IMPACT OF EMOTIONAL INTELLIGENCE AMONG FACULTY MEMBERS OF SELF-FINANCING COLLEGES

Objective: India's economy is booming, and its industrial and service sectors are expanding at an impressive rate. Organizations nowadays must overcome various obstacles and adjust to a constantly shifting environment. This study's objective is to investigate how EI and occupational stress are connected. The teachers must provide their absolute best in this scenario. Theoretical Framework: The state of affairs in India's academic community is identical. India's educational system is improving as it undergoes reform and modernization. Teachers at the collegiate level have a vital influence in influencing their students' future vocations. Methods: The present study is descriptive in nature. Using an organized survey and appropriate statistical methods, primary data has been gathered from a randomly selected group of 834.0 academics at self-financing institutions located in the Thiruvananthapuram District. Results and Conclusion: Faculty efficiency may be affected by several variables, including emotional intelligence, organizational commitment, job satisfaction, motivation, working conditions, stress, leadership, organizational culture, etc. Implication of the research: Emotional intelligence is one of the key factors which play the predominant role in determining their performance. Besides emotional intelligence, there are also factors include factors like faculty members' dedication to the institution and their level of work satisfaction. Originality/Value: The investigation shows that faculty employees' stress levels and emotional intelligence have a favorable effect on their institutions' organizational effectiveness. To be able to compete and reap the benefits of a competitive edge, businesses must employ a wide range of strategies and


INTRODUCTION
Emotional Intelligence (EI) has gained significant attention in various fields, including education, as it plays a crucial role in shaping individuals' professional and personal lives. In the context of self-financing colleges, faculty members are key contributors to the academic and overall development of students. Understanding the impact of emotional intelligence among faculty members in these colleges is essential to enhance their effectiveness in teaching, mentoring, and creating a conducive learning environment.The objective of this study is to examine the impact of emotional intelligence among faculty members of self-financing colleges. Emotional intelligence encompasses the ability to recognize, understand, and manage one's own emotions, as well as the emotions of others. It includes skills such as empathy, selfawareness, emotional regulation, and effective communication. By exploring the relationship between emotional intelligence and faculty performance, job satisfaction, student engagement, and overall college environment, this study aims to provide valuable insights into the importance of emotional intelligence in the educational setting.
The research will employ a mixed-methods approach, incorporating both quantitative and qualitative data collection techniques. Surveys will be administered to faculty members in self-financing colleges, measuring their levels of emotional intelligence and its impact on various aspects of their professional lives. Additionally, in-depth interviews or focus group discussions will be conducted to gather qualitative data, allowing for a deeper understanding of the experiences, challenges, and benefits associated with emotional intelligence among faculty members.

Problem Statement
The increased complexity of academic members' tasks has made the workplace more challenging to adapt to, leading to elevated OC and, consequently, reduced OP amongst college academics. The emotional intensity (EI) of college professors is rising as a result of their interactions with pupils, colleagues, and the responsibilities of their jobs and families, by Vasumathi, Mary &Subashini (2015); Zhang, Davarpanah&Izadpanah (2022). Among college faculty members working at privately-funded universities, the OP in college faculty members is a key issue to explore concerning EI. This investigation was prompted by a need to learn more about how emotional intelligence (EI) and stress affect openness to experience (OP) for educators in for-profit institutions.

Scope of Study
The findings of this study might assist financially independent universities boost their operational performance by raising the EI of their teaching staff. With this information in hand, we may design programs to encourage professors to exercise greater emotional self-control. The study's findings might shed light on what motivates and inspires successful educators to do their jobs well. The impact of JS, as well as OC upon EI & OP, would also be emphasized in the research. The educators might use the study's findings as a guide to boosting their EI and, in turn, the OP.

