verne, United States—California). Retrieved June
2, 2009, from ProQuest Theses and Dissertations database. (AAT 3218804)
Hart, P. M., & Wearing, A. J. (1995). Police stress and well-being: Integrating personality,
coping and daily work experiences. Journal of Occupational and Organizational

114
Psychology, 68(2), 133-156. Retrieved June 24, 2009, from EBSCOhost database.
Harter, J. K., & Schmidt, F. L. (2006). Connecting employee satisfaction to business
unitperformance. In A. I. Kraut (Ed.). Getting action from organizational surveys:
New concepts, methods, and applications (pp. 33-52). San Francisco: Jossey-
Bass.
Harvey, R. (2007). Leadership development for front-line employees: An evaluative case
study. (Doctoral dissertation, Capella University, United States--Minnesota).
Retrieved March 15, 2008, from the ProQuest Theses and Dissertations database.
(AAT 3284068)
Hay Group. (2006). Emotional Competence Inventory [Technical Manual]. Retrieved
September 15, 2008, from Consortium for Research on Emotional Intelligence in
Organizations Website:
http://www.eiconsortium.org/pdf/ECI_2_0_Technical_Manual_v2.pdf
Hay Group (2007). The creation of the emotional and social competence inventory
(ESCI) Retrieved April 15, 2009, from
http://www.haygroup.com/Downloads/uk/misc/ESCI Article.pdf
Hendee, S. S. ((2002). Measurement of differences in emotional intelligence and job
satisfaction of practicing chefs and culinary educators as measured by the Mayer-
Salovey-Caruso Emotional Intelligence Test and Spector’s Job Satisfaction
Survey. (Doctoral dissertation, New York University, United States—New York).
Retrieved September 13, 2010, from ProQuest Theses and Dissertations database.
(AAT 3045714)
115
Herzberg, F., Mausner, B., & Snyderman, B. (1959). The motivation to work (2nd ed.).
New York: Wiley.
Hosseinian, S., Fathi-Ashtiani, A., Yazdi, S-M., & Zahraie, S. (2008), Emotional
intelligence and job satisfaction. Journal of Applied Science, 8(5), 903-906.
Retrieved June 24, 2009, from http://scialert.net/abstract/?doi=jas.2008.903.906
Howard, M. C. (2009). Emotional intelligence as a predictor of job satisfaction,
organizational commitment, and occupational commitment among human service
workers. (Doctoral dissertation, Capella University, United States—Minnesota).
Retrieved May 1, 2009, from ProQuest Theses and Dissertations database.
(AAT3339294)
Humber, T. (2002). Emotional intelligence. Canadian HR Reporter, 15(16), p. G1-2.
Igbaria, M., Parasuraman, S., & Badawy, M. K. (1994). Work experiences, job
involvement, and quality of work life among information systems personnel, MIS
Quarterly, 18(2), 175-201. Retrieved June 24, 2008, from EBSCOhost database.
Johnson, L. R. (2008). An exploratory study of servant leadership, emotional intelligence,
and job satisfaction among high-tech employees. (Doctoral dissertation,
University of Phoenix, United States—Arizona). Retrieved September 12, 2010,
from ProQuest Theses and Dissertations database. (AAT 3371530)
Johnson, S. K. (2009). A study of benefits satisfaction among Florida's protective service
employees. (Doctoral dissertation, Capella University, United States—
Minnesota). Retrieved June 2, 2009, from ProQuest Theses and Dissertations
database. (AAT3342213)
116
Johnson-Huff, D. (2006). A qualitative study of the perceptions held by first-year
elementary principals regarding the transition to administrator. (Doctoral
dissertation, University of La Verne, United States—California). Retrieved June
2, 2009, from ProQuest Theses and Dissertations database. (AAT3234490)
Karl, K. A. (2000). Trust & betrayal in the workplace: Building effective relationships in
your organization. [Book Review]. The Academy of Management Executive,
14(2), 133-34. Retrieved June 24, 2009, from ProQuest database.
Kinicki, A. J., McKee-Ryan, F. M., Schriesheim, C. A., & Carson, K. P. (2002).
Assessing the construct validity of the job descriptive index: A review and meta-
analysis. Journal of Applied Psychology, 87(1), 14-32. Retrieved June 24, 2008,
from EBSCOhost database.
Lange, D. (2008) A correlational analysis of job satisfaction and intent to turnover in
community college organization. (Doctoral dissertation, University of Phoenix,
United States--Arizona). Retrieved April 30, 2009, from ProQuest Theses and
Law, K. S., Wong, C., & Song, L. J. (2004). The construct and criterion validity of
emotional intelligence and its potential utility for management studies. Journal of
Applied Psychology, 89(3), 483-496. Retrieved June 24, 2009, from
ABI/INFORM Global database.
Leadership Services, LTD. (n.d.). Emotional intelligence surveys. Retrieved from
http://www.leadershipservices.com/services-surveys-e-emotional-
intelligence.shtm
Leedy, P. D., & Ormrod, J. E. (2005). Practical research: Planning and design (7th ed.).
117
Upper Saddle River, NJ: Prentice Hall.
LePine, J. A., Erez, A., & Johnson, D. E. (2002). The nature and dimensionality of
organizational citizenship behavior: A critical review and meta-analysis. Journal
of Applied Psychology, 87(1), 52-65. Retrieved June 24, 2008, from EBSCOhost
database.
Liddell, T. (2007). Learning and leading: Approaches to leadership self-development
among women executives of philanthropic organizations. (Doctoral dissertation,
Florida Atlantic University, United States--Florida). Retrieved March 26, 2008,
from the ProQuest Theses and Dissertations database. (AAT3269545)
Little, I. S., & O’Connor, R. M., (2003). Revisiting the predictive validity of emotional
intelligence: Self-report versus ability-based measures. Personality and Individual
Differences, 35(8), 1893-1902. Retrieved June 24, 2008, from http://www.
sciencedirect.com/science?_ob=ArticleURL&_udi=B6V9F-488NTH7-
6&_user=10&_coverDate
Low, G., & Nelson, D. (2005, Spring). Emotional intelligence: The role of transformative
learning in academic excellence Texas Study Retrieved on July 30, 2008,
fromhttp://education.tamuk.edu/eiconf/EI_TransformativeLearning.pdf
Lugo, M. V. (2007). An examination of cultural and emotional intelligences in the
development of global transformational leadership skills. (Doctoral dissertation,
Walden University, United States—Minnesota). Retrieved June 2, 2009, from
ProQuest Theses and Dissertations database. (AAT3283980)
Lusch, R. F., & Serpkenci, R. R. (1990). Personal differences, job tension, job outcomes,
and store performance: A study of retail managers. Journal of Marketing, 54(1),

