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International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 02, 2020
ISSN: 1475-7192
Received: 02 Dec 2019 | Revised: 24 Jan 2020 | Accepted: 16 Feb 2020 5327
Study on Relationship between Emotional
Intelligence and Self Actualization among
Academicians of Tamil Nadu Universities
1
Dr. R. Gopinath
Abstract--- Every profession needs a certain set of skills to fulfill their professional responsibilities.
Teaching is a profession, in which the academician needs to prepare himself before entering in to teaching
profession. They require lot of patients even for the classroom management; they are in the position to handle the
emotions of young adolescents. This makes Emotional Intelligence is very much importance for academicians. Self-
Actualization means actualizing one’s own capabilities, becoming everything one is capable of becoming. Self-
actualized individuals are also thought to be correlated with higher levels of Emotional Intelligence, better
outcomes at work, better general health and well-being in the quest for personal development, Emotional
Intelligence refers to being effective and Self- Actualization to doing the best you possibly can. Being both
Emotional Intelligence and Self- Actualization is considered as important for academicians, the researcher
attempted to study the influence of Emotional Intelligence on Self- Actualization of academicians in Tamil Nadu
Universities. 175 samples were collected through Purposive Stratified Random Sampling technique. The researcher
found significant and positive influence of Emotional Intelligence on the Self- Actualization of academicians of
Tamil Nadu Universities.
Keywords--- Emotional Intelligence, Self- Actualization, Academicians
I. INTRODUCTION
Emotional Intelligence is an important aspect for human well-being and success in any profession
(Gopinath, 2011 a). It is the skill by which emotions are handled effectively by the individuals for managing the
pressures of personal and as well as professional lives (Baron, 1997). The teaching profession expects the
academicians to be innovative, flexible in approach, updated with day-to-day developments in their subject area and
as they are dealing with young minds, they should be capable of recognizing and managing their emotions (Manoj
Kumar Choudhary & Sandeep Kumar Choudhary, 2013; Gopinath, 2011 b). Profession that requires team work also
needs a high level of Emotional Intelligence. Teaching is also a profession which demands a high level of team
work. A teacher has to face innumerable challenges and play different roles in their institution. they not only plan
1
Dr.R.Gopinath, D.Litt. (Business Administration) - Researcher, Madurai Kamaraj University, Tamil Nadu, India,
International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 02, 2020
ISSN: 1475-7192
Received: 02 Dec 2019 | Revised: 24 Jan 2020 | Accepted: 16 Feb 2020 5328
lessons but also organize activities, maintain necessary records, administer time-table, preparing teaching aids, adopt
new techniques of communication and motivate the students by words and deeds, to manage this hectic schedule and
stress, they very much require Emotional Intelligence (Gopinath, 2014). And also Emotional Intelligence role in
teaching is prominent in schools (Sivakumar, & Chitra, 2017).
Maslow described Self- Actualization as struggling for one’s reaching and fulfilling own potential.
According to Herzberg, (1957) The psychological profile of self-actualized people consists of two dimensions, the
first one is openness to experience (being aware of one’s emotions, having insight, empathy, and healthy
interpersonal relations) and the next is reference to self (being responsible for oneself, having a well-developed
ethical understanding, and self-esteem, expressing oneself cognitively and emotionally and not being too much
sensitive to other people’s ideas, influences, and criticisms), these gives meaning to life an these both dimensions
consider Emotional Intelligence as an essential component to self –actualization (Bass, 1965; Lewis & Joan, 1995).
II. REVIEW OF LITERATURE
Human beings are not completely rational creatures, and emotions have prominent role in decisions.
Human brain processes information from five senses in two dimensions, which are feeling brain and thinking brain.
Feeling brain is quick, strong, and impulsive. It is effective dealing with recognizing, targeting, or avoiding to
simpler things, situations, events, and/or people (Goleman, 1995; 1998). Whereas thinking brain locates in outer
part of the brain, is effective in dealing with understanding, problem solving, planning, and decision making
processes, slow and considerate. After the reaction of the feeling brain, the thinking brain starts to function for the
improvement of the conditions. So emotions are playing inseparable role in human life. Numerous researches have
been conducted about the Self- Actualization of employees, and they strongly accepted about the positive
relationship between Self- Actualization and job satisfaction (Gopinath, 2020). Past researches have supported the
possible relationship between Emotional Intelligence and Self- Actualization. Charles et al., (2006) investigated the
influence of Self- Actualization of high school biology teachers and student progress. But the researcher couldn’t
find any significant difference between Self- Actualization and the achievement in biology and critical thinking
scores of students of teachers with different degrees of Self- Actualization. Bar-On (2010) found positive
relationship between Self- Actualization and Emotional Intelligence, and the Emotional Intelligence was found to
support the Self- Actualization of individuals. Moreover, Rupinderjit Kaur Kamboj (2008) also explained the
relationship of Emotional Intelligence and Self- Actualization; they found that those teachers who have high
Emotional Intelligence were more self-actualized and less stressed than those who have low Emotional Intelligence
(Gopinath, & Ganesan, 2014).
