Emotional Intelligence: The Most Potent Factor of Job Performance Among Executives

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Emotional Intelligence: The Most Potent Factor
of Job Performance Among Executives
Reza Gharoie Ahangar
Department of Management and Economics, Science and Research Branch,
Islamic Azad University
Iran
1. Introduction
Nowadays, we observe that some organizations are successful and others are not. One of the
reasons can be related to the ability of the organization‘s executives. The important factor
which has a significant role in the success of an executive is emotion. Emotions are an
important part of any person‘s life which seriously affects all aspects of life. Each emotion
has a motivating characteristic, a personal meaning, and an expression reflected in
behaviors (Çeçen, 2006). The term emotion encompasses an item, which is Emotional
Intelligence (EI). Emotional Intelligence (EI) is often measured as an Emotional Intelligence
Quotient (EQ), the term (EQ) was coined by (Bar-On, 1988) and can be traced to early
studies in the 1920s (Bar-On & Parker, 2000). The concept of ‘social intelligence’ was
introduced by (Thorndike, 1920), who defined it, as the ability to understand and manage
people to act wisely in human relations. The concept of EI grew out of this particular
definition, which influenced how EI was understood and conceptualized. In the early 1980s,
scholars began to systematically conceptualize the idea of EI. Notably, (Gardner, 1983), a
psychologist at Harvard University, initiated the theory of multiple intelligences and
proposed that intrapersonal and interpersonal intelligence are as important as the type of
intelligence typically measured by Intelligence Quotient (IQ) and related tests and after that
(Salovey & Mayer, 1990) introduced the term EI and defined it as the ability to deal with
emotions. Then the concept of EI was made popular by (Goleman, 1995) with his famous
book Emotional Intelligence: Why It can matter More Than IQ. Daniel Goleman explains
that IQ is considered to account for approximately 20% of the factors that determine life
success, and he argues that EI can account for the remaining factors. The importance of
emotional intelligence is emphasized because human relations in organizations are affected
by emotional factors more than by rational factors (Jung & Yoon, In Press). There are many
definition of EI; (Salovey & Mayer, 1990) defined emotional intelligence as "the subset of
social intelligence that involves the ability to monitor one's own and others' feelings and
emotions, to discriminate among them and to use this information to guide one's thinking
and actions". Salovey & Mayer (1997), revised the definition to complement it. They defined
emotional intelligence as "the ability to perceive accurately, appraise, and express emotion;
the ability to access and/or generate feelings when they facilitate thought; the ability to
understand emotion and emotional knowledge; and the ability to regulate emotions to
promote emotional and intellectual growth". Martinez (1997), refers to emotional

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intelligence as being: an array of non-cognitive skills, capabilities and competencies that
influence a person’s ability to cope with environmental demands and pressures. Another
definition is given by (Bar-On, 1997) that EI is a kind of multiple-level ability that crosses
over self emotions and social composition, and had focused on non cognitive capabilities
that influence one’s ability to succeed in life (For example, Bar-On et al., 2007). Research has
indicated that individuals with higher level of EI are more likely to experience performance
related success than individuals with lower levels of EI (Goleman, 1996; Schutte et al., 1998).
