Perceived Manager's Emotional Intelligence and Happiness at Work: The Mediating Role of Job Satisfaction and Affective Organizational Commitment

Abstract

Background : Happiness at work is an important factor in employee satisfaction, productivity and retention. This study aimed to investigate the relationship between perceived manager’s emotional intelligence and happiness at work, and whether job satisfaction and affective organizational commitment mediate this relationship.
Method: A questionnaire was distributed online to a random sample of 350 schoolteachers in Saudi public schools teaching different majors.
Results: Structural equation modelling results showed that satisfaction and affective organizational commitment fully mediated the relationship between perceived manager’s emotional intelligence and happiness at work.
Conclusion: Our results support the hypothesis that perceived manager’s emotional intelligence influences employee happiness through its influence on increasing or decreasing job satisfaction and affective organizational commitment. These findings therefore provide insight into employee’s wellbeing and potentially how to promote it.

Full text

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Organizacija, Volume 56 Issue 1, February 2023Research Papers
1
Received: 20th September 2022; revised: 30th January 2023; accepted: 5th February 2023
Perceived Manager’s Emotional
Intelligence and Happiness at Work: The
Mediating Role of Job Satisfaction and
Affective Organizational Commitment
Malek Bakheet ELAYAN1, Abdulmajeed Saad ALBALAWI2,
Haifa Mohammed SHALAN3, Ali H. AL-HOORIE4, Mohamed Dawood
SHAMOUT5
1 Institute of Public Administration, Riyadh, Saudi Arabia, elayanm@ipa.edu.sa
2 Tabuk University, Tabuk, Saudi Arabia, abdulmajeed.balwi@ut.edu.sa
3 Shaqra University, Riyadh, Saudi Arabia, hshalan@su.edu.sa
4 Royal Commission for Jubail and Yanbu, Jubail, Saudi Arabia, hoorie_a@rcjy.edu.sa
5 Department of Management, College of Business Administration, University of Sharjah, Sharjah, United Arab Emir-
ates, mshamout@sharjah.ac.ae
Background: Happiness at work is an important factor in employee satisfaction, productivity and retention. This
study aimed to investigate the relationship between perceived manager’s emotional intelligence and happiness at
work, and whether job satisfaction and affective organizational commitment mediate this relationship.
Method: A questionnaire was distributed online to a random sample of 350 schoolteachers in Saudi public schools
teaching different majors.
Results: Structural equation modelling results showed that satisfaction and affective organizational commitment fully
mediated the relationship between perceived manager’s emotional intelligence and happiness at work.
Conclusion: Our results support the hypothesis that perceived manager’s emotional intelligence influences employ-
ee happiness through its influence on increasing or decreasing job satisfaction and affective organizational commit-
ment. These findings therefore provide insight into employee’s wellbeing and potentially how to promote it.
Keywor ds: Emotional intelligence, Happiness at work, Job satisfaction, Affective organizational commitment, Saudi
educational sector
DOI: 10.2478/orga-2023-0002
1 Introduction
Emotional intelligence (EI) has recently developed as
both a social and a managerial skill. The concept is de-
ned as the capacity to read and understand others in social
contexts, detect their emotional response, as well as the
capacity to regulate one’s own emotions (Melita Prati et
al., 2003, p. 21). While the EI concept itself is not par-
ticularly new, the use of the term in the workplace context
has gained traction more recently, and there is ongoing
research on the topic of EI and employee behavior in dif-
ferent cultures and parts of the world. Managers who are
the most eective are skillful in managing emotions and
exhibit leadership empathy. Thus, in a given organization,
EI may be a vital aspect of eective leadership, critical-
ly contributing to successful team performance (Mérida‐