118
85-101. Retrieved June 24, 2008, from EBSCOhost database.
Mack, D. A., Nelson, D. L., & Quick, J. C. (1998). The stress of organizational change: A
dynamic process model. Applied Psychology: An International Review, 47(2),
219-232. Retrieved June 24, 2008, from http://www.ingentaconnect.com
/content/psych/papr/1998/00000047/00000002/art00006
Martinez-Pons, M. (1997). The relation of emotional intelligence with selected areas of
personal functioning. Imagination, Cognition, and Personality, 17(1), 3-13.
Maslow, A. J. (1954). Motivation and Personality. New York: Harper & Row.
Matthews, G., Roberts, R. D., & Zeidner, M. (2002). Emotional intelligence: Science
and myth. Cambridge, MA: MIT Press.
Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence.
Intelligence, 17(4), 433-442. Retrieved June 24, 2008, from Academic OneFile
database.
Mayer, J. D., & Salovey, P. (1995). Emotional intelligence and the construction and
regulation of feelings. Applied and Preventive Psychology, 4, 197-208. Retrieved
June 24, 2008, from Academic OneFile database.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D.
Sluyter (Eds.), Emotional development and emotional intelligence: Implications
for educators (pp. 3-31). New York: Basic Books.

119
Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory,
findings and Implications. Psychological Inquiry, 15(3), 197-215. Retrieved June
24, 2008, from ProQuest database.
Mayo, E. (1933). The human problems of industrial civilization. New York: Macmillan.
McCallin, A., & Bamford, A. (2007). Interdisciplinary teamwork: is the influence of
emotional intelligence fully appreciated? Journal of Nursing Management, 15(4),
386-391. Retrieved September 14, 2010, from EBSCOhost database.
McClellan, J. L. (2007) A correlational analysis of the relationship between
psychological hardiness and servant leadership among leaders in higher
education. (Doctoral dissertation, Gonzaga University, United States—
Washington). Retrieved June 2, 2008, from ProQuest Theses and Dissertations
database. (AAT 3302245)
Millet, T. (2007). An examination of trait emotional intelligence factors: Their
relationship to job satisfaction among police officers. (Doctoral dissertation,
Capella University, United States—Minnesota). Retrieved March 5, 2008, from
Mone, M.A. (1997), How we got along after the downsizing: post-downsizing trust as a
double-edged sword. Public Administration Quarterly, 21(3), 309-336. Retrieved
June 24, 2009, from ProQuest database.
Muchinsky, P. M. (2004). When the psychometrics of test development meets
organizational realities: A conceptual framework for organizational change,
examples, and recommendations. Personnel Psychology, 57(1), 175-209.
Retrieved June 24, 2009, from Business Source Complete database.

120
Muhammad, D. T. (2006). The relationship between emotional intelligence and job
satisfaction: Testing the claim that emotional intelligence quotient predicts level
of job satisfaction. (Doctoral dissertation, Capella University, United States—
Minnesota). Retrieved March 1, 2008, from ProQuest Theses and Dissertations
database. (AAT 3196735)
Multi-Health Systems, Inc. (2010). Psychological assessments and services. Retrieved
from http://www.mhs.com/product.aspx?gr=cli&prod=eqi&id=overview
Ngwenya-Scoburgh, L. (2009). Organizational learning: An exploration of the influence
of capabilities and factors. (Doctoral dissertation, Capella University, United
States—Minnesota). Retrieved June 2, 2009, from ProQuest Theses and
Owens, R. G. (2004). Organizational behavior in education (8th ed.). Boston: Pearson.
Ozmen, A. (2008). An analytical study of the impact of the perception of leadership styles
on job satisfaction within the Turkish National Police based on the Multifactor
Leadership Questionnaire. (Doctoral dissertation, Sam Houston State University,
United States--Texas). Retrieved June 2, 2009, from ProQuest Theses and
Pardee, D. J. (2009). Emotional intelligence and job satisfaction among mental health
professionals. (Doctoral dissertation, Northern Arizona University, United
States—Arizona). Retrieved September 13, 2010, from ProQuest Theses and
Parker, J. D. A., Stone, H., & Wood, L. M. (2005). Report on the Ontario principals’
council leadership study. Toronto, Canada: Ontario Principal’s Council.

121
Patra, S. (2004) Role of emotional intelligence in educational management. Journal of
Indian Education., 30(1), 98-104.
Payne, W. L. (1986). A study of emotion: Developing emotional intelligence; Self-
integration; Relating to fear, pain and desire. (Doctoral dissertation, Union for
Experimenting Colleges and Universities, United States--Ohio). Retrieved June
24, 2008, from ProQuest Theses and Dissertations database. (AAT8605928)
Pettigrew, A. (2000). Foreword. In N. M. Ashkenazy, C. P. M. Wilderom, & M. F.
Peterson (Eds.), Handbook of organizational culture and climate. Thousand Oaks,
CA: Sage.
Pettigrew, A. M., Woodman, R. W., & Cameron, K. S. (2001). Studying organizational
change and development: Challenges for future research. Academy of
Management Review, 44(4), 697-713. Retrieved June 24, 2008, from
Platsidou, M. (2010). Trait emotional intelligence of Greek special education teachers in
relation to burnout and job satisfaction. School Psychology International, 31(1),
60-76. Retrieved September 13, 2010, from ProQuest database.
Poon, J. M. (2004). Career commitment and career success: Moderating role of emotion
perception. Career Development International, 9(4), 374. Retrieved June 24,
2009, from ProQuest database.
Porter, L. W. (1962). Job attitudes in management: Perceived deficiencies in need
fulfillment as a function of job level. Journal of Applied Psychology, 46(6), 375-
384. Retrieved June 24, 2008, from EBSCOhost database.