Schmidt & Hunter (2000), defined intelligence as the “ability to grasp and reason correctly
with abstractions (concepts) and solve problems”. Mayer & Cobb (2000), explain that
Emotional intelligence consists of these "four branches of mental ability": I) Emotional
identification, perception and expression II) Emotional facilitation of thought III) Emotional
understanding IV) Emotional management For most people, including senior executives, it
was thought that those with a higher Intelligence Quotient (IQ) were the most important
aspect of a company's success, but we can see Emotional Intelligence has become a vital part
of how today's executives meet the significant challenges they face. Emotionally intelligent
individuals can handle and perform efficiently in problems and emergencies, as (Scott-ladd,
2004) argued that emotional intelligence (EI) in employees is self-awareness and an ability to
deal with any exceptional uncertainty. Emotional intelligence (EI) is the capability to
identify own and others feelings and utilize this awareness to facilitate own-self and others
(Berman, 2008). Emotional Intelligence (EI) refers to abilities concerning recognition and
regulation of emotions in self and others, and to use this information to guide one’s thinking
and actions (Giardini & Frese, 2008; Mayer, Salovey, & Caruso, 2008). Two main
conceptualizations of EI are explored and there is growing consensus on two models: (i) the
‘‘ability model”, measuring maximal performance (Mayer et al., 2000b) and (ii) the ‘‘trait
model”, measuring typical performance (Petrides & Furnham, 2000, 2001). The first model,
perceives EI as a form of pure intelligence that is, EI concerns an individual’s capacity to
reason about emotions and to process emotional information to enhance cognitive processes
and regulate behavior. (Petrides et al., 2007) delineated trait EI, or emotional self-efficacy,
assesses an individual’s belief in their emotional abilities, and is defined as ‘‘A constellation
of emotional self-perceptions located at the lower levels of personality hierarchies”. The
second model, ability approach uses maximum performance measures to assess individual
differences in the interface of emotion with cognitive processes (Mayer et al., 2000b). The
ability measure of El correlates only modestly with other forms of cognitive ability (Mayer,
Roberts, & Barsade, 2008) used an ability performance-based test to assess emotional
intelligence and reported mixed results with positive effects found only in a few of the
emotional abilities examined. Emotional Intelligence can help executives in an ever more
difficult leadership role, one that fewer and fewer people seem capable of fulfilling.
Moreover, in the middle of the "Talent War,” especially at the highest levels in
organizations, emotional intelligence can give developing executives a competitive edge.
2. Literature review
2.1 Components of emotional intelligence
In 1998, in Working with Emotional Intelligence, Goleman set out a framework of emotional
intelligence (EI) that reflects how an individual’s potential for mastering the skills of Self-
Awareness, Self-Management are personal competence, Social Awareness, and Relationship

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Management are social competence that related to the job success. The first component of
emotional intelligence is Emotional Self-Awareness, which contains of Emotional self-
awareness, Accurate self-assessment, and Self-confidence. It is means, knowing what one feels,
or Knowing one’s internal states, preferences, resources, and intuitions. (Mayer & Geher, 1996)
mentioned that emotional intelligence is different from general intelligence and that the former
is differential intelligence that needs to be investigated in the future. John Mayer (for example,
Mayer & Stevens, 1994) uses the term meta-mood, the affective analogue of meta-cognition, for
key aspects of Emotional Self-Awareness. The second component of EI, Self-Management, that
contains of Emotional self-control, Transparency, Adaptability, and Achievement orientation.
The means of this factor is the ability to regulate distressing affects like anxiety and anger and
to inhibit emotional impulsivity, or managing one’s internal states and resources. The third EI
component is Social Awareness that means awareness of others’ feelings, needs, and concerns,
which encompasses the competency of Empathy, also involves the amygdala. Studies of
patients with discrete lesions to the amygdala show impairment of their ability to read
nonverbal cues for negative emotions, particularly anger and fear, and to judge the
trustworthiness of other people (Davidson et al., 2000). Other items are organizational
awareness and service orientation. Lastly, the fourth EI component is Relationship
Management, or Social Skill, poses a more complex picture, or adeptness at inducing desirable
responses in others. In a fundamental sense, the effectiveness of our relationship skills hinges
on our ability to attune ourselves to or influence the emotions of another person. This factor
encompasses Developing others, Inspirational leadership, Change catalyst, Influence, Conflict
management, and Teamwork and collaboration. (Mayer & Salovey, 1997) indicated that
emotional intelligence as composed of four distinct dimensions: 1) Appraisal and expression of
emotion in the self. 2) Appraisal and recognition of emotion in others. 3) Regulation of emotion
in the self. 4) Use of emotion to facilitate performance. (Bar-On, 1997) conceptualized EI as a
non-cognitive ability; involving five broad skill areas that help an individual become more
effective in dealing with environmental demands and pressures: Intrapersonal Skills, this
related to identify, understand and express oneself, Interpersonal Skills, this related to be
aware of, to understand, and relate to others, Adaptability is related to strong emotions and
control one’s impulses, Stress Management is related to control of stress with confront of
different situation, and General Mood is related to adapt to change and to solve problems of
personal or a social nature. (Davies et al., 1998) proposed that EQ has four abilities: Self-
emotional appraisal, others' emotional appraisal, regulation of emotion, and use of emotion.