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Organizacija, Volume 56 Issue 1, February 2023Research Papers
López et al., 2019).
Moreover, recent work examining employees’ job sat-
isfaction (JS) has shown that EI represents a core factor
promoting JS (e.g., Ghahramani et al., 2019). In education,
JS has become a critical issue due to the unique role that
the sector plays in nurturing and guiding future genera-
tions. Indeed, some decades ago, Johnson and Holdaway
(1994) acknowledged the importance of researching the
issue of JS in the education sector context due to the crit-
ical role of teachers in society. It has also been noted that
the relationship between principals and teachers inuences
JS, and thus the relation between managerial and teaching
sta requires an in-depth investigation. Employees with an
increased scope of JS and potential to achieve creativity
are a critical asset to the teaching profession. Moreover, JS
is a core aspect impacting the creativity and improved per-
formance of teachers. Hence, the presence of JS is vital for
the overall ecacy of educational institutions (Bozeman
& Gaughan, 2011).
Furthermore, research examining the employee–or-
ganization relationship has found evidence to support
the presence of what is known as aective organization-
al commitment (AOC) and have demonstrated that AOC
is integral to an employee’s attitudes (e.g., Scott-Ladd et
al., 2006). Furthermore, Yucel and Bektas (2012) have
shown that AOC has a positive correlation with JS while
Nikolaou and Tsaousis (2002) have found that EI predicts
AOC. Similarly, Carmeli (2003) reported the existence of
a signicant relationship between EI and positive work at-
titudes, behavior, and outcomes. Leaders possessing high
EI can be considered emotional managers, and such man-
agers can increase the presence of a positive aective tone
in the workplace (Pescosolido, 2002). In light of the above,
this paper hypothesizes that managers who possess higher
EI (hereinafter referred to as ‘EI managers’) are more like-
ly to increase the level of AOC in their employees. These
constructs are linked to happiness at work (HAW), which
is primarily considered to be related to JS, AOC, and typ-
ical mood at work (Cooper-Hakim & Viswesvaran, 2005;
Sasanpour et al., 2012). Hence, this paper aims to shed
light on the mechanism through which perceived manager
EI may inuence HAW of employees, particularly exam-
ining the extent to which this association is inuenced by
JS and AOC.
2 Literature Review and Hypothesis
Development
2.1 Emotional Intelligence and
Happiness at work
Happiness is a domain wellbeing and life quality, and
in the organizational context, it can result in employees
holding a positive view toward their organization. HAW
can be described as favorable mood and emotion, well-be-
ing, and a good attitude, resulting in eciency and em-
bracing organizational objectives. The issue of HAW has
been attracting an increasing amount of attention in psy-
chology (Cooper-Hakim & Viswesvaran, 2005), which
may in part be due to the growing emphasis on ensuring
mental wellbeing of individuals and the increasing pres-
sures of globalization both economically and socially. Ac-
cording to Mirkhan et al. (2014), happiness can be dened
generally as the experience of high-frequent positivity and
low frequent negativity. It has also been shown that hap-
py people perform better than their unhappy counterparts.
Hence, HAW is of great value to an organization (Diener,
2000; McKee, 2017) because it can help to ensure organi-
zational success. In this regard, Zietsma et al. (2019) have
argued that emotions should be central to organizational
theory because they are essential to any organization. In-
deed, emotions are considered a linchpin of the interac-
tion process between management and employees (Lewa
& Lewa, 2020). A core factor leading to employees’ hap-
piness is solid and supportive leadership (Zietsma et al.,
2019). Wang et al. (2011) have suggested that networking
is essential to transmitting happiness, organizational val-
ues, and moral and cultural norms. Furthermore, Naseem
(2018) argued that employees who demonstrate an in-
creased scope of EI experience and suer from less stress
with a higher likelihood of contentment and satisfaction.
Adopting Mayer and Salovey’s (1997) denition, EI is
the ability to recognize and regulate one’s emotions. This
assists in thought processes, understanding them, embrac-
ing emotional knowledge, and reecting on emotional reg-
ulation to promote emotional and intellectual growth. This
denition arose after extensive research on and revision to
EI after it was rst coined by Salovey and Mayer (1990).
Since then, an EI model consisting of four branches or
skills has been extracted from this denition: (1) the abil-
ity to accurately recognize emotions within oneself and
as well as in others, (2) then using these emotions to aid
one in thinking processes, (3) interpreting these emotions,
and (4) manipulating them to accomplish goal(s). Each of
these branches comprises dierent levels of the use of EI,
ranging from simple to more complex uses. This model
highlights the dierences in the performance of each in-
dividual based on each branch separately; thus, one’s be-
havioral patterns depend on their mastery of the four EI
skills, which can inuence one’s quality of life (Salovey
& Grewal, 2005).
In the organizational context, EI is an embedded set
of domains that work to enrich the interactions between
managers and employees in positive ways. This can be
through the regulation and expression of emotions and
taking an empathetic approach to the expression of emo-
tion (George, 2000). A manager possessing high EI can
elicit positive emotions in employees because they can
empathize (George, 2000). Moreover, Law et al. (2004)