Significance of Study
There is limited evidence supporting the use of EI in academic, professional, and other significant spheres of life. To help fill in the blanks, this study investigates the connection between EI, OC, with JS, as well as their effect on OP among the teaching staff at universities that fund themselves. To motivate, retain, and improve the academic achievement of teaching instructors employed by self-financing colleges, this investigation is deemed necessary so that organizations may schedule sessions for instruction and growth or other measures.

Literature Review
The value of education to a country's progress cannot be overstated. This style of education promotes students' overall growth and maturity. Those who invest in their learning are better able to contribute to the betterment of society, according to Akanni, Kareem &Oduaran (2020). It is the job of educators to help their pupils develop into productive members of society. Education helps one become more sociable in general. This method ensures that the present generation gets exposed to both old and modern works, which benefits society as a whole. Universities can do a lot of good for a society built on a bedrock of shared knowledge, studied by Alsharari&Alshurideh (2020). The power it can have on a country's economy is well acknowledged. The educational system in India is now undergoing muchneeded reforms that are improving education in the country as a whole. Faculty personnel are the educational sector's most valuable assets because of the wealth of information and expertise they possess, by Arghode, Lathan, Alagaraja, Rajaram, & McLean (2022).
Because of the high regard in which they are regarded, teachers are subject to a great deal of pressure. Most people consider teaching to be a low-stress job, according to Atrizka&Pratama (2022); Bayighomog&Arasli (2022). Academics have traditionally been celebrated for their security of position, manageable workloads, independence, and ability to follow their research interests, although earning far less than their private sector counterparts,studied by Chakravorty & Singh (2022). Nonetheless, the significance of a few of these benefits has diminished during the past two decades. As a result of social and societal shifts, educators are today expected to do more than ever before, by Chandra (2021); D'Souza, Irudayasamy, Usman, Andiappan&Parayitam (2021). Under these conditions, the incorporation of novel aspects of organizational behavior has rapidly ascended to the pinnacle of the company's strategic roadmap. Some of these new organizational behaviors include the value placed on workers' emotional intelligence (EI), the incorporation of attributes related to work design, employee commitment, and employee satisfaction,according to Dhoopar, Sihag, Kumar & Suhag (2022);D'Souza, Irudayasamy&Parayitam (2023).
Over the last decade, experts in organizational behavior and industrial psychology have established the term "EI," which has now gained significant recognition in the business sector,stated by Galaiya, Kinross &Arulampalam (2020). Over time, it became known as a divisive issue among academics, researchers, and corporate executives, studied by Garg, Mittal, Khanna, & Rawat (2022); Geetha &Sripirabaa (2017); Han, Kim, Park & Lee (2022).
Teachers with a high emotional quotient approach their lessons and their pupils with enthusiasm and enthusiasm for learning. Compared to their peers at publicly financed universities, lecturers at privately supported academies receive fewer perks,according to Kesavan (2022) Renji M. et.al, (2022; Maguire, Egan, Hyland & Maguire (2017). Educators need emotional regulation skills to be effective in the classroom and make progress toward social and organizational goals, by Mala & Kannan (2022) and Renji M. et.al, (2022). Professors at university level can have a long-lasting impact on their pupils. They need to give 100% if they want this to succeed. Faculty members with a personal investment in the university are more likely to put in long hours in its service, detailed by Manikandan, Murugaiah, Velusamy, Ramesh, Rathinavelu, Viswanathan &Jageerkhan (2022); Meeks, Peak &Dreihaus (2023). They take pleasure in their workplace and its achievements. The children's upbeat demeanor rubs off, raising their academic performance overall.
Despite this diversity in positions and responsibilities, faculty members face comparable difficulties, by Nugroho, Anggreni, Afnanda, Arta & Tannady (2023) because of the large range of experiences they have on the job. This is because, as time has progressed, the responsibilities of faculties have grown even more. Instead of lecturing, today's faculty members act as "learning facilitators", by Petruzziello, Mariani, Guglielmi, van der Heijden, de Jong & Chiesa (2023). Teachers today are expected to do more than just instruct their students; they must also act as role models and counselors, monitor students' progress, provide information relevant to student's lives outside of school, familiarise them with cutting-edge technologies, and improve their expertise, as per Rogowska & Meres (2022); Shorosh & Berkovich (2022); Stoyanova-Bozhkova, Paskova & Buhalis (2022). They must also take the initiative to further their education and experience in the field. If you are serious about applying for one of these jobs, EI is a must. Recent years have brought to light several issues that are hindering university instructors' efficiency, many of which can be traced back to the excessive workloads they are expected to carry. The general performance of institutions that use self-financing techniques has been connected to a variety of elements, such as emotional intelligence, organizational commitment, stress, and job happiness. The study's goal is to provide light on the complex interplay involving OP as well as EI in the business world.