(Salovey et al., 2000) have argued that EI components are related to a number of coping
processes, such as rumination, social support networks and the disclosure of trauma. Wong &
Law (2002), have argued that Emotional intelligence consists of four aspects: others’ emotional
appraisal, use of emotion, self-emotion appraisal, and regulation of emotion. (Cote & Miners,
2006) divided emotional intelligence into emotion perception, emotion utilization, emotion
understanding, and emotion control. Goleman (2006), revealed EI concerns the ability of a
person to maintain self-control, enthusiasm, persistence and self-encouragement, as shown in
five major dimensions: knowing your emotions, managing your own emotions, motivating
yourself, recognizing and understanding other people’s emotions, and managing
relationships.
2.2 Job performance and role of emotional intelligence
Organizations are settings that require interpersonal interaction. Most of these interactions
are related to the performance of job duties. According to (Savoie & Brunet, 2000), team

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performance assessment should include at least four different measures: (a) group
experience quality, that is, the degree upon which group experience contributes to well-
being and personal growth of team member; (b) team output, which relies on objective,
measurable, and quantifiable performance criteria, for example, number of mistakes, waste
ratio, or in the present context, percentage of technical acts meeting hygiene and safety
standards; (c) team viability, that is, the capability of the team to continue to function as a
unit; and (d) team legitimacy which relates to the appraisal of team's effectiveness by
external actors who have close ties with it (managers, clients, suppliers, etc.) Emotions can
influence thought processes by promoting different information processing strategies
(Forgas, 1995; Schwarz, 1990). For example, positive emotions tend to promote heuristic
processing (Schwarz, 1990) and may be useful for creative tasks (Isen et al., 1987) and short-
term memory tasks (Gray, 2004), whereas negative emotions promote deeper processing
(Bless et al., 1990; Schwarz, 1990) and better spatial task performance (Gray, 2004). Emotion
and cognition can be integrated to influence performance on a variety of tasks (Gray, 2004).
Austin (2004), examined the relationships between trait emotional intelligence (EI) and tasks
involving the recognition of facial expressions of emotion. Two facial expression recognition
tasks using the inspection time (IT) paradigm assessed speed of emotional information
processing. Results show that, general emotion-processing ability contributes to
performance on these tasks. Quoidbach & Hansenne (2009), investigated the relationships
between EI, performance, and cohesiveness in 23 nursing teams. Results showed that, EI
provided an interesting new way of enhancing nursing teams' cohesion and patient/client
outcomes. Among psychologists, Emotional intelligence (EI) is proposed as an important
predictor of key organizational outcomes including job satisfaction (Daus & Ashkanasy,
2005; Van Rooy & Viswesvaran, 2004). Kafetsios & Zampetakis (2008), tested the extent to
which positive and negative affect at work mediate personality effects (Emotional
Intelligence) on job satisfaction. Results indicated that positive and negative affect at work
substantially mediate the relationship between EI and job satisfaction with positive affect
exerting a stronger influence. Lyons & schneider (2005), examined the relationship of ability-
based EI facets with performance under stress. They expected high levels of EI would
promote challenge appraisals and better performance, whereas they found low EI levels
would foster threat appraisals and worse performance. Mishra & Mohapatra (2010),
mentioned yet, there is some evidence to suggest that a high EI is desirable in the work
place, and if it is, can it be taught? (Matthews et al., 2002) Note that this may be changing as
there is now some evidence that EI can be measured and that it does improve performance
in the work place (O'Boyle et al., 2010). Kim (2010), investigated how salespersons'
emotional intelligence affects adaptive selling and positive emotional expression during the
process of interaction with customers, and how such adaptive selling and positive emotional
expression affects the quality of service perceived by customers. The results show those
greater salespersons' emotional intelligence results in better adaptive selling and positive
emotional expression. He found that a person with positive emotional intelligence in work
has better sales. Nooraei & Arasi (2011), determined possible relationship between faculty’s
social competencies and their academic performance in Iran; results indicated that the social
competencies elements are significantly associated with the level of faculties' academic
performance. This finding shows the important of EI in academic setting. Khajehpour (2011),
investigated the relationship between emotional intelligence, parental involvement and

Emotional Intelligence: The Most Potent Factor of Job Performance Among Executives
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academic performance of 300 high school Students in Tehran, Iran. Results showed that both
emotional intelligence and parental involvement could predict academic achievement in
high school students. Similarly, there were significant positive relationship between
emotional intelligence and academic achievement. Some research revealed emotions, such
as excitement or enthusiasm, could stimulate employees to provide better customer service,
complete their work assignments, or contribute to the organization. Conversely, negative
emotions, such as anxiety, could facilitate employees’ ability to focus on their work tasks.