OBJECTIVE OF THE STUDY
To study the relationship among demographic factors with respect to Emotional
Intelligence and Self- Actualization of academicians of Tamil Nadu universities.
International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 02, 2020
ISSN: 1475-7192
Received: 02 Dec 2019 | Revised: 24 Jan 2020 | Accepted: 16 Feb 2020 5329
To study the relationship between the factors of Emotional Intelligence and Self-
Actualization of academicians of Tamil Nadu universities.
To study the influence of Emotional Intelligence on Self- Actualization of Academicians
of Tamil Nadu universities.
HYPOTHESIS
H01: There is no significant difference among the demographic profile of the respondents with
respect to Emotional Intelligence and Self- Actualization.
H02:There is no significant relationship between Emotional Intelligence and Self- Actualization.
H03: There is no significance Emotional Intelligence and Self- Actualization.
III. RESEARCH METHODOLOGY
Ex-post-facto research design was used by the researcher to study relationship between Emotional
Intelligence and Self Actualization among the academicians of Tamil Nadu Universities. Baron’s Emotional
Inventory was used to collect data about Emotional Intelligence and Scott Barry Kaufman’s (2018) questionnaire
was used to collect data about Self- Actualization. The researcher used purposive stratified random sampling
technique for the 175 samples.
IV. ANALYSIS
4.1 DEMOGRAPHIC PROFILE OF THE RESPONDENTS WITH RESPECT TO EMOTIONAL
INTELLIGENCE AND SELF- ACTUALIZATION
Regarding Age of the respondents, Since the P value is less than 0.01 the null hypothesis is rejected at 1%
level of significance with regard to self-awareness, managing emotions, motivating self, empathy, social skills and
Self- Actualization. Hence there is a significant difference among age group with respect to self-awareness,
managing emotions, motivating self, empathy, social skills and Self- Actualization of academicians.
Regarding educational qualification of the respondents, Since the P value is less than 0.01 the null
hypothesis is rejected at 1% level of significance with regard to self-awareness, managing emotions, empathy,
motivating self, social skills and Self- Actualization. Hence there is a significant difference among educational
International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 02, 2020
ISSN: 1475-7192
Received: 02 Dec 2019 | Revised: 24 Jan 2020 | Accepted: 16 Feb 2020 5330
qualification with respect to self-awareness, managing emotions, motivating self, empathy, social skills and Self-
Actualization of academicians.
Regarding year of experience since the p value is less than 0.01 the null hypothesis is rejected at 1% level
of significance with regard to self-awareness, managing emotions, motivating self, empathy, social skills and Self-
Actualization. Hence there is a significant difference among experience with respect to self-awareness, managing
emotions, motivating self, empathy, social skills and Self- Actualization of academicians.
Regarding grade of the respondents, Since P value is less than 0.01 the null hypothesis is rejected at 1%
level of significance. Hence there is highly significant difference between designation of academicians with respect
to self-awareness, managing emotions, motivating self, empathy, social skills and Self- Actualization. Based on the
mean score professors have better Self-Awareness, Managing Emotions, Motivating One-Self, Empathy, Social
Skills and Self- Actualization.
Table 1. Showing difference among demographic profile of the respondents with respect to
Emotional Intelligence and Self- Actualization
Variables
Emotional Intelligence
Self-
Actualizatio
n
Self-
Awarenes
s
Managing
Emotions
Motivating
One-Self
Empathy
Social Skills
F
P
F
P
F
P
F
P
F
P
F
P
Age
4.832
<0.001**
6.586
<0.001**
7.725
<0.001**
5.405
<0.001**
3.567
<0.001**
11.345
<0.001**
Educational
qualification
12.457
<0.001**
5.432
<0.001**
6.453
<0.001**
3.567
<0.001**
5.645
<0.001**
6.789
<0.001**
International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 02, 2020
ISSN: 1475-7192
Received: 02 Dec 2019 | Revised: 24 Jan 2020 | Accepted: 16 Feb 2020 5331
Year of
Experience
4.567
<0.001**
8.978
<0.001**
5.467
<0.001**
4.567
<0.001**
6.784
<0.001**
6.345
<0.001**
Grade
3.453
<0.001**
5.324
<0.001**
6.764
<0.001**
3.452
<0.001**
4.543
<0.001**
4.786
<0.001**
Gender
2.332
<0.001**
4.563
<0.001**
5.678
<0.001**
2.522
<0.001**
3.824
<0.001**
2.960
0.0732
** Denotes significance at 1% level. * Denotes significance at 5% level.
With respect to gender of the respondents, Since P value is less than 0.01 the null hypothesis is rejected
at 1% level of significance. Hence there is significant difference between male and female with respect to self-
awareness, managing emotions, motivating self, empathy, social skills. But since the p value is greater than 0.05 the
null hypothesis is accepted with reference to gender and Self- Actualization. Hence there is a significant difference
among the gender of the respondents and Self- Actualization.