122
Price, J. L. (2001). Reflections on the determinants of voluntary turnover. International
Journal of Manpower, 22(7/8), 600-624. Retrieved June 24, 2008, from
Prins, A. (2006). Emotional intelligence and leadership in corporate management: A
fortigenic perspective (Doctoral dissertation, University of the Free State, South
Africa--Bloemfontein). Retrieved May 29, 2009, from http://etd.uovs.ac.za /ETD-
db//theses/available/etd-08232007-153223/unrestricted/PrinsA.pdf
Puschak, B. A. (2006). The interpersonal side of coaching: Exploring emotional
competencies and coach perspectives in the workplace. (Doctoral dissertation,
Widener University, United States—Pennsylvania). Retrieved June 2, 2009, from
Quarstein, V. A., McAfee, R. B., & Glassman, M. (2002). The situational occurrences
theory of job satisfaction. Human Relations, 45(8), 859-873. Retrieved June 24,
2008, from Business Source Complete database.
Roberts, E., T. (2006) The relationship between emotional intelligence, sense of humor,
and job satisfaction in masters of business students at a Midwestern university.
(Doctoral dissertation, Capella University, United States) Retrieved on November
Robitaille, C. A. (2008). Emotional intelligence and teachers: An exploratory study of
differences between general and special education teachers. (Doctoral
dissertation, Union Institute and University, United States--Ohio). Retrieved June

123
Rosenblatt, J. J., & Elias, M. J. (2008). Dosage effects of a preventive social emotional
learning intervention on achievement loss associated with middle school
transition. Journal of Primary Prevention, 29(6), 535. Retrieved June 24, 2008,
from ProQuest database.
Rozell, E. J., Pettijohn, C. E., & Parker, R. S. (2006). Emotional intelligence and
dispositional affectivity as predictors of performance in salespeople Journal of
Marketing Theory and Practice, 14(2), 113-124. Retrieved June 24, 2008, from
EBSCOhost database.
Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition and
Personality, 9, 185-211. Retrieved October 6, 2009, from http://www.unh.edu
/emotional_intelligence/EI%20Assets/Reprints...EI%20Proper/EI1990%20Emotio
nal%20Intelligence.pdf
Schutte, N. S., Malouff, J. M., Bobik, C., Coston, T. D., Greeson, C., Jedicka, C. et al.
(2001). Emotional intelligence and interpersonal relations. Journal of Social
Psychology, 141(4), 523-536. Retrieved June 24, 2008, from EBSCOhost
database.
Scott, W. R. (2003). Organizations: Rational, natural, and open systems (5th ed.). Upper
Saddle River, NJ: Prentice Hall.
Shields, D. (2008) Leaders’ emotional intelligence and discipline of personal mastery: A
mixed method analysis. (Doctoral dissertation, Cardinal Stritch University, United
States--Wisconsin). Retrieved June 2, 2009, from ProQuest Dissertations and
Theses database.
124
Seligman, M. E., Parks, A., & Steen, T. (2004). A balanced psychology and a full life.
Philosophical Transactions of the Royal Society of London. Series B: Biological
Sciences, 359(1449), 1379-1381. Retrieved June 24, 2008, from EBSCOhost
database.
Shepherd-Osborne, T. (2009) Assessing the relationship between emotional intelligence
and organizational commitment among early childhood educators. (Doctoral
dissertation. Northcentral University, United States) Retrieved on November 2,
2010, from ProQuest Theses and Dissertations database. (AAT 3384705)
Simple Interactive Statistical Analysis (2010). Retrieved on December 06, 2010 from
http://www.quantitativeskills.com/sisa/calculations/bonhlp.htm
Sims-Vanzant, C. (2007). Emotional intelligence and leadership practices among human
service program managers. (Doctoral dissertation, University of San Francisco,
United States—California). Retrieved on June 2, 2009, from ProQuest Theses
Sladyk, K., & Ryan, S. (2005). Ryan’s occupational therapy: Assistant, principles,
practice issues and techniques (4th ed.). Thorofare, NJ: Slack.
Spainhower, T. A. (2008). A descriptive study describing the emotional intelligence
domains and associated competencies as perceived by elementary school
principals in high-performing and low-performing Title I schools. (Doctoral
dissertation, University of La Verne., United States—California). Retrieved June
Spencer, L., & Spencer, S. (1993). Competence at work. New York: Wiley.
Stewart, G. L. (2008). The relationship of emotional intelligence to job satisfaction and

125
organization commitment. (Doctoral dissertation, Regent University, United
States—Virginia). Retrieved September 13, 2010, from ProQuest Theses and
Stubbs, E. C. (2005) Emotional intelligence competencies in team and team leader: A
multi-level examination of the impact of emotional intelligence on group
performance. (Doctoral dissertation, Case Western Reserve University, United
States—Ohio). Retrieved July 30, 2008, from http://www.ohiolink.edu /etd/send-
pdf.cgi?acc_num=case1094241887
Stewart, G. L. (2008). The relationship of emotional intelligence to job satisfaction and
organization commitment. (Doctoral dissertation, Regent University, United
States—Virginia), Retrieved on June 2, 2009, from ProQuest Theses and
Sy, T., Tram, S., & O’Hara, L. A. (2006). Relation of employee and manager emotional
intelligence to job satisfaction and performance. Journal of Vocational Behavior,
68(3), 461-473. Retrieved June 24, 2008, from ProQuest database.
Talarico, J., Metro, D., Patel, R., Carney, P., & Wetmore, A. (2008). Emotional
intelligence and its correlation to performance as a resident: A preliminary study.
Journal of Clinical Anesthesia, 20(2), 84-89. Retrieved June 24, 2008, from
EBSCOhost database.
TalentSmart. (2010). Emotional intelligence appraisal. Retrieved June 24, 2008, from
http://www.talentsmart.com/
Teehan, R. E. (2006). The relationship between emotional intelligence, sense of humor,
and job satisfaction in masters of business students at a Midwestern university.