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Organizacija, Volume 56 Issue 1, February 2023Research Papers
showed a positive relationship of EI with life satisfaction.
Recognition of emotional factors and the ability to manage
them eectively helps an individual to process emotions. A
person possessing high EI can recognize and regulate emo-
tions eectively, thus facilitating a high level of perfor-
mance. This also results in such individuals generally ex-
periencing greater satisfaction in life (e.g., Wong & Law,
2002). In a similar vein, an investigation by Mérida‐López
et al. (2019) revealed that skilled employees in terms of
emotional regulation evidence higher JS and HAW levels.
Generally, past research has focused on the concept of
emotional regulation and capacity of sta and its impact
on their happiness. In contrast, in this study, we examined
the extent to which teachers’ perception of manager EI in-
uences teacher HAW. Hence, the following hypothesis
was formulated:
H1: Perceived manager emotional intelligence is posi-
tively related to happiness at work for teachers.
2.2 Emotional Intelligence, Job
Satisfaction, and Affective
Organizational Commitment
JS can be dened as the gratifying state of emotion ex-
perienced by an employee and is brought about by pleasant
work circumstances and experiences (Liu et al., 2016). It
can also be interpreted as an individual’s stance on their
employment, the social and physical environment, and the
remuneration packages on oer (Yousef, 2017).
It has been argued that JS is an important factor in at-
tracting and retaining sta. Individuals with high levels
of JS are healthier both physically and psychologically
and are likely to be more productive and eective in their
working life (Tandung, 2016).
However, the JS of employees is also inuenced by
their managers. By its very nature, leadership in organi-
zations aects the feelings, perceptions, and behaviors of
sta through their social inuence (Pirola-Merlo et al.,
2002). It can therefore be said that an employee’s feelings
about their employer and workplace are inuenced by the
ability of a leader to perceive, understand, and manage
emotions—an ability also known as leader EI (George,
2000). Furthermore, it has been argued that the most crit-
ical factor in being a good leader is the quality of leader-
ship and sta interaction with an eective communication
capacity, through for example listening, providing feed-
back, coaching, and information-sharing—all of which are
key to building positive relationships (Robbins & Digby,
2003). Similarly, the evidence available highlight the crit-
ical link of the scope of EI and team JS as well as trust in
others (Mishra et al., 2019). However, despite a substantial
amount of research on leader EI, there is limited research
evaluating the explicit impact of leader EI on employee
satisfaction (Zeidner et al., 2004). Hence, the hypothesis
developed was
H2: Perceived manager emotional intelligence is posi-
tively related to job satisfaction for teachers.
With regard to the level of commitment that employees
have toward their organization, research has shown that
commitment to an organization is core in employees’ atti-
tudinal responses (Scott-Ladd et al., 2006). Commitment
to an organization is identied as a psychological phenom-
enon characterizing sta relations with the organization,
impacting decisions to become, and continue to be, a mem-
ber of such an entity (Meyer & Allen, 1991). In a similar
vein, Jang and Kandampully (2018) have argued that the
intention for current employees to remain in their current
positions or move on is determined by their commitment.
Meyer and Allen (1991, 1997) have also claimed that
commitment at the organizational level is multifaceted and
comprises three dierent aspects. The rst component is
aective commitment, which involves taking an active
role, identifying with, and being emotionally linked to an
organization. The second aspect is known as continuance
commitment (Sonker, 2019). This is when employees,
through strategic calculations, weigh up the economic ben-
ets of holding onto their position in the company against
leaving for greener pastures. Among other factors, it is ex-
pected that they will choose the former if it is more nan-
cially lucrative. The third is normative commitment, which
refers to the perceived obligation that employees should
stay for long in their organization (Meyer & Allen, 1991).
Most theorists have come to view AOC as stemming from
emotional attachment to an organization and as being most
closely aligned with happiness because happiness is in part
dependent on a person’s emotional link to their potential
employer (Meyer & Allen, 1991).
Based on reviews of the AOC literature, Albalawi et
al. (2019) and Rathi and Rastogi (2009) proposed that it
might be possible to predict organizational outcomes (e.g.,
job performance, turnover, absenteeism, and workplace
behavior) based on the level of AOC. In this regard, Yucel
and Bektas (2012) showed that AOC has a positive cor-
relation with JS, and Allen and Meyer (1993) found that,
although there is a notable increase in AOC with employ-
ee age, there is a closer relationship between increases in
continuance commitment and organizational and position-
al incumbency.
Furthermore, studies that have analyzed the behav-
iors of managers have shown that manager EI is a crucial
attribute in AOC because it signicantly aects manage-
ment processes, behaviors, and outcomes (Schutte et al.,
2002; Vakola et al., 2004; Buitendach & De Witte, 2005).
In addition, Nikolaou and Tsaousis (2002) found that EI
predicts AOC, while Carmeli (2003) found a signicant
relationship between EI and AOC but not continuance
commitment.
Similarly, an argument has been presented that leaders
with higher EI can be considered emotional managers and