Employees with high emotional intelligence should be more adept at regulating their own
emotions and managing others’ emotions to foster more positive interactions, which could
lead to more organizational citizenship behaviors that contribute to performance
(Mossholder et al., 1981; Wong & Law, 2002) Teams with a high level of EI had a preference
for collaborative conflict resolution strategies, whereas teams with low EI preferred
avoiding strategies (Jordan & Troth, 2002). Rapisarda (2002), also found a positive
relationship between “empathy” (a sub dimension of EI) and performance in student teams.
(Jordan et al., 2002) reported that self-learning student teams with lower average EI scores
initially performed at a lower level than teams with high scores did, but eventually achieved
the same level of performance over the 10 weeks of their study. Feyerherm & Rice (2002),
demonstrated a relationship between EI and customer service teams. According to these
authors, two of Mayer and Salovey's factors (“understanding emotions” and “managing
emotions”) were positively correlated with some performance measures related to customer
service. Research has demonstrated that trait-based EI enhances performance in
interviewing (Fox & Spector, 2000), management (Slaski & Cartwright, 2002), academics
(Petrides et al., 2004), and teams (Jordan et al., 2002), and on cognitive tasks (Shutte et al.,
2001) and contextual performance. The high EI person is more likely to have possessions of
sentimental attachment around the home and to have more positive social interactions,
particularly if the individual scored highly on emotional management. Such individuals
may also be more adept at describing motivational goals, aims, and missions (Mayer et al.,
2004). (Seibert et al., 2001) discussed that Emotional intelligence may contribute to work
performance (as reflected in salary, salary increase, and company rank) by enabling people
to nurture positive relationships at work, work effectively in teams, and build social capital.
Work performance often depends on the support, advice, and other resources provided by
others. Emotional intelligence may also contribute to work performance by enabling people
to regulate their emotions so as to cope effectively with stress, perform well under pressure,
and adjust to organizational change.
2.3 Emotional intelligence and job performance in the executives
Focusing on EI as an important factor that related to performance, researchers presents
reviews a number of studies of the drivers of workplace performance. Numerous studies
have found that EI is associated with a number of positive outcomes in the workplace,
affecting variables such as leadership (Scott- Halsell et al., 2008), resistance to stress (Bar-On
et al., 2000; Mikolajczak et al., 2007), work attitude (Carmeli, 2003), job satisfaction and
performance (Kafetsios & Zampetakis, 2008; Law et al., 2008; Wong & Law, 2002),
employees’ creativity (Zhou & George, 2003) and career achievements (Dulewitz & Higgs,
1999). In recent years, different researches suggested that, IQ is not the only factor of
managers’ success and performance improvement, but also there is another factor called

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emotional intelligence that results in outstanding performance at work. Some researchers
have found that emotional intelligence has a positive and significant relation with
performance (Goleman, 1998; Mount, 2006). (Mayer et al., 2000a) suggested that EI may
influence work-related outcomes (e.g., job performance) and interpersonal interactions (e.g.,
job interviews). Goleman (1995, 1998), claimed that EI predicts life and work success.