4.2 RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND SELF- ACTUALIZATION
Table 2. Showing Pearson Correlation Coefficient between factors of Emotional Intelligence and Self-
Actualization
Factors of
Emotional
Intelligence and
Job Satisfaction
Self-Awareness
Managing
Emotions
Motivating One-
Self
Empathy
Social Skills
Self-
Actualization
Self-Awareness
1.000
0.571**
0.688**
0.676**
0.616**
0.737**
Managing
Emotions
1.000
0.591**
0.643**
0.553**
0.656**
International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 02, 2020
ISSN: 1475-7192
Received: 02 Dec 2019 | Revised: 24 Jan 2020 | Accepted: 16 Feb 2020 5332
Motivating One-
Self
1.000
0.625**
0.599**
0.694**
Empathy
1.000
0.655**
0.682**
Social Skills
1.000
0.687**
Self- Actualization
1.000
**Correlation is significant at the 0.01 level (2-tailed)
The correlation coefficient between Self-Awareness and Managing Emotions is 0.571 which indicates 57.1
percentage positive relationships between Self-Awareness and Managing Emotions at 1% level of significance. The
correlation coefficient between Self-Awareness and Motivating One-Self is 0.688 which indicates 68.8 percentage
positive relationships between Self-Awareness and Motivating One-Self at 1% level of significance. The correlation
coefficient between Self-Awareness and Empathy is 0.676 which indicates 67.6 percentage positive relationships
between Self-Awareness and Empathy at 1% level of significance. The correlation coefficient between Self-
Awareness and Social Skills is 0.616 which indicates 61.6 percentage positive relationships between Self-Awareness
and Social Skills at 1% level of significance. The correlation coefficient between Self-Awareness and Self-
Actualization is 0.737 which indicates 73.7 percentage positive relationships between Self-Awareness and Self-
Actualization at 1% level of significance, as like other factors are also positively correlated with each other.
Especially, each Emotional Intelligence factors correlation with Self- Actualization positive and highly significant.
All the factors have more than 65% correlation with Self- Actualization.
4.3 SIGNIFICANCE OF EMOTIONAL INTELLIGENCE ON SELF- ACTUALIZATION
Multiple Regressions determines the statistical relationship between more variables. More than two
(independent) variables is the cause of the behavior of another one (dependent) variable.
Regression analysis is concerned with the derivation of an appropriate mathematical expression is derived
for finding values of a dependent variable on the basis of independent variable. Thus it is designed to examine the
relationship of a variable Y to a set of other variables X1, X2, X3……………Xn, the most commonly used liner
equation in Y=b1 X1 + b2 X2 +………………+ bnXn + b0.
Here Y is the dependent variable which is to be found. X1, X2,……..and Xn are known variables with
which predictions are to be made and b1, b2,……...bn are coefficient of the variables.
International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 02, 2020
ISSN: 1475-7192
Received: 02 Dec 2019 | Revised: 24 Jan 2020 | Accepted: 16 Feb 2020 5333
In this study the dependent variable is Self- Actualization Independent variables are Social Skills,
Managing Emotions, Empathy, Self-Awareness, and Motivating One-Self are discussed as follows:
Table.3. Multiple Correlation
Dependent variable :
Self- Actualization (Y)
Independent Variable :
• Self-Awareness (X1)
• Managing Emotions (X2)
• Empathy (X3)
• Social Skills (X4)
• Motivating One-Self
(X5)
Multiple R value :
0.792
R Square value :
0.573
F value :
58.323
P value :
<0.001
Variables
Unstandardized
Co-efficient
SE of B
Standardized
Co-efficient
t- value
P-value
(Constant)
0.203
0.212
-
0.453
0.659
Self-Awareness
-0.032
0.035
-.012
-0.173
<0.001**
Managing
Emotions
0.231
0.056
.207
4.363
<0.001**
Motivating
One-Self
0.433
0.086
.352
4.846
<0.001**
International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 02, 2020
ISSN: 1475-7192
Received: 02 Dec 2019 | Revised: 24 Jan 2020 | Accepted: 16 Feb 2020 5334
** denotes significance at 1% level. * denotes significance at 5% level.
The multiple correlations co-efficient is 0.792 measure the degree of relationship between the actual values
and predicted values of Self- Actualization. Because the predicted values are obtained as a liner combination of Self-
Awareness (X1), Managing Emotions (X2), Empathy (X3), Social Skills (X4), Motivating One-Self (X5). The
coefficient value of 0.792 indicates the relationship between Self- Actualization and all the independent variables
are positive relationship with Self- Actualization. the value of R square is 0.792 which means 79.2 percentage
variation in Self- Actualization is explained by the estimated SRP that uses, Self-awareness, Managing Emotions,
Motivating One self, empathy and Social Skills are independent variables and R square value is significant at 1%
with Self- Actualization as the independent variable.