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Organizacija, Volume 56 Issue 1, February 2023Research Papers
can thus promote a positive aective tone in the workplace
(Pescosolido, 2002). Both D’Innocenzo et al. (2016) and
Yousef (2017) identied JS as a critical determinant for
AOC among incumbent employees. A signicant percent-
age of available research delve into the role of employee
EI in employees’ levels of engagement (Carmeli, 2003;
Akhtar et al., 2017). There is a lack of research focusing
on the relationship between leader or manager EI and AOC
among teachers. Hence, this study hypothesizes that man-
agers who possess EI are more likely to have a potential
for increasing the level of AOC in employees, postulating
that
H3: Perceived manager emotional intelligence is pos-
itively related to aective organizational commitment for
teachers.
2.3 Job Satisfaction, Affective
Organizational Commitment, and
Happiness at Work
Research on HAW suggests positive attitude and ex-
perience is linked to a high level of achievement among
both employees and organizations. For example, it has
been shown that JS and AOC have a negative relationship
with turnover intention and absenteeism and with depres-
sion, anxiety and burnout, and these factors are all linked
to physical health outcomes (see Grieth et al. 2000; Mey-
er et al., 2002). On the other hand, it has been argued that
AOC can be viewed as the willingness of employees to
make a more signicant eort on behalf of their organiza-
tion as well as the strong inclination to stay in their posi-
tions and to embrace the goals and values of their organi-
zation (Porter et al., 1974).
Undoubtedly, the construct most frequently associat-
ed with HAW is JS, used as either an independent or de-
pendent variable in the context of organizational research
(Brahmana et al., 2021). According to Clugston (2000), JS
has a positive inuence on normative commitment, so it
follows that JS may also have a similar impact on AOC. Re-
search has been conducted to investigate these constructs’
relationships, eects, or consequences on HAW, and such
studies have shown that AOC is correlated with JS (Coop-
er-Hakim & Viswesvaran, 2005; Wang et al., 2021). Other
studies have highlighted the existence of a signicant pos-
itive relationship between AOC and favorable employee
attributes, including JS and high performance (Meyer &
Allen, 1991). Therefore, the following two hypotheses
were formulated to consider these key constructs:
H4: Job satisfaction is positively related to happiness
at work for teachers.
H5: Aective organizational commitment is positively
related to happiness at work for teachers.
2.4 The Mediating Role of Job
Satisfaction and Affective
Organizational Commitment in the
Relationship Between Emotional
Intelligence and Happiness at Work
Akar (2018) evaluated teachers’ perceptions of school
leadership and its link to school culture and their satisfac-
tion and commitment levels. Akar (2018) found that school
principals can establish unique environments within their
workplaces, and it is through the dierentiation of such
environments that teacher commitment and satisfaction is
fostered or hindered.
A somewhat surprising result was revealed by a study
that focused on the dierence between temporary and per-
manent sta regarding JS and commitment. It was shown
that temporary employees have higher levels of JS and
commitment to their organization despite not having a per-
manent position (Saridakis et al., 2020). Güleryüz et al.
(2008) studied the relationships among EI, JS, and AOC
and found that JS is a mediator between EI and AOC.
These results were supported by Field and Buitendach
(2011), who found AOC correlated positively with work
engagement and HAW. Similarly, HAW and work engage-
ment predict AOC among employees in tertiary education
(Field & Buitendach, 2011). According to Spector (1997),
JS is associated strongly with AOC because it has to do
with an individual’s attitude towards their work. The nd-
ing reported by Spector (1997) aligns with earlier research
conducted by Meyer et al. (1993), who reported similar
results. More recently, Ayala (2018) also demonstrated the
correlation of EI and AOC.
Although many studies have been conducted on JS and
AOC and their relationship with EI, very few have exam-
ined the relationship between EI and HAW, especially in
determining whether JS and AOC both act as mediators
in the EI–HAW relationship. Therefore, this study con-
tributes to enriching the literature review in this eld by
considering this issue. Accordingly, the following two hy-
potheses were developed:
H6: Job satisfaction mediates the relationship between
perceived manager emotional intelligence and happiness
at work for teachers.
H7: Aective organizational commitment mediates the
relationship between perceived manager emotional intelli-
gence and happiness at work for teachers.
Figure 1 depicts the hypothesized research model
informed by the hypothesis presented above. The mod-
el underlies the anticipation of a causal link of EI (as an
independent variable) and the HAW (dependent variable)
where JS and AOC act as mediating variables.