126
(Doctoral dissertation, Capella University, United States—Minnesota). Retrieved
September 13, 2010, from ProQuest Theses and Dissertations database. (AAT
3215971)
Tharenou, P. (1993). A test of reciprocal causality for absenteeism: Summary. Journal of
Organizational Behavior, 14(3), 269-287. Retrieved June 24, 2008, from
ProQuest database.
Thomas, M. (2006). Management: A profession in theory. Management Decision, 44(3),
309-315. Retrieved June 24, 2008, from Business Source Complete database.
Van Rooy, D. L., & Viswesvaran, C. (2004). Emotional intelligence: A meta-analytic
investigation of predictive validity and nomological net. Journal of Vocational
Behavior, 65(1), 71-95. Retrieved June 24, 2008, from EBSCOhost database.
Waters, J. (n.d.). Correlational research. Programs and courses. Retrieved September 12,
2010, from http://www.capilanou.ca/programs/psychology/students/research
/correlation.html
Wechsler, D. (1943). Non-intellective factors in general intelligence. Psychological
Bulletin, 38(1), 101-103. Retrieved June 24, 2008, from EBSCOhost database.
Weisinger, H. (1998). Emotional intelligence at work. San Francisco: Jossey-Bass.
Wietzel, R. J. (2009). Examining factors that motivate workers and promote retention in
government service. (Doctoral dissertation, Northcentral University, United
States—Arizona). Retrieved on June 2, 2009, from ProQuest Theses and
Wolff, S. B. (2005). Emotional Competence Inventory (ECI): Technical Manual.
Philadelphia, PA: Hay Group/McClelland Center for Research and Innovation.

127
Retrieved from http://www.eiconsortium.org/pdf/ECI_2_0_Technical
_Manual_v2.pdf
Wong, C-S., Wong, P-M., & Peng, K. Z. (2010). Effect of middle-level leader and
teacher emotional intelligence on school teachers’ job satisfaction: The case of
Hong Kong. Educational Management Administration & Leadership, 38(1), 59-
70. Retrieved September 13, 2010, from ProQuest database.
Zeffane, R. (1993). Uncertainty, participation and alienation: Lessons for workplace
restructuring. International Journal of Sociology and Social Policy, 13(5), 22-52.
Retrieved June 24, 2008, from ABI/INFORM Complete database.
Zeffane, R. (1994). Job satisfaction and work redesign: Findings from Australia
International Journal of Comparative Sociology, 35(1/2), 137-141. Retrieved
June 24, 2008, from Academic Search Complete database.

128
APPENDIX A: LETTER OF INTRODUCTION
Dear Participant,
I am inviting you participate in an anonymous research project, as part of my degree
requirements, to evaluate the impact of emotional intelligence on job satisfaction. Along
with this letter is a survey questionnaire that asks a variety of questions concerning your
thoughts and feelings in relation to yourself, your work, and your interaction with others
in your workplace. I am asking you to look over the questionnaire, if you choose to
participate, complete it, and send it back to me. It will take you a maximum of 25 minutes
to complete the questionnaires.
Through your participation to this research project, I expect to understand the relationship
between emotional intelligence and job satisfaction. I trust that the results of the survey
be relevant to develop a management system that improves employees’ performance in a
changing environment and I expect to share my results with you after they are published.
To be eligible to participate in this study, you must be employed full-time by Retailer and
Manufacturer, Inc., and be at least 18 years of age. You will be required to sign an
Informed Consent Agreement Form prior to receiving the survey packets.
There are no risks to you or to your privacy if you decide to join my research project by
filling out this survey. But if you choose not to participate, that is fine. Even if you decide
not to respond, I would be very happy to share my results with you if you are interested.
129
To receive a copy of my results call me at 732-803-3983. If you have any questions or
concerns about completing the questionnaire or about participating in this study, you may
contact me at 732-803-3983.
Thank you in advance for your participation
Sincerely,
Kokou Agbolou
Kokou1@verizon.net
Kokou01@Gmail.com
130
APPENDIX B: INFORMED CONSENT AGREEMENT
Introduction:
I, ______________________, a doctoral student at the University of Phoenix, have been
granted permission by the executive office to conduct a research study at your facility on
how employees' Emotional intelligence awareness may contribute to increasing their job
satisfaction in a changing environment, thereby increasing their performance. To be
eligible to participate in this study, participants must be employed full-time by Retailer
and manufacturer Inc., be at least 18 years of age, and sign the following informed
consent agreement.
Participant:
I, ____________________________, employee of Retailer & Manufacturing, Inc., have
volunteered to participate in this research study. My participation or non-participation in
this study is strictly voluntary and be kept confidential. I understand the following
conditions:
1. I may refuse to participate or withdraw from the study at any time without
consequences.
2. I have the right to be informed of the nature and purpose of the study, which is to
evaluate the relationship between emotional intelligence and job satisfaction in a
changing environment.
3. Any records related to the study and the list of participants be kept confidential in a
secure location at the primary researcher’s home for three years. These records and any
131
related sensitive documentation be shredded and discarded by the primary researcher
after the archival period 4. Personal anonymity is guaranteed and the researcher took all
the steps to protect my privacy and maintain confidentiality of the information acquired
from my participation.
5. Results and data of the study may be published and used to enhance organization
performance.
6. I have the right to be informed of all implications of this study, and the researcher
provided me with contact information in the case I may have other questions or need
further information related to the study.
There are no other written or verbal concurrences related to this research study beyond
those articulated in this consent and confidentiality form.
I acknowledge that I understand the nature of the study, any potential risks to me as a
participant, and the means by which my identity be kept confidential. My signature below
indicates that I am over the age of 18 and that I give my permission to voluntarily serve
as a participant in the study.
Printed Name of the participant: ____________________________________________
Signature of the participant: _____________________________ Date: _____________
Signature of the researcher: _____________________________ Date:__ ___________