Hypothesis of Research
These hypotheses are based on the literature review and are designed to answer the study's questions. Null hypothesis (Ho), as well as alternative hypothesis (H1), were used to test the hypotheses and determine whether or not they were compatible with the aims of the current investigation. In this investigation, we use the following operational definitions for Ho (null hypothesis) as well as Ha (alternative hypothesis): H0 -Amongst the teaching academics working at private institutions, there is no statistically significant correlation between EI, OC, JS, and OP. Ha -Among the teaching staff at for-profit universities, there is a statistically significant correlation between EI, OC, JS, and OP.

Aims and Objectives
The focus of this study is on how EI affects academic output at institutions that are responsible for their funding.
Following are some of the goals of this research: • To determine how the EI of faculty in tuition-free or low-cost universities affects OP.

Research Questions
The research questions include 1. Explain the impact of EI on OC and JS. 2. Whether JS mediates between EI and OC? 3. How do EI, OC, and JS impact OP? 4. Whether demographic variables have an impact on EI, OC, JS, and OP.

Tools for Data Collection
Errors regarding data gathering and analyzing information may be kept to a minimum if the study approach is solid. This is why we choose to use a questionnaire to gather information. Respondents in the study consist of faculties randomly selected from private businessandmanagementinstitutions.

Population of Study
The research was designed to study EI and its relationship withconflictmanagementstylesof Management of Business Administration (MBA)facultymembersofselected colleges affiliated with Kerala University, India. The total number of facultymembers is 834.0. Chosen faculty members are interviewed according to a predetermined timetable. Cronbach's Alpha is used to evaluate the characteristics of the questionnaire for both reliability and validity. Theresearcherusedsimple randomsampling. A minimum of 6 monthly experience is required to consider in the sample.

Sampling
After selecting the geographical location for the study, the researcher has takenrandomsampling. Pilot research is performed on a subset of management departments before the full-scale survey is created. The goal of this pilot project is to collect feedback and ideas from members of the management faculty. This pilot study was conducted in organizations chosen at random to test (i) how well the questions fit the context, (ii) how well the item covered the various issues at play, and (iii) how clear, well-worded, unambiguous, and quickly responsible the questions were. This preliminary research was conducted in the study's representative sample of businesses. The pilot research revealed that the questions were easy to understand and that the full questionnaire could be finished in about fifteen minutes. Therefore, to conform to the standards, questions that are redundant, unsuitable, or difficult to grasp are revised. Several professors are interviewed further to explore EI at different corporate levels, contemporary EI practices, and stress management techniques. Some teachers are also allowed to discuss their concerns, points of view, and ideas for improving the EI in one-on-one interviews. Descriptive level of testing, analysis of variance (ANOVA), and Chi-square analysis applied on primary data collected on various aspects of the current study to evaluate the degree of EI to determine the impact that EI has on OP. The present study uses SPSS version 21 for data analysis.