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Organizacija, Volume 56 Issue 1, February 2023Research Papers
Figure 1: The hypothesized model
3 Method
3.1 Participants
A total of 350 Saudi schoolteachers completed the
questionnaire. Since the teachers’ information is available
in the Ministry of Education database, the teachers were
contacted and requested to participate in the research. A
follow-up email was also sent to the participants remind-
ing them about participation in the study.
3.2 Instruments
Four questionnaire scales were used in the present
study. Manager Perceived Emotional Intelligence was
adapted from the Others–Emotions Appraisal scale (Law
et al., 2004) to reect the extent to which the participating
teachers perceived their managers to evidence emotional
intelligence (e.g., “My manager is a reasonable observer
of others’ emotions”). Job Satisfaction was measured with
four items adapted from Spector (1997). An example item
was “I am satised with the procedures at work.” Aective
organization commitment as operationalized with four-
item scale from Ziauddin et al. (2010). An example item
of this scale was “I feel a strong sense of belonging to my
organization.” Finally, happiness at work was operation-
alized with a 4-item scale adapted from Parker and Hyett
(2011). An example item was “I feel happy about my job.”
All items were anchored with a 5-point Likert scale with
a higher score representing higher levels of the respective
construct. The reliabilities of these scales are presented in
the Results section. The common method bias was avoid-
ed by increasing the physical separation of the items in
the questionnaire to ensure that the respondents had time
to synthesize the potential answers with minimal bias. All
items are available in the Appendix.
3.3 Procedure
The researchers distributed a questionnaire online to
teachers at Saudi public schools using a random sampling
method. Using this method, the researchers made sure that
all the members of the sampling frame had an equal oppor-
tunity to take part in this study equally. The process was
a probability-based sampling technique with the capacity
to provide representative results that can be generalized
to the broad population of focus. A total of 500 teachers
were contacted via email with an exact number of ques-
tionnaires distributed. A total of 368 questionnaires were
received, and 350 were valid for analysis. Data were col-
lected in 2019.
3.4 Data Analysis
The analysis commenced by analyzing the measure-
ment model to establish the psychometric features of the
four scales used in the current study. We rst submitted the
questionnaire items to parallel analysis to ascertain the un-
idimensionality of the scales. Using Mplus 7 we conducted
a conrmatory factor analysis using diagonally weighted
least squares (WLSMV) estimation to account for ordinal
data. We computed construct reliability, average variance
extracted, and inter-construct correlation to examine con-
vergent and discriminant validity. We also tested t against
standard model indices, including CFI (> .950), TLI (>
.950), and RMSEA (< .08).

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The structural model was subsequently investigated.
We tested the hypothesized model (Figure 1), and no da-
ta-driven modications were made apart from correlating
the error covariances of specic items (see chapter Results
for details). Mediation analysis was performed to estimate
the indirect eect for each of 10,000 bootstrapped sam-
ples. Support for full mediation is found when the direct
eect drops to non-signicance after mediators are added
to the model (Baron & Kenny, 1986).
4 Results
Of the 350 respondents participating in this study, 15%
were younger than 30 years old, 42% between 31–40,
35% between 41–50, and 7% over 50. They had a range
of educational qualications, including diplomas (11%),
BA (78%), MA (10%), and PhD (1%). The majority were
teaching at elementary school (45%), while the rest were
CR AVE 1 2 3 4
1. Perceived Manager EI .86 .62 .79
2. Job Sasfacon .86 .61 .64 .78
3. Aecve Organizaonal Commitment .88 .65 .48 .60 .81
4. Happiness at Work .91 .71 .58 .75 .75 .84
Table 1: Reliability and validity of the constructs in the measurement model and their inter-construct correlations
Note. Values in the diagonal are the square roots of their respective AVE.
AVE = average variance extracted. CR = construct reliability. EI = Emotional Intelligence.
Path βB SE(β) z
Perceived Manager Emoonal
Intelligence →
EI1 .83 — 0.022 37.95
EI2 .88 1.06 0.015 57.20
EI3 .84 1.01 0.019 43.46
EI4 .92 1.11 0.013 70.18
Job Sasfacon →
JS1 .85 — 0.025 33.26
JS2 .88 1.04 0.022 39.81
JS3 .67 0.79 0.036 18.78
JS4 .72 0.85 0.030 23.77
Aecve Organizaonal Com-
mitment →
AOC1 .58 — 0.040 14.56
AOC2 .71 1.22 0.030 24.11
AOC3 .94 1.60 0.012 77.55
AOC4 .94 1.62 0.012 78.54
Happiness at Work →
HAW1 .88 — 0.019 46.91
HAW2 .85 0.97 0.018 46.26
HAW3 .80 0.90 0.023 34.68
HAW4 .85 0.96 0.018 47.99
Table 2: Standardized and unstandardized factor loadings, standard errors, and z ratios of the measurement model
Note. All coefficients are significant at the .001 level.