Goleman (1998), also claimed that, because EI affects almost every aspect of work life,
employees who are high in EI are ‘‘star performers.’’ Publishers of EI tests advocate the use
of EI tests for personnel selection, claiming that research has demonstrated a strong
correlation between EI and job performance, and also he demonstrates that managers who
do not develop their emotional intelligence have difficulty in building good relationships
with peers, subordinates, superiors and clients. Carmeli (2003), has shown that managers
with high EI produce positive work attitudes and altruistic behaviors and that their
employees enjoy higher job satisfaction and performance (Wong & Law, 2002). Managers
with high EI can facilitate the performance of their employees by managing employees’
emotions that foster more creativity, resilience, and enables employees to act successfully
(Fredrickson, 2003; Zhou & George, 2003). Furthermore, managers with high EI should be
more adept at nurturing more positive interactions between employees that could foster
more cooperation (Barsade, 2002), coordination (Sy et al., 2005). The high EI individual,
relative to others, is less apt to engage in problem behaviors, and avoids self-destructive,
negative behaviors. Dulewicz & Higgs (2000), demonstrates clearly that EI impacts on work
success. Work success was defined in this review as advancement in one’s work
organization. Some research suggests that emotional intelligence is important for work
settings (Carmeli, 2003; Jordan et al., 2002). Researchers assert that employees’ EI can predict
work related outcomes, such as job satisfaction and job performance (Bachman et al., 2000;
Prati et al., 2003; Wong & Law, 2002). Furthermore, theorists posit that managers’ EI can
significantly impact these work outcomes (George, 2000; Goleman et al., 2002). A study by
(Day & Carroll, 2004) shows the positive relation of ability-based EI on performance. (Sy et
al., 2006) examined the relationships among employees’ emotional intelligence, their
manager’s emotional intelligence, employees’ job satisfaction, and performance. They found
that employees’ emotional intelligence was positively associated with job satisfaction and
performance. In addition, manager’s emotional intelligence had a more positive correlation
with job satisfaction for employees with low emotional intelligence than for those with high
emotional intelligence. Emotional intelligence is conceptually relevant for predicting
employees’ work performance because organizations require interpersonal interactions to
accomplish goals, and because most jobs require the ability to manage emotions. EI has the
potential to be a strong predictor of performance. Linking EI with performance can provide
organizations with a valid alternative for selecting and assessing employees. Enhancing EI
skills enables managers to regulate their emotions and motivate themselves more
effectively. (Patnaik et al., 2010) investigates the relationship between emotional intelligence
and work performance of executives working in the Cooperative bank and Gramya Banks in
Odisha. Their study revealed High EQ is necessary for better performance in the banking
sector. But, high EQ cannot be the only requirement for good performance on the job. (Song
et al., 2010) Studied about whether emotional intelligence (EI) has incremental validity over
and above traditional intelligence dimensions. They found support for the notion that EI has
a unique power to predict academic performance, and also revealed that EI is related to the
quality of social interactions with peers. Clarke (2010), examined a contribution specifically
to the project management field by studying the effects of training on a sample of project
managers in the UK, and identifying whether changes occur in their emotional intelligence

Emotional Intelligence: The Most Potent Factor of Job Performance Among Executives
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and relevant project management competences. Using a pre/post test research design,
positive effects were found 6 months later in the emotional ability, understanding emotions as
well as the two project manager competences. (Shahzad et al., 2011) investigated impact of EI
on employee’s performance among telecom employees in Pakistan. The results revealed that a
positive relationship exits between social awareness and relationship management and
employee’s performance, also they found Telecom sector needs to consider meaningful
features of EI as a strong predictor for efficient performance of employees. Chaudhry &
Usman (2011), examined the relationship between employees’ emotional intelligence and their
performance in Pakistan. The results revealed a moderately high correlation between
emotional intelligence and organizational citizenship behavior. It was also established that
employees’ job performance can be predicted significantly based upon their emotional
intelligence scores. (Tsai et al., 2011) analyzed the impacts among the emotional intelligence
and leadership style, self-efficacy and organizational commitment of employees in the banking
industry in Taiwan. They found that a supervisor’s emotional intelligence has a significant
positive influence on his/her personal leadership style, that a supervisor with high emotional
intelligence is able to perform excellent leading skills to elevate the employee self-efficacy, and
that employees self-efficacy results in a significant positive influence on organizational
commitment. Jung & Yoon (2011), studied the interrelationships among the emotional
intelligence of employees in a deluxe hotel. The results showed that as elements of emotional
intelligence, others’ emotion appraisal, use of emotion, and self-emotion appraisal significantly
affected counterproductive work behaviors, whereas self-emotion appraisal and use of
emotion affected organizational citizen behaviors. Focusing on these literature reviews, we can
find that there is relation between Emotional Intelligence with job performance of executives
or any person that has a responsibility in a company, organization, or society, and EI may
improve the manager performance in work and increases organizational success, therefore the
findings of this research will show this matter.