Reliability
When discussing research instruments, dependability refers to how consistent, steady, predictable, as well as accurate they are. The more an instrument's reliability along with stability, the higher its dependability. If further measurements taken under identical conditions yield comparable results, then the measurement device or test can be considered dependable. Cronbach's alpha, the gold standard for reliability testing, has been set at 0.7 in this research. Two of the EI dimensions, namely Emotional Management of Others (EMO) as well as Emotional Self Control (ESC), possess an insufficient connection with Organisational Commitment, while the remaining five, including Emotional Expression (EE), Emotional Awareness of Others (EAO), Emotional Self-Awareness (ES), Emotional Self-Management (ESM), as well as Emotional Reasoning (ER), possess an adequate connection with OC. Table  1 displays the outcomes of a reliability study of the various constructs.  (2023) All the constructs namely affective commitment, continuance commitment, normative commitment, and Emotional intelligence, including (but not limited to): self-awareness, expressiveness, understanding of others' emotions, reasoning, regulation of emotions, including self-control exhibit adequate reliability with internal consistency values of 0.951, 0.950, 0.951, 0.952, 0.951, 0.950, 0.949, 0.951, 0.952,0.950,0.949 and 0.950 respectively which is greater than an alpha value of 0.7.

Demographic Characteristics
When describing the demographics of the investigation's sample, researchers turn to descriptive statistics, which are the most fundamental type of statistics. Marital status, age, gender, level of education, place of employment, monthly paycheck, years of expertise with the current organization, and years of overall work experience are just some of the socioeconomic Impact of Emotional Intelligence Among Faculty Members of Self-Financing Colleges ___________________________________________________________________________ Rev. Gest. Soc. Ambient. | Miami | v.17.n.6 | p.1-13 | e03396 | 2023. 7 factors that can be employed in an analysis of percentages to characterize the population being studied. Table 2 provides a breakdown of the sample population by the aforementioned demographic categories. The extent to which EI, JS, OC, as well as OP, are shown by faculty members is strongly influenced by their demographic makeup. The above data is collected from 834.0 facultymembersworkingin MBA colleges. It can be understood from the descriptive statistics that most of the facultymembers belong to the age group category of below 30 years. It is also visible that most faculty members are postgraduates as it is the basic and mandatory requirement in educational institutions. It is also clear that most of the faculty members are female since the teaching profession is a comfortable, convenient, and safe profession for females, and also teaching profession gives a lot of vacations which gives women the edge to look after their Impact of Emotional Intelligence Among Faculty Members of Self-Financing Colleges ___________________________________________________________________________ Rev. Gest. Soc. Ambient. | Miami | v.17.n.6 | p.1-13 | e03396 | 2023. 8 household work. Most of the faculty members are married since the average respondents were from the 30 years of age group and most of the faculty members arefemales, this is the age at which, normally, a person gets married. It can be understoodfrom the descriptive statistics that most of the faculty members have an experiencebetween2to5yearsinteachingandearna monthly salary between Rs. 20,001 to Rs. 30,000. Table 3 analyzing the degree of the link between both continuous variables represents what correlation analysis does. The magnitude and course of associations among two variables may be determined through the use of correlation. The investigation of the connection across two variables is known as correlation. The symbol "r" is used to indicate a correlation. There must be a natural relationship between the two factors. The value of "r" fluctuates between -1 and +1. In Table 3, we see a comprehensive correlation analysis of the research's variables. such as EI, OC, JS, and OP. From Table 3, alloutcomesofEIareinterrelatedwithoutcomesof OC, JS, and OP, andalso the relationship among the variables is found. From the above analysis it isfoundthattheEIhas a strongpositiverelationshipwithJS and OP, this infers that the emotionally intelligent faculty members can manage their emotions and have high levels of JS which in turn enhances their performance towards their organization. This depicts that the EI of the faculty members does not prudently relate to the commitment of the faculty members.