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Organizacija, Volume 56 Issue 1, February 2023Research Papers
Table 3: Standardized and unstandardized coefficients, standard errors, and z ratios for the structural model
Path βB SE(β) z p
Perceived Manager EI →
JS .41 0.65 0.050 8.24 < .001
HAW .10 0.10 0.054 1.77 .077
AOC .46 0.34 0.046 9.97 < .001
JS →HAW .64 0.43 0.042 15.15 < .001
AOC →HAW .48 0.69 0.042 11.62 < .001
Note. EI = Emotional Intelligence. JS = Job Satisfaction. HAW= Happiness at Work. AOC = Affective Organizational Commitment.
Direct Indirect Total
Perceived Manager EI .10‡.26 (mediated by Job Sasfacon) .58
.22 (mediated by AOC)
Job Sasfacon .41 — .41
AOC .46 — .46
Table 4: Standardized direct, indirect, and total effects on Happiness at Work
Note. Indirect effects were computed for each of 10,000 bootstrapped samples. Significance was tested based on the 95% confidence inter-
val. All coefficients significant at the .001 level unless otherwise indicated. EI = Emotional Intelligence. AOC = Affective Organizational
Commitment. ‡ p = .174
Figure 2: The basic structural model
Note. χ2(16) = 22.177, p = .138, CFI = .999, TLI = .999, RMSEA = .033, 90% CI [.000, .064], p = .790. For all coefficients, p ≤ .001 unless
otherwise indicated. EI = Emotional Intelligence.
** p < .01

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Organizacija, Volume 56 Issue 1, February 2023Research Papers
Figure 3: The full structural model
Note. χ2(94) = 213.581, p < .001, CFI = .990, TLI = .987, RMSEA = .060, 90% CI [.050, .071], p = .055. For all coefficients, p < .001 unless
otherwise indicated. EI = emotional intelligence.
** p < .01
teaching at the intermediate (16%) and secondary (39%)
school levels. Most had also been teaching for over 15
years (41%), while the remaining reported a teaching ex-
perience of less than 5 years (17%), 6–10 years (27%), or
11–15 years (14%).
As shown in Table 1, the reliability and average var-
iance extracted values for each of the four scales in this
study were satisfactory. All scales showed adequate reli-
ability (over .70), and the average variance extracted val-
ues were more than .50, indicating acceptable convergent
validity. The square root of each scale’s average variance
extracted value (presented in the diagonal in Table 1) was
also larger than its inter-construct correlations, suggesting
acceptable discriminant validity.
Table 2 presents the conrmatory factor analysis re-
sults. All factor loadings were statistically signicant,
and most were over .70. All standardized residuals were
also within ± 2.0. The model t was acceptable, χ2(94) =
213.581, p < .001, CFI = .990, TLI = .987, RMSEA = .060,
90% CI [.050, .071], p = .055.
The structural model was subsequently tested. Com-
parison of the basic structural model, which does not in-
volve the two mediators (Figure 2), and the full structural
model (Figure 3) showed that the eect of Perceived Man-
ager EI became non-signicant (see also Table 3). This
nding supports the hypothesis that JS and AOC fully me-
diate the eect of Perceived Manager EI. Table 4 presents
the model’s direct, indirect, and total eects.
5 Discussion
The ndings in this study oer empirical evidence
supporting the hypothesized EI role in occupational hap-
piness. A literature search on the issue of EI in leadership
revealed limited research on evaluating the inuence of
leaders’ EI on HAW in educational settings. Therefore,
the current study focused on addressing this phenome-
non by assessing the implications of EI on the employee
HAW and also examined whether JS and AOC mediate the
EI–HAW relationship. A major contribution of the present
study lies in the fact that it was an empirical examination
of the mechanism of the impact of perceived manager EI
on employee wellbeing in the workplace. In the following,
the main ndings of the data analysis are discussed and
compared with the results of previous studies.
This study predicted that EI would inuence HAW,
and this hypothesis was supported. This outcome partially
arms the prior ndings of Mérida‐López et al. (2019),
who found that EI predicted HAW suggesting that employ-
ees skilled at emotion regulation strategies report higher
HAW. The current study also hypothesized that EI would
inuence JS and AOC, and as expected this hypothesis
was also supported. These ndings are tandem with previ-

