Emotional Intelligence and Work-Life Balance as Drivers of Faculty Job Performance; Conceptual Framework

Abstract

Emotional intelligence and work-life balance are now among the crucial factors in job performance in institutions of higher learning. Faculty members have various obligations, which are teaching, research, administrative work, and student mentoring. Such demands usually cause pressure that may affect their productivity and well-being. Emotional intelligence helps faculty to manage their emotions, regulate them and deal with relationships with the students, colleagues and administrators. Meanwhile, a healthy work-life balance means the faculty members will be able to cope with professional life and at the same time not spoil the personal one. This article discusses the role of emotional intelligence and work-life balance as the determinants of faculty job performance. It talks of theoretical backgrounds, elements of emotional intelligence and significance of work-life balance in learning institutions. Moreover, it examines the effect of these factors on the teaching effectiveness, research productivity, and professional satisfaction. The research points out those educators can boost faculty performance, institutional productivity and the overall quality of education when the institutions have policies that encourage emotional growth and conducive work-life policies