From Emotion to Engagement: The Role of Emotional Intelligence among Academic Staff in Private Higher Education Institutions

Abstract

This study investigates the impact of emotional intelligence (EI) on work engagement (WE) among academic staff in private higher education institutions (HEIs) in Klang Valley, Malaysia. Rising job demands and mental health concerns among lecturers underscore the need to explore psychological factors that support occupational well-being. A quantitative approach was employed, involving 185 academic staff selected via convenience sampling. Data were collected using the Wong and Law Emotional Intelligence Scale (WLEIS) and the Utrecht Work Engagement Scale (UWES-9), then analyzed using SPSS. Results indicated that most respondents exhibited high levels of both EI and WE. Furthermore, all four EI dimensions-emotional appraisal (SEA), others’ emotional appraisal (OEA), use of emotions (UOE), and regulation of emotions (ROE) significantly predicted work engagement, with UOE emerging as the strongest predictor. These findings highlight the role of emotional intelligence in sustaining engagement among academic professionals, suggesting the need for institutional initiatives that foster emotional competencies. Future research should consider mixed method designs and larger, stratified samples to deepen understanding in this area.