132
APPENDIX C: PERMISSION TO USE MSQ TEST

133
APPENDIX D: COPYRIGHT PERMISSION LETTER

134
APPENDIX E: DOCUMENTATION
Table: E
Current Dissertations and Peer-Reviewed Journals From 2003-2009
Author # of
Date Title Information
Type pp
2009 Johnson, A study of benefits The mission of the study was to 112
S. K satisfaction among Florida's determine if there was a
protective correlation between satisfaction
Dissert service employees. Doctoral with the costs of employee
dissertation benefits and overall job
satisfaction in Florida's public
safety sector
2009 Wietzel, Examining factors The applied dissertation is an 311
R. J. that motivate workers investigative, quantitative study
and promote retention to determine the optimal
in government service approach federal executives
Dissert should follow to motivate
workers toward achieving
optimum performance and
meeting organizational goals.
Table continued
135
Author # of
Type pp
Ngwenya- Organizational learning: An The study examined the 139
2009 Scoburgh, exploration of the influence learning capabilities and factors
L of capabilities and factors to assess how they influenced
the learning capability of
organizations to facilitate
Dissert organizational learning and
how they impacted
performance
2009 Howard, Emotional intelligence as This quantitative, 139
M. C a predictor of job descriptive, correlational
satisfaction, organiza- study investigated the
tional commitment, relationships between
Dissert and occupational emotional intelligence,
commitment among organizational and
human service workers occupational commitment,
and job satisfaction among
human service workers
Table continued
136
Author # of
Type pp
2009 Amram, The contribution of emotional This research investigated 168
J. Y and spiritual intelligences to contributions of emotional and
effective business leadership spiritual intelligences to
Dissert effective leadership. Participants
were 42 CEOs & 210 members.
2008 Ozmen, An analytical study of This research examined the 423
A the impact of the perception impacts of transformational and
of leadership styles on job transactional leadership styles
Dissert satisfaction within the on the effectiveness and
Turkish National Police satisfaction levels of individuals
based on the Multifactor and organization.
Leadership Questionnaire
2008 Stewart, The relationship of emotional The aim of this research was to 134
G. L intelligence test the effectiveness of
to job satisfaction emotional intelligence was
Dissert and organization commitment tested among 110 managers and
supervisors from the food
service industry.
Table continued
137
Author
Date Title Information # of pp
Type
2008 Craig, The relationship between Understanding the 160
J. B the emotional intelligence relationship between the
of the principal and teacher principal's emotional
Dissert job satisfaction intelligence and teacher
job satisfaction is the main
focus of this exploratory
study
2008 Spainhowe A descriptive study describe- The purpose of this study 225
R. T ing the emotional intelli- was to compare the
gence domains and associ- emotional profiles of
Dissert ated competencies as elementary school principals
perceived by elementary in high performing and low
school principals performing schools.
in high-performing and low-
performing Title I schools
Table continued
138
Date Author Title Information #
Type of
pp
2008 Bandelli, Facilitating The current research used 45
A. C. communication and the model and defined the
effective interpersonal competency areas, designed
Dissert relationships at work: A a socio-affective
theoretical model of competence situational
socio-affective judgment test (SAC-SJT),
competence identified the variables that
were related and unrelated to
the construct, and provided
initial evidence in support of
the criterion-related validity
of the socioaffective
competence framework.
Johnson, .An exploratory Study A quantitative study to 115
L. R. of servant leadership, determine the relationship
Dissert emotional intelligence, between the three variables
and job satisfaction in the aerospace industry.
among high-tech No relationship was found
employees. Between EI and satisfaction
Table continued
139
Date Author Title Information # of pp.
Type
2008 Bradshaw, Exploring the relationship This study investigated 266
F. B. between emotional intel- the relationship
ligence and academic between emotional
Dissert achievement in African intelligence factors and
American female college academic achievement
students in academically
successful African
American female
college students
2008 Robitaille, C. Emotional intelligence and This study is intended 140
A. teachers: An exploratory to extend the current
study of differences body of research on
Dissert between general and emotional intelligence
special education teachers by exploring the
relationship between
emotional intelligence,
teacher effectiveness
and teacher
certification.
Table continued
140
Date Author Title Information # of pp
Type
2008 Hanna, Emotional intelligence: The current study 140
M. E. Comparisons of criterion- aimed to provide a
related validity across clearer under-standing
Dissert conceptual and method- of the construct and
logical variants of how to best measure
measurement emotional intelligence
2008 Elias, M. J., Dosage Effects of a Preventive The purpose of the 21
& Rosenblatt, Social-Emotional Learning study was to evaluate if
J. J. Intervention on Achievement children exposed to
Loss Associated with Middle quality implementation
Scholarly School Transition of a preventive, school-
Journal based social-emotional
intervention experience
fewer normative
academic declines
associated with middle
school transition
Table continued
141
Author
Type
2008 Crump, Exploratory study of retention Exploratory study of 127
L. V. and emotional intelligence in retention and emotional
public health: The case of the intelligence in public health:
Dissert Coastal Health District, GA The case of the Coastal
Health District, GA.
2007 Lugo, An examination of cultural This study examined the 131
M. V. and emotional intelligences strength and direction of
in the development of global relationships between the self
Dissert transformational leadership and social dimensions of both
skills. emotional and cultural
intelligences and
transformational leadership
skills.
2007 McClellan, A correlational analysis of the The purpose of this study was 269
J. L. relationship between to explore the potential
psychological hardiness and relationship between
Dissert servant leadership among psychological hardiness and
leaders in higher education servant leadership amidst
stress.
Table continued
142
Author
Type
2007 Millet, An examination of trait The study investigated the 225
Tal emotional intelligence relationship between
factors: Their relationship emotional intelligence and
Dissert to job satisfaction among job satisfaction among police
police officers. officers.
2007 Ajay Interplay among The paper seeks to high-light 20
Goyal, innovativeness, cognitive the key value changes in the
K. B. intelligence, emotional current economy, which is
intelligence and social shifting towards intangible
Scholarly capital of work teams assets such as innovativeness,
Journal cognitive intelligence,
emotional intelligence, social
capital, and also a shift from
individual to team working.
Table continued
143
Author Title Information # of pp
Date Type
2007 Young- The effects of emotionally 2
Ritchie, C., intelligent leadership behavior
Laschinger, among emergency staff nurses'
H.K.S., & workplace empowerment and
Wong, C. organizational commitment
Scholarly
Journal
2007 Bohrer, V. A study of the relationships 109
between leader emotional
Dissert intelligence (EI) ability and
demographic, performance, job
satisfaction measures, and
MBTI type in the United States
(U.S.) intelligence community
2007 Gasiorow- A study of project managers' 182
ska, G. M. most dominant emotional
Dissert intelligence abilities and skills
Table continued
144
Author Title Information # of
Date Type pp
2007 Sims- Emotional intelligence and 113
Vanzant, leadership practices among
C. human service program
Dissert managers
2006 Harrison, A descriptive study The purpose of this study 301
S. J describing the was to identify and
Dissert emotional intelligence describe the emotional
abilities of intelligence abilities of
superintendents and superintendents who were
identifying the personal identified as having high
and professional emotional intelligence
strategies they utilize to based on the Mayer-
develop and maintain Salovey-Caruso Emotional
high levels of emotional Intelligence Test
intelligence (MSCEIT) (Mayer,
Salovey, Caruso 2002).
Table continued
145
Date Type pp
2006 Johnson- A qualitative study of The purpose of this study was 276
Huff, D. the perceptions held by to identify the challenges new
first-year elementary leaders experience transition-
Dissert principals regarding the ing to the role of elementary
transition to principal, the strategies used
administrator to meet those challenges, and
their effectiveness.
2006 Puschak, The interpersonal side This quantitative research 234
B. A. of coaching: Exploring study utilized a 360-degree
emotional competencies assessment approach to
Dissert and coach perspectives measure coaches' emotional
in the workplace competence.
2006 Rozell, E.J. Emotional intelligence In the current study, the 11
Pettijohn, and dispositional constructs of emotional
C. E., & affectivity as predictors intelligence and dispositional
Parker, R.S. of performance in affectivity were hypothesized
Scholarly salespeople as being positively related to
Journal sales force performance.
Table continued
146
Date Type pp
2006 Muhammad, The relationship between The purpose of the study was 73
Dawn EI and job satisfaction: to determine whether a
Testing the claim that EI relationship existed between
Dissert quotient predicts level of an individual's emotional
job satisfaction. intelligence quotient and his
or her level of job
satisfaction.
2005 Brown, K. Relationship between The study examined the 298
emotional intelligence of correlation between
Dissert leaders and motivational emotional intelligence of
behavior of employees leaders and the motivation of
employees
2004 Poon, Career commitment and The study examined the 17
J. M. career success: moderating effect of
Moderating role of emotional perception on the
Scholarly emotion perception relationship between career
Journal commitment and career
success.
Table continued
147
Date Type pp
2003 Carmeli, The relationship between The study empirically 26
Abraham emotional intelligence and examined the extent to
work attitudes, behavior and which senior managers with
Scholarly outcomes: An examination a high emotional
Journal among senior managers intelligence of the public
sector organizations
develop positive work
attitude
2003 Busso, L. The Relationship between EI The study focused on the 81
and contextual performance relationship between EI and
Dissert as influenced by job contextual performance,
satisfaction and locus of and the influence of job
control orientation. satisfaction and external
locus of control orientation
on this relationship.
148
APPENDIX F: JOB SATISFACTION SCORES AND ECI SCORES
Table F
General Job Satisfaction Scores and Average Combined Self and Non-Self ECI Scores
MSQ Average Combined Self & All non-Self Assessment Scores ECI
Self-A Self-Management Social-A Relationship-Management