2.4 Aim and hypothesis
The aim of the current study is to explore the relationship between emotional intelligence
and job performance among executives. Therefore the objective of this research is drawing
links between EI and performance at work place. The study helps the executives at their
organization to develop and explore the concept of EI to ensure high level of performance
resulting in increased achievement of organizational and individual goals.
Accordingly, based on the foregoing literature review, we propose:
H1: Executives’ EI associates positively with job performance for employees with low EI
than for employees with high EI.
H2: Executives’ EI associates positively with their job performance.
H3: Executives’ scores on EI significantly predict their job performance.
3. Method
3.1 Participants
A number of executives from north, south, east, and west of Iran organizations have been
chosen as the subjects of the study through purposive sampling. A total of 500

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questionnaires were distributed conveniently to executives in various organizations, out of
which 218 questionnaires were returned, and a total of 18 questionnaires were excluded
from the study due to incompleteness. Therefore the participants in this study were 200
male and female executives that 73% were male, working in Iran organizations, and having
graduation degree in engineering and master’s degree in management have been selected.
The majority (92%) of the executives were in the age range 40-60 years with the remaining
8% being in the age range 20–30 years,
3.2 Measures
In this study, Job Performance is dependent variable and Emotional Intelligence is
independent variable and to measure the emotional intelligence of the sample of
executives, we used Emotional intelligence scale constructed by (Schutte et al., 1998).
Participants fulfilled a Persian version of the Schutte Emotional Intelligence Scale. The
tool contains 33 items using a 5-point Likert scale, where 1 represents ‘strongly disagree’
and 5 ‘strongly agree’. Total score may range from 33 to 165. The high scores indicate
employees’ higher ability to recognize and manage emotions. In this content (Austin et
al., 2004) reported a good internal consistency of the scale with a Cronbach alpha of .85.
The reliability of the scale was .88 therefore, is appropriate. The items of the scale are
directly related to the concept of emotional intelligence. It includes self-awareness,
empathy, self motivation, emotional stability, managing relations, integrity, self-
development, value-orientation, commitment and altruistic behavior. This measure was
chosen because it is readily available, widely used and suitable for an Iranian sample,
and also a recent study showed that the scale is more appropriate for Iranian
respondents (Khajehpour, 2011). For the purpose of data analysis, several statistical tools
and method were utilized from the statistical package for social sciences (SPSS) version
16. To assess the relationship between EI and performance, we performed T-tests,
ANOVA, and Regression.
4. Results
Present study investigates the effect of emotional intelligence on the work performance of
executives. Significance of mean differences on work performance dimensions of
emotionally high and low intelligence groups of executives was determined.
Table1 shows the difference between the mean scores of high and low emotionally
intelligence executive groups on all the dimensions of job performance is in favor of high
emotionally intelligence group of executive except one dimension that is dependability. The
T-values are significant at .01 levels for Quality of work performance, Speed on the job,
Quantity of work, Capacity of work, Ability to work without supervision, Ability to handle
different jobs, Ability to get along with others, Initiative on the job and Overall job
performance dimensions of job performance. T-value of Amount of effort expended on job,
Care in handling company, Attendance and punctuality, Planning Ability dimensions of job
performance are significant at .05 levels. The result of T-tests shows that have significant
effect on high and low emotionally intelligence executive groups. This result supports the
first hypothesis of the study.

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N. Dimensions of Job
Performance Groups N Mean SD t
1 Quality of work performance High EI 100 4.4 .517 2.89**
Low EI 100 4.1 .568
2 Amount of effort expended on job High EI 100 4.6 .528 2.69*
Low EI 100 3.9 .632
3 Speed on the job High EI 100 4.7 .516 3.80**
Low EI 100 3.9 .422
4 Quantity of work High EI 100 4.3 .527 3.54**
Low EI 100 3.8 .482
5 Capacity of work High EI 100 4.3 .517 3.65**
Low EI 100 3.8 .317
6 Care in handling company Hi
g
h EI 100 4.5 .516 2.69*
Low EI 100 3.7 .789
7 Ability to work without
supervision
Hi
g
h EI 100 4.8 .483 3.81**
Low EI 100 3.7 .675
8 Ability to handle different jobs Hi
g
h EI 100 4.7 .422 4.16**
Low EI 100 3.5 .632
9 Dependability Hi
g
h EI 100 4.7 .843 1.64*
Low EI 100 3.9 .789
10 Ability to get along with others Hi
g
h EI 100 4.6 .517 2.88**
Low EI 100 3.9 .568
11 Attendance and punctuality Hi
g
h EI 100 4.7 .422 2.50*
Low EI 100 4.1 .633
12 Planning Ability Hi
g
h EI 100 4.7 .483 2.87*
Low EI 100 3.7 .738
13 Initiative on the job Hi
g
h EI 100 4.5 .483 3.58**
Low EI 100 3.8 .632
14 Overall work performance Hi
g
h EI 100 4.7 .317 6.61**
Low EI 100 3.6 .422
*P > .05
**P > .01
Table 1. Mean and SD of high and low emotionally intelligent groups of executives on
various dimensions of job performance.