26
Organizacija, Volume 56 Issue 1, February 2023Research Papers
ous studies (e.g., Wong & Law, 2002; Mishra et al., 2019),
which identied EI as a determinant of increasing employ-
ee satisfaction, enthusiasm, and loyalty. The obtained nd-
ings are also aligned with ndings reported by Meyer et al.
(1993). They also support the study of Ayala (2018), estab-
lishing a positive correlation between EI and AOC. Hence,
these ndings contribute to understanding how manager
EI interacts with JS and AOC among teachers. By exam-
ining hypotheses H4 and H5, we found that JS and AOC
each play a positive role in HAW, which is also in line with
previous results (Meyer & Allen, 1991; Cooper-Hakim &
Viswesvaran, 2005).
The current study also hypothesized that there would
be a potential association of JS and AOC with EI and
HAW because Güleryüz et al. (2008) studied the relation-
ships among EI, JS, and AOC and found that JS is a me-
diator between EI and AOC. This nding was supported
by Field and Buitendach (2011), evidencing the existence
of a positive relationship of AOC and HAW. The current
paper proposed that JS and AOC mediate the link of EI
and HAW. The results armed the researchers’ expecta-
tion that there would be a mediation eect in the model de-
veloped for the education sector in Saudi Arabia. Moreo-
ver, the results supported a mediated-eects model, in that
the two potential mediating variables JS and AOC, were
found to inuence the correlation between EI and HAW.
The current paper showed that JS and AOC mediate the
EI–HAW relationship. Overall, this nding indicates that
teachers may exhibit HAW when they perceive that their
managers have EI, which positively associated with teach-
ers’ JS and AOC.
6 Conclusions, Implications,
Limitations and Further Research
6.1 Conclusions
Previous studies have investigated the relationships,
eects, or consequences of HAW and have indicated that
JS and AOC are correlated with EI (Cooper-Hakim &
Viswesvaran, 2005). Through exercising a high level of
EI, managers can elicit positive emotions in employees by
empathetically responding to and activating employees’
positive emotions and thus help them to achieve HAW
(George, 2000).
This paper is one of the rst attempts to measure the re-
lationship between EI and HAW and explore the mediating
role of JS and AOC in that relationship in the educational
sector. The ndings highlight the importance of consid-
ering potential mediating eects when seeking to assess
the relationship between EI and HAW because doing so
enriches knowledge about the impact of EI on HAW both
generally and in the region. The results suggest that the EI
of managers has a positive inuence on the HAW of teach-
ers in the public education sector in Saudi Arabia. In addi-
tion, the results revealed that JS and AOC play a mediating
role in the relationship between EI and HAW. Moreover,
the ndings emphasize the importance of managers man-
aging their emotions and relationships with teachers. Spe-
cically, when teachers perceive that managers have EI,
this may lead to higher JS and AOC among teachers, con-
sequently leading to higher HAW among teachers. Hence,
managerial leaders in educational settings should do their
best to monitor their behaviors and feelings towards teach-
ers to ensure HAW in the teaching profession.
6.2 Policy and Managerial Implications
Although the present study is observational in nature,
our results are consistent with theory. We therefore ten-
tatively discuss possible implications of our results. The
ndings of this paper can be used to support school manag-
ers because the results can help managers construct a posi-
tive and happy educational environment and assist them in
enhancing HAW among teachers, which would then reect
on performance improvement. Moreover, it is clear there
exists limited EI research in Eastern cultures, particularly
in the Arab culture (Rajendran et al., 2007). Hence, this
study, conducted in Saudi Arabia, a non-Western culture,
contributes to knowledge on the EI–HAW relationship in
this contextual setting.
Accordingly, this paper makes a threefold contribution
to this area of research. First, it was conducted in an Arab
culture, which could have some unique attributes because,
in a sense, it is a culture in which social and traditional
norms are unique and strongly enforced. Individuals gen-
erally attempt to please others by avoiding what might
be deemed oensive. Second, this paper could be con-
sidered one of the rst studies testing these relationships
in the context of both Saudi Arabia and the Middle East.
Third, the results of this paper support school managers
by suggesting ways to construct a positive and happy ed-
ucational environment and consequently enhance HAW
among teachers. As this would reect favorably on teacher
performance, it may as a result be of benet to future gen-
erations.
6.3 Limitations and Further Research
Regarding the ndings discussed above, it is important
to consider that the study is characterized by some limi-
tations. To start with, there is potential confounding in JS
and AOC. That is, it is inadvisable to rule out the possibil-
ity that contextual factors such as work experience, type of
employment (temporary or permanent), and organizational
structure might an eect on the results. Second, some of
the limitations are related to the data itself, which was de-