Emotional Self-Awareness
Organizational Awareness
Achievement Orientation
Inspirational Leadership
Emotional Self-Control
Conflict Management
General satisfaction
Coach and mentor

Participant
Positive Outlook
Adaptability
teamwork
Influence
Empathy
No Y X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12
1 95 3.25 3.58 3.75 3.58 4.08 3.75 3.67 3.67 3.00 3.25 3.58 4.50
2 34 3.33 3.67 3.00 3.83 4.00 3.67 3.58 2.92 2.67 1.92 3.08 3.92
3 78 2.92 3.42 3.00 3.25 3.58 2.83 3.17 3.08 2.17 2.92 3.00 3.00
4 62 3.75 4.00 3.92 3.67 3.75 3.58 4.25 3.92 3.25 3.33 3.67 4.17
5 74 2.92 4.33 4.17 4.33 4.25 3.75 3.92 4.00 3.33 3.50 4.00 4.50
Table continued
149
No Y X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12
6 71 2.83 3.83 3.75 4.08 3.67 3.25 3.42 3.17 2.25 2.58 2.92 3.83
7 53 3.17 3.00 3.58 3.67 3.83 3.67 3.92 3.25 3.00 3.08 3.08 3.92
8 55 3.25 4.17 3.92 3.92 4.25 3.92 3.92 3.92 3.50 3.67 3.92 4.17
9 95 3.42 3.75 3.92 4.08 3.92 3.58 3.25 3.42 2.67 3.42 3.17 4.25
10 45 4.00 4.50 4.33 3.83 4.42 4.08 4.00 4.33 3.75 3.92 4.08 4.42
11 79 3.42 3.67 3.50 3.75 3.75 3.83 3.75 3.42 2.67 2.92 3.17 4.00
12 57 3.33 4.00 4.08 4.08 3.83 3.83 3.25 3.42 3.00 3.00 3.25 3.58
13 31 3.00 3.42 4.08 4.00 4.17 3.92 3.67 3.50 3.25 2.92 4.00 4.08
14 62 3.67 4.08 3.83 4.08 4.00 3.92 3.83 3.83 3.17 3.25 3.83 4.08
15 59 3.33 3.83 3.58 3.50 3.92 3.33 3.50 3.50 3.58 3.67 3.33 3.83
16 45 3.17 3.92 3.83 3.75 3.08 3.67 3.33 3.08 3.25 3.00 3.25 4.00
17 81 3.42 4.33 4.17 4.17 4.25 3.75 4.00 3.75 2.92 3.67 3.92 4.08
18 55 3.58 4.00 4.08 4.00 4.08 3.67 3.58 3.58 3.33 3.33 3.67 4.33
Table continued
150
No. Y X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12
19 67 3.50 4.08 4.17 4.17 3.75 4.00 3.67 4.00 3.25 3.67 4.00 4.25
20 70 3.33 3.83 3.58 3.50 3.42 3.50 3.67 3.58 3.17 3.58 3.33 3.92
21 72 3.83 4.00 4.17 3.92 4.00 3.92 4.33 3.75 3.75 3.67 3.83 4.50
22 84 3.58 4.25 3.92 3.83 3.83 3.67 3.83 3.75 3.08 3.67 3.67 4.00
23 67 3.75 4.08 4.17 4.33 4.17 3.83 4.25 3.58 3.08 3.33 3.67 4.25
24 62 3.17 3.50 3.75 3.67 3.67 3.67 3.83 3.67 2.83 3.00 3.08 4.00
25 55 2.67 3.92 3.25 3.33 3.42 3.25 3.25 3.00 2.58 2.50 3.17 4.00
26 70 3.75 4.33 4.08 3.92 4.00 3.92 4.08 4.08 3.17 3.75 3.83 4.00
27 87 3.17 3.67 3.50 4.00 3.75 3.50 3.17 3.25 2.33 2.75 3.08 3.92
28 54 3.75 4.42 4.08 4.50 3.92 3.92 4.42 4.25 3.83 3.58 4.17 4.58
29 69 3.50 3.67 3.83 3.50 3.67 3.75 3.50 3.67 3.00 2.75 3.17 4.00
30 58 3.25 3.83 3.83 3.67 4.00 3.58 3.83 3.42 2.08 3.33 3.50 3.58
31 76 4.17 4.33 4.33 4.17 4.42 4.08 4.25 3.83 3.58 3.67 4.08 4.25
Table continued
151
32 35 3.67 3.67 3.75 3.83 4.33 4.08 4.17 4.17 3.25 3.50 3.50 4.17
33 89 3.67 4.50 4.00 4.58 4.08 3.75 4.33 3.83 4.42 3.92 4.00 4.58
35 95 3.50 3.33 3.75 3.75 4.08 3.75 3.67 3.75 3.00 3.33 3.50 4.42
36 34 3.25 4.08 3.25 4.08 4.08 3.67 3.67 2.92 2.33 2.00 3.00 4.00
37 78 3.17 3.67 2.75 3.08 3.50 3.08 3.33 3.08 2.42 2.75 3.08 3.08
38 62 3.67 4.00 4.00 3.67 3.75 3.33 4.08 3.92 3.17 3.33 3.67 4.17