Chi-SquareAnalysis
The chi-square test may be used to compare observed and anticipated frequency distributions and to check whether there is a statistically significant difference. The Chi-Square test, often known as the χ2 test, provides a helpful statistic for comparing actual findings with conceptual or hypothesis-based expectations. A researcher has applied the chi-square test for testing the hypothesis as shown as Table 4.  (2023) The Chi-square output is provided as Table 4 represents the measure of JS presented in the columns and the level of EI is presented in the rows. In this case, it was revealed that the chi-square value = 6.530 and p<0.05. The results reveal that the EI of the respondents has a significant association (p<0.005) with the JS of the faculty members. As a result, it was determined that students' JS varies according to the teachers' levels of emotional intelligence. Therefore, it was shown that it has a statistically significant correlation between teachers' levels of JS as well as EI. Hence null hypothesis H0 was rejected and H1 was accepted. The result shows that the faculty member with a high level of EI is highly committed to their organization.

ANOVA
The significance of variations in averages among three or more distinct categories can be tested using a one-way analysis of variance (ANOVA). That's why it comes in handy in situations with a minimum of two parties. The correlation between mean scores across multiple variables at once may be calculated with ANOVA. ANOVA was performed for every one of the decisions on demographic factors presented in Table 5 to establish whether there is a substantial difference across the categories of employees categorized by age, academic achievement, financial status, overall employment experience, and experience in their current organization concerning the various variables under study.  (2023) Five different demographic variables are compared with the OP of the faculty members. From the above table, it is inferred that significant (p) values of demographic variables such as educational qualification (p=.061), total years of experience (p=.248), and experience in the current organization (p=.438) were higher than 0.05, No statistical significant differences were found between the instructors and OP in terms of demographic factors like educational level, the overall length of experience, / expertise in the present organization. As a result, we support the null hypothesis.
Using an ANOVA test, we relate the teachers' EI to their age, number of years they have teaching expertise, number of years within the present company, and monthly compensation. The results of ANOVA imply that the EI of the faculty members are differed based on their age and total experience as the teaching of the faculty members and also the EI of the faculty members are not differed based on the monthly salary and experience in the current organization of the faculty members, by Rogowska& Meres (2022). From the mean value of the ANOVA test, it is clearly understood that the faculty members below 30 years of age category and the faculty with 2 to 5 years of total experience category have more EI compared to the faculty members with other age and total years of experience in the teaching field category. The result of correlation analysis shows that the EI of the faculty members is positively correlated with the JS. Correlation results also exhibit that, there is a somewhat positive correlation between faculty EI as well as OC, and a highly positive correlation between faculty EI via OP. The EI of the faculty member has a moderate positive relationship with all the three dimensions of the OC such as affective commitment, continuance commitment, and normative commitment, according to Maguire, Egan, Hyland & Maguire (2017). The Chi-square result shows that EI has a significant effect and has a moderate relationship with OC. The Chi-square analysis confirms the favorable correlation between EI and both JS and OP amongst the teaching staff.

CONCLUSION
The purpose of this research is to investigate the impact of EI on OP and the roles that JS and OC play in its maintenance. To further understand the roles that emotional maturity, toughness, and JS play in boosting teachers' performance, the present study examined the influence of EI, OC, and overall performance. The faculty members might use the data to work on aspects of their private life that have contributed to a reduction in teaching quality, as well as strengthen their sense of self as professionals. The findings are also useful for developing techniques to better educate teachers and equipping teachers with all the character qualities essential for successful teaching. To help faculty members establish a robust and well-rounded personality, the results recommend a personality grooming technique. This does help shape and develop a competent educator, which is crucial for successful teaching and productive student outcomes.
The study focuses specifically on faculty members of self-financing colleges, which may limit the generalizability of the findings to other types of colleges or educational institutions. Different college environments, faculty demographics, and institutional policies may influence the impact of emotional intelligence differently in various contexts.The data collection relies on self-reported measures of emotional intelligence and its impact on faculty members. Self-report measures may be subject to social desirability bias. Itbiases could affect the accuracy of the reported emotional intelligence levels and its perceived impact on their professional lives.Future research could compare the impact of emotional intelligence among faculty members across different types of colleges, such as public, private, or non-profit institutions.