The Multiple Regression Equation is
Y =0.203+ (-0.032X1) + 0.231X2 + 0.433X3 + 0.086X4 +0.336X5
Hence, the coefficient of X1 is -0.032 represents the negative effect of Self-Awareness on Self-
Actualization, holding the other variables as constant. The negative sign implies that Self- Actualization would
decrease by 0.012 for every unit of decrease in Self-Awareness. The coefficient of X2 0.231 represents the positive
effect of Managing Emotions on Self- Actualization holding the other variables as constant. The estimated positive
sign implies Self- Actualization would increase by 0.207 for ever unit of increase in Managing Emotions and this co
efficient value is significant at 1% level.
The coefficient of X3 is 0.433 represents the positive effect of motivating self on Self-
Actualization, holding the other variables as constant. The estimated positive sign implies that Self- Actualization
would increase by 0.433 for every unit of increase in motivating self and this coefficient value is significant at 1%
level. The coefficient of X4 is 0.086 represents the positive effect of Empathy on Self- Actualization. Holding the
other variables as constant the estimated positive sign implies that Self- Actualization would increase by 0.086 for
every unit of increase in Empathy and this coefficient value is significant at 1% level. The coefficient of X5 is 0.336
represents the positive effect of Social Skills on Self- Actualization. Holding the other variables as constant the
estimated positive sign indicates, Self- Actualization would increase by 0.336 for every unit of increase in Social
skills and this coefficient value is significant at 1% level.
Empathy
0.086
0.078
.066
0.954
<0.001**
Social Skills
0.336
0.045
.274
3.338
<0.001**
International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 02, 2020
ISSN: 1475-7192
Received: 02 Dec 2019 | Revised: 24 Jan 2020 | Accepted: 16 Feb 2020 5335
Based on standardized coefficient Managing Emotions, Motivating One-Self, empathy and Social
Skills are the positive contributing factor to Self- Actualization, Self-Awareness is the negative contributing factor
to Self- Actualization.
4.4. Relationship between Emotional Intelligence and Self- Actualization
Table 4. Correlation table showing Relationship between Emotional Intelligence and Self-
Actualization
Factors of Emotional
Intelligence and Self- Actualization
Emotional
Intelligence
Self- Actualization
Emotional Intelligence
1.000
0.803**
Self- Actualization
1.000
** Correlation is significant at the 0.01 level (2-tailed)
The correlation coefficient between Emotional Intelligence and Self- Actualization is 0.803 which indicates
80.3 percentage positive relationships between Emotional Intelligence and Self- Actualization.
V. CONCLUSION
It has been proven that Emotional Intelligence is the one among the best tool for the better understanding of
teachers. When teachers are in the situation to solve problems and make key decisions, Emotional Quotient supports
Intelligence Quotient and enables better decision making, better job satisfaction (Gopinath & Chitra, 2020 b),
supports high retention (Sivakumar & Chitra, 2018). And the blessing is, this emotional quotient can be developed
by practice even at adulthood, Even it is influenced by family structure and the educational qualification of the
parents (Gopinath & Chitra, 2020 a). As a teacher plays an important role in shaping the student’s behavior, an
emotionally balanced academician is the need of the day. By improving Emotional Intelligence the academicians’
ability to think independently is increased, which paves the way for Self- Actualization (Mitali Panda, 2015).In
present study, the researcher found positive and significant relationship between the five dimensions of Emotional
Intelligence (self-awareness, managing emotions, motivating self, empathy, social skills) and Self- Actualization of
academicians of Tamil Nadu Universities. The demographic factors are significantly different with the dimensions
International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 02, 2020
ISSN: 1475-7192
Received: 02 Dec 2019 | Revised: 24 Jan 2020 | Accepted: 16 Feb 2020 5336
of Emotional Intelligence (Adeyemo, 2008; Nasir, & Iqbal, 2011) and Self- Actualization. This shows the positive
influence of demographic factors on Emotional Intelligence dimensions and Self- Actualization. The highly
significant and positive correlation between the Emotional Intelligence factors and Self- Actualization ensures the
significance of Emotional Intelligence in the process of Self- Actualization (Meenakshi Anand & Neeru Sharma,
2011). The high regression on Self- Actualization is also makes us to conclude that, Self- Actualization is an
essential phenomenon for an academician, and the role of Emotional Intelligence is in negligible in the process of
Self- Actualization.
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