27
Organizacija, Volume 56 Issue 1, February 2023Research Papers
rived from a single source (questionnaire), and thus limit-
ing the scope of interpretation. However, it is also essential
to recognize that gathering the requisite data to measure EI
is inherently challenging. Another feature of the current
study is executing it in an Arab culture. Social and tradi-
tional norms are strong, and individuals generally attempt
to please others and avoid saying what might be considered
oensive (Whiteoak et al., 2006). Therefore, the value of
the current paper is anchored on its input on appreciating
some key factors impacting HAW in non-Western working
environments.
Furthermore, the role of principal EI, and the result-
ant impact on teacher HAW, is one area that needs more
research (Schulze & Roberts, 2005). Therefore, given the
limitations of the current paper, longitudinal and experi-
mental research designs should be utilized in future stud-
ies. Longitudinal designs allow for the direct observation
of intra-individual changes over a given period, while ex-
perimental designs help disentangle underlying causality.
Although this will not necessarily address all limitations,
it is undoubtedly shed interesting light to complement ex-
isting literature.
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Malek Elayan is an assistant professor in Human
Resources Department at the Institute of Public
Administration, Riyadh, Saudi Arabia. He has
published several articles and book chapters, reviewed
manuscripts and textbooks, and participated in local
and international conferences as both a participant

30
Organizacija, Volume 56 Issue 1, February 2023Research Papers
and a presenter. His research interests are HRM
practices, e-HRM, organizational factors analysis, and
contemporary business topics.
Abdulmajeed Saad Albalawi holds a PhD in Business
Administration from Victoria University, Melbourne,
Australia. His research is focuses on emotional
intelligence and small and medium enterprises.
Currently he is working at Tabuk University, Saudi
Arabia.
Haifa M. Shalan is a PhD student at the Stuart
School of Business, Illinois Institute of Technology,
USA. Professionally, she works as a Business
Administration lecturer in the Business Department,
Shaqra University, Saudi Arabia. Her job includes
delivering educational courses, such as marketing,
microeconomics, macroeconomics, human resource
management, and management information systems.
Her research interests lie primarily in human resource
management, organizational behavior, leadership,
abusive supervision, and recent business topics.
Ali H. Al-Hoorie is an Associate Professor of English
Language at the Jubail English Language and Prepara-
tory Year Institute, Royal Commission for Jubail and
Yanbu, Saudi Arabia. He completed his PhD in English
Language at the University of Nottingham under the
supervision of Professors Zoltán Dörnyei and Norbert
Schmitt. He also holds an MA in Social Science Data
Analysis from Essex University. His research interests
include motivation theory, research methodology, and
complexity. ORCID ID: https://orcid.org/0000-0003-
3810-5978
Mohamed Dawood Shamout is an assistant professor
at the College of Business Administration, University
of Sharjah. His research focuses on Business
Management and Supply Chain Management, He
gained a lot of academic and practical experience
while working in Dubai, designing and controlling
business operations in the production of goods and
services. In addition, he managed manufacturing and
service operations such as product design, production
planning, and inventory control.

31
Organizacija, Volume 56 Issue 1, February 2023Research Papers
Appendix
Perceived Manager Emotional Intelligence
My manager always knows his/her friends’ emotions from their behavior.
My manager is a good observer of others’ emotions.
My manager is sensitive to the feelings and emotions of others.
My manager has good understanding of the emotions of people around him/her.
Job Satisfaction
My work environment is positive.
I am satised with the procedures at work.
I am satised with the criteria of incentives and promotion at my job.
I am satised with the opportunities for advancement and growth in my organization.
Aective Organizational Commitment
This organization has a great deal of personal meaning for me.
I really feel as if this organization’s problems are my own.
I feel a strong sense of belonging to my organization.
I feel emotionally attached to this organization.
Happiness at Work
I feel happy about my job.
At my job, I feel strong and vigorous.
I am enthusiastic about my job.
I would be very happy to spend the rest of my career with this organization.