39 74 2.92 4.08 4.08 4.33 4.08 3.67 3.92 4.08 3.17 3.50 3.92 4.50
40 82 4.00 4.08 4.17 4.08 4.33 3.67 4.42 4.25 3.50 3.92 4.17 4.50
41 69 2.67 3.67 3.67 4.00 3.50 3.17 3.33 3.17 2.17 2.67 2.83 4.00
42 53 3.25 3.17 3.67 3.67 3.83 3.75 3.92 3.25 3.00 3.00 3.08 3.75
43 55 3.25 4.17 3.83 3.92 4.17 3.92 3.92 3.92 3.50 3.58 3.92 4.17
44 95 3.42 3.75 4.00 4.08 3.92 3.58 3.25 3.42 2.67 3.42 3.17 4.33
45 45 4.00 4.50 4.33 3.83 4.42 4.00 4.00 4.25 3.75 3.92 3.92 4.42
Table continued
152
46 79 3.33 3.75 3.67 3.75 3.75 3.83 3.67 3.08 2.67 2.92 3.17 4.00
47 65 3.58 3.75 3.75 4.00 3.50 3.83 3.92 4.00 3.67 3.58 3.75 4.08
48 65 3.67 3.75 3.67 4.00 3.58 3.67 3.92 4.17 3.67 3.75 3.92 4.08
49 58 3.58 3.83 4.08 4.00 3.92 3.92 3.75 4.00 3.08 3.67 3.92 4.17
50 58 3.58 3.83 4.08 4.00 3.92 3.92 3.75 4.00 3.08 3.67 3.92 4.17
51 67 3.75 3.58 3.75 4.17 3.92 3.75 4.08 3.75 3.17 3.00 3.67 3.92
52 67 3.75 3.58 3.75 4.17 3.92 3.75 4.08 3.75 3.17 2.92 3.67 3.92
53 82 3.92 4.08 4.17 4.08 4.33 3.67 4.42 4.25 3.50 3.92 4.17 4.42
54 87 3.42 3.92 4.00 3.67 4.08 3.83 4.00 3.83 3.67 3.50 4.17 4.42
55 97 4.00 4.33 4.25 3.83 4.17 4.08 4.42 4.50 3.58 3.92 4.33 4.33
56 87 3.50 4.00 3.83 3.75 4.08 3.75 4.00 3.75 3.33 3.67 4.08 4.08
57 97 3.67 4.08 4.33 4.33 4.42 4.08 4.50 4.50 3.58 3.75 4.33 4.33
58 88 4.00 4.33 4.08 3.92 4.25 4.08 4.25 4.08 3.25 3.67 4.08 4.50
Table continued
153
59 31 3.17 3.50 4.08 3.92 4.17 3.92 3.83 3.58 3.25 2.83 4.00 4.08
60 69 3.33 3.58 3.75 3.58 3.75 3.67 3.42 3.50 2.58 2.58 3.17 3.75
61 87 3.17 3.67 3.67 4.00 3.75 3.50 3.17 3.25 2.33 2.75 3.08 4.00
62 67 3.17 3.67 3.67 3.83 3.92 3.50 3.58 3.42 2.33 3.00 3.08 3.83
63 65 3.92 4.08 4.25 4.17 3.92 4.00 4.25 4.00 3.42 3.50 3.92 4.50
64 35 3.50 3.67 3.75 3.83 4.33 3.83 4.00 4.00 2.83 3.33 3.33 4.17
65 58 3.33 4.25 3.92 4.17 4.00 3.67 3.58 3.42 3.00 2.92 3.25 4.00
66 63 3.75 4.08 3.83 4.08 4.00 3.92 3.75 3.83 3.17 3.25 3.67 4.08
67 59 3.33 4.00 3.67 3.83 4.00 3.33 3.58 3.58 3.42 3.58 3.58 4.00
68 45 3.25 4.33 4.17 3.83 3.67 4.00 3.75 3.17 3.42 3.08 3.42 4.17
69 81 3.50 4.33 4.08 4.08 4.00 3.58 3.83 3.50 2.75 3.42 3.58 3.92
70 88 4.00 4.42 4.00 3.92 4.33 4.08 4.17 3.83 3.08 3.50 4.00 4.50
71 62 3.50 3.42 3.50 3.33 3.33 3.42 3.50 3.67 2.92 3.58 3.50 3.83
Table continued
154
72 67 3.58 4.08 4.25 4.17 3.75 4.00 3.58 4.00 3.25 3.67 4.00 4.25
73 55 4.00 4.33 4.00 4.17 4.08 4.17 4.17 3.92 4.00 4.00 4.00 4.58
75 32 3.58 3.67 3.42 3.00 3.50 3.17 3.58 3.42 2.25 3.33 2.83 3.50
76 77 3.00 3.42 3.50 3.58 3.50 3.25 3.25 3.67 2.08 2.92 3.08 3.83
77 32 3.75 3.83 3.58 3.75 3.58 3.67 3.75 3.67 2.50 3.17 3.17 4.00
78 42 3.83 3.08 3.58 4.50 3.67 3.83 3.75 3.33 2.17 2.83 3.00 3.50
79 58 3.58 4.00 4.25 3.75 3.83 4.00 3.67 3.42 2.25 3.50 3.92 4.58
80 60 4.33 4.42 4.42 4.50 4.50 4.42 4.08 4.25 3.50 4.42 4.25 4.50
155
APPENDIX G: SCATTERGRAMS 1-12
Figure G-1. Scatter plot: General Job Satisfaction by emotional self-awareness.
Figure G-2. Scatter plot: General Job Satisfaction by achievement orientation.