Model Sum of Squares Df Mean Square F Sig.
Regression 32.228 1 32.228 125.890 .000a
Residual 50.652 198 0.256
Total 82.880 199
a. Predictors: (Constant), Emotional Intelligence
Table 2. Prediction of Job Performance through Scores on Emotional Intelligence.
Table 2 ANOVA, shows that employees’ EI is positively related with performance as
measured through Job Performance, it is reveals the presence of a significant positive

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130
correlation between total EI scores and Job Performance (p < 0.01). The results of the current
research support the first hypothesis. Also results in Table 2 show a significant P-value
=0.000 (less than 0.05) for the prediction relation between EI and Job Performance. Thus, the
second hypothesis asserting that executives’ scores on emotional intelligence significantly
predict the future is supported. Table 3 proves only the presence of a prediction relation
between EI and the dependent variable (Job Performance).
Un-standardized Coefficients Standardized
Coefficients t Sig.
B Std. Error Beta
Emotional
Intelligence 0.823 0.048 0.682 18.259 .000
a. Dependent Variable: Job Performance
Table 3. Regression Coefficients (a).
The strength of the relationship is shown in Table 3 with the help of the values of intercept
(0.872) and slope for EI regression line (0.823). This suggests that for a one unit increase in
emotional intelligence, the respective manager can significantly predict a 0.823 increase in
their performance, whereas a slope of 0.682 for EI is produced when the test utilizes
standardized independent and dependent variables. To measure the strength of a prediction
relation through ‘Beta’ may indicate some inflated results. Consequently a conservative
measure ‘coefficient of determination’ was calculated. Employees’ scores on emotional
intelligence exhibit nearly high positive association (r = 0.682) with their organizational
citizenship behavior.
R R Square Adjusted R Square Std. Error of the Estimate
0.682 a 0.465 0.464 0.3281
a. Predictors: (Constant), Emotional Intelligence
Table 4. Model Summery of Regression for Emotional Intelligence and Job Performance.
The presence of a strong positive association between executives’ EI and performance
suggested that executives’ future performance could be predicted on the basis of their EI
scores. The second hypothesis of the study implies that employees’ EI scores significantly
predict their Job Performance. A regression analysis was applied, because, Job Performance
as a single continuous dependent variable and EI as a single continuous independent
variable are involved in this case. The test produced the significance values for hypothesis
testing regarding individual regression parameters. Table 4 indicates an ‘R2’ value of 0.465
that shows nearly 50% of the variance in Job Performance, can be accounted for by
executive’s score on EI. This result supports the third hypothesis of the study that
executives’ EI score significantly predict their job performance.