156
Figure G-3. Scatter plot: General Job Satisfaction by adaptability.
Figure G-4. Scatter plot: General Job Satisfaction by emotional self-control

157
Figure G-5. Scatter plot: General Job Satisfaction by positive outlook
Figure G-6. Scatter plot: General Job Satisfaction by empathy

158
Figure G-7. Scatter plot: General Job Satisfaction by organizational awareness
Figure G-8. Scatter plot: General Job Satisfaction by conflict management

159
Figure G-9. Scatter plot: General Job Satisfaction by coach and mentor
Figure G-10. Scatter plot: General Job Satisfaction by influence

160
Figure G-11. Scatter plot: General Job Satisfaction by inspirational leadership
Figure G-12. Scatter plot: General Job Satisfaction by teamwork

Relationship Between Emotional Intelligence and Job Satisfaction A Correlational Analysis of A Retail Organization

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Relationship Between Emotional Intelligence and Job Satisfaction A Correlational Analysis of A Retail Organization

Încărcat de

Drepturi de autor:

Formate disponibile

RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND JOB

SATISFACTION: A CORRELATIONAL ANALYSIS OF A RETAIL

Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctor of Management in Organizational Leadership

All rights reserved

INFORMATION TO ALL USERS

ALL RIGHTS RESERVED

intelligence competencies and General Job Satisfaction of employees of a furniture and

bedding distribution center located in a northeastern state. The emotional intelligence

Satisfaction Questionnaire (MSQ). A random sample comprising 80 full-time employees

correlation analysis revealed that of the 12 emotional intelligence competencies, only

variables of emotional intelligence competencies. The highest correlation among the

independent variables was found between conflict management competency and

emotional intelligence competencies and General Job Satisfaction.

The dissertation is dedicated to my wonderful family: my wife Michele and my

and keeping me motivated. I dedicate the dissertation to my mother Madeleine who

Prosper who was an important support in my childhood. I dedicate my dissertation to my

achieve this academic goal.

picked me up and guided me through to the finish line. I would acknowledge my

I would also acknowledge the Vocational Psychology Research Department of the

Minnesota Satisfaction Questionnaire and Emotional and Social Competence Inventory

accept my humblest apology.

LIST OF TABLES ............................................................................................... ix

LIST OF FIGURES .............................................................................................. x

CHAPTER 1: INTRODUCTION ......................................................................... 1

Background of the Problem .................................................................................. 2

Problem Statement ................................................................................................ 4

Significance of the Study ...................................................................................... 7

Nature of the Study ............................................................................................... 8

Research Question .............................................................................................. 10

Theoretical Framework ....................................................................................... 13

CHAPTER 2: LITERATURE REVIEW ............................................................ 24

Historical Overview ............................................................................................ 25

Emotional Intelligence and Job Satisfaction ....................................................... 31

Germinal Framework of Motivational Theories ................................................. 35

Germinal Framework of Emotional Intelligence ................................................ 39

Germinal Framework of Organizational Change Theories ................................. 46

Independent Variables ........................................................................................ 49

Relationship Management .................................................................................. 52

Dependent Variable ............................................................................................ 55

Current Findings ................................................................................................. 56

CHAPTER 3: RESEARCH METHOD .............................................................. 64

Research Method Appropriateness ..................................................................... 64

Geographic Location ........................................................................................... 67

Data Collection Procedures................................................................................. 71

Data Analysis ...................................................................................................... 75

Validity and Reliability ....................................................................................... 76

CHAPTER 4: RESULTS .................................................................................... 79

CHAPTER: 5 CONCLUSIONS AND RECOMMENDATIONS ...................... 93

Summary of Findings .......................................................................................... 93

Summary ........................................................................................................... 101

REFERENCES ................................................................................................. 102

APPENDIX A: LETTER OF INTRODUCTION............................................. 128

APPENDIX B: INFORMED CONSENT AGREEMENT ............................... 130

APPENDIX C: PERMISSION TO USE MSQ TEST ...................................... 132

APPENDIX D: COPYRIGHT PERMISSION LETTER ................................. 133

APPENDIX E: DOCUMENTATION .............................................................. 134

APPENDIX F: JOB SATISFACTION SCORES AND ECI SCORES ........... 148

APPENDIX G: SCATTERGRAMS 1-12 ........................................................ 155

Table 1 Framework of Emotional Intelligence Competencies .........................................522

Table 3 Participant Ethnicity by Gender given in Number and Percentage ...................877

Table 4 Descriptive Statistics of Variables in the Study ..................................................888