5. Discussion and conclusion
This study investigates empirically the relationship between emotional intelligence and job
performance between Iranian executives. Based on the findings of previous research, a

Emotional Intelligence: The Most Potent Factor of Job Performance Among Executives
131
significant positive correlation was expected between EI and performance. The results
indicated nearly high positive correlation (r =0.682) between the independent (EI) and
dependent (Job Performance) variables. Therefore, finding of this research revealed that
there is a significant relationship between emotional intelligence and performance. The
result that EI has a predictive effect on job performance concurs with the findings of the
previous researchers (Goleman, 1995). Proponents of EI have claimed that EI is an important
predictor of all areas of workplace performance; particularly for managers (e.g., Goleman,
1998). Also Goleman’s research shows that emotional well-being is the strongest predictor of
academic achievement and success in life. According with several studies (Lopes et al., 2006;
Sy et al., 2006) the results demonstrated convincingly that EI is an important personality-
level predictor of work affectivity and job satisfaction. Our study provides some preliminary
support for researchers who have proposed the importance of EI for leaders and executives
(e.g., Boal & Hooijberg, 2000; Day, 2000; Hooijberg et al., 1997; Sternberg, 1997). Executives,
in particular, need high EI because they represent the organization to the public, they
interact with the highest number of people within and outside the organization and they set
the tone for employee morale, says Goleman. The success of an individual working within
an organization is a function of emotional intelligence. Much of this success depends on the
abilities of individuals to motivate them and to accomplish tasks by forming teams from a
loose network of fellow workers with specific talents and expertise. Leaders with empathy
are able to understand their employee’s needs and provide them with constructive
feedback. According to (Mayer et al., 2000), individuals who score highly on the Emotional
Perception scale will be able to identify how family members and colleagues are feeling, and
will also be skilled at interpersonal interactions. Therefore, high EI people may simply have
a response style of viewing themselves, others, and neutral stimuli in a manner consistent
with positive affectivity. The results also support other researches (e.g., Law et al., 2004; Sy
et al., 2006; Wong & Law, 2002) indicating that employees’ with higher EI have higher job
performance, suggesting that employees with high EI are more adept at using their
emotions to facilitate job performance. Employees with high EI seem to be more aware of
how certain emotions can influence their behaviors and work outcomes and more adept at
regulating their emotions in such a manner that they are aligned with the requirements of
the task. This finding is supported by (Stein, 2002) which discussed about the EI factor: The
sample group scored slightly higher than average on total EI. In order from most to least
above the norms, the group scored above average on independence, assertiveness,
optimism, self-actualization, and self-regard. Highly emotionally intelligent executives are
more punctual and take maximum initiatives on the job, they put much amount of efforts to
expended their job and have better work performance as compared to their counterparts.
The finding is according to (Dulewicz et al., 2003) that found managers’ emotional
intelligence correlated positively with quality of work life and morale, also (Brackett et al.,
2004) concluded that low scores on EI were associated with poor quality peer relations.
(Suliman & Al-Shaikh, 2007) revealed that employees with higher levels of EI were found to
report higher levels of readiness to create and innovate. Results also favor the same and this
finding was also supported by (Tischler et al., 2002) he examined the linking emotional
intelligence, spirituality and work place performance and displayed a positive relationship
between emotional intelligence and work place success and also by (Cooper & Sawaf, 1997;
Megerian & Sosik, 1996; Wright and Staw, 1999). The findings of the study revealed that

Emotional Intelligence – New Perspectives and Applications
132
Emotional intelligence has a positive effect on the job performance among executives. The
executives having higher emotional intelligence show better quality of job performance as
compared to their counterparts. Emotional intelligence is an effective determinant of job
performance. The study of the relationship between emotional intelligence and job performance
among executives can be the first study which has been done in Iran. The current study is
therefore a reflection of the kinds of research that are the current focus within the area of
emotional intelligence and performance. The fact that emotional intelligence is significantly
related to executive’s performance may have valuable implications for their recruiters,
trainers, and supervisors, and governments.
6. Limitation, future research, and implication
Several limitations of the study could be mentioned. The first is the size of the sample.
Although, we gather questionnaires from different parts of Iran, but having larger sample
size (N= 200) would have strengthened the impact of the study's results. The second is that
it may be unreasonable to generalize these results to the other country. Lastly, data
collection was also a limitation because information on particular variable could be collected
through a limited number of top executives who are usually busy. In the future, we suggest
that researchers consider the importance of the influence of emotional intelligence on
performance; this study can be conducted in other countries to identify if the geographical
environment or cultural characteristics may change the results. For instance, researchers
would like to do a survey related to Emotional Intelligence among international executives;
such as Iranian, Japanese, and American executives. Results of this study also have certain
practical implication. In today’s society using emotion as a tool to achieve organizational
objectives, the rate of emotional executives is gradually increasing. Therefore, it is necessary
to draw up an effective plan to promote emotional intelligence through continuous
education and training for executives within a company and choose a manager with high EI.
7. Acknowledgment
The author would like to thank the Islamic Azad University, Science and Research Branch of
Iran for financially supporting this research.
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