Research Title: Emotional Intelligence, Workplace Anxiety, and Job Satisfaction among IT

Employees.

Statement of the Problem: To study the relationship between Emotional Intelligence, Workplace Anxiety,
and Job Satisfaction among IT Employees

Objectives of the study:

• To study the relationship between Emotional Intelligence and Workplace Anxiety among IT
employees.
• To Study the relationship between Work Anxiety and Job Satisfaction among IT employees.
• To Study the relationship between Emotional Intelligence and Job Satisfaction among IT
employees.

Literature Review:

1) Relationships between anxiety and job satisfaction – Three approaches: ‘Bottom-up’, ‘top-
down’ and ‘transactional’.
The study investigated the relationship between anxiety and job satisfaction using three well-being
perspectives: "bottom-up," "top-down," and "transactional." The research involved 240 employees,
with 120 being male. Findings indicated that in the "bottom-up" view, work-related anxiety was
negatively correlated with overall job satisfaction but not with different satisfaction facets. The
"top-down" perspective showed that Neuroticism influenced job-related anxiety and satisfaction,
with persistent anxiety mediating the Neuroticism-job satisfaction connection. The "transactional"
approach revealed that overall job satisfaction depended on interactions between persistent
anxiety, Neuroticism, and Extraversion. While the study highlighted potential methodological issues
in the "bottom-up" and "top-down" approaches, it also suggested that anxiety can have adaptive
qualities, influenced by individual traits like Neuroticism and Extraversion, ultimately impacting job
satisfaction.

2) Emotional Intelligence and Job Satisfaction: A Correlational Study.

The study focuses on the connection between emotional intelligence and job satisfaction,
addressing the impact of employee designation, experience, and marital status. Data from 208
respondents at an international electronic firm in India were analysed using statistical tools such as
the Karl Pearson coefficient of correlation, ANOVA, and t-tests. The findings indicate a strong
positive relationship between emotional intelligence and job satisfaction. Surprisingly, employee
designation did not affect job satisfaction or emotional intelligence, while experience and marital
status were significant factors influencing both concepts. This highlights the importance of
emotional intelligence and suggests that organizations should consider these individual factors to
enhance overall job satisfaction and emotional intelligence levels.

3) Correlating Emotional Intelligence with Job Satisfaction: Evidence from a Cross-Sectional Study
Among Secondary School Heads in Khyber Pakhtunkhwa, Pakistan.
In this cross-sectional study, the crucial role of emotional intelligence in effective leadership
positions is highlighted, as leaders aim to ensure the effective fulfilment of responsibilities.
Similarly, job satisfaction is emphasized due to its direct impact on organizational productivity,
individual success, and efficiency. The study specifically focused on secondary school heads in
Khyber Pakhtunkhwa. A sample of 402 secondary school heads out of 884 was selected using a
multistage sampling technique. This research was descriptive, quantitative, and correlative in
nature, employing a survey design to gather data from participants. Statistical tools, including
mean, standard deviation, Pearson’s product-moment correlation, multiple linear regression, and
analysis of variance, were employed. The results demonstrated a moderate positive correlation
between emotional intelligence and job satisfaction. Additionally, most subdimensions of
emotional intelligence exhibited a moderate positive correlation with job satisfaction, except for
emotional stability, which showed a positive correlation but with a weak effect size. Furthermore,
five dimensions of emotional intelligence, namely managing relations, emotional stability, self-
development, integrity, and altruistic behaviour, were identified as significant predictors of job
satisfaction. This study underscores the importance of focusing on practices that foster emotional
intelligence among secondary school heads, emphasizing its potential to enhance job satisfaction in
this context.

4) Emotional Intelligence and Anxiety at Workplace: Study on Security Personnel Employed in Educational
Institutions.
Security personnel engaged in high-risk jobs commonly experience heightened levels of anxiety and
stress, potentially impacting their performance more than individuals in other job sectors. Earlier
research has shown a link between anxiety and decreased performance among security personnel.
To further explore this connection, the current study aimed to investigate the relationship between
emotional intelligence and anxiety among security personnel. The data for this study was gathered
from 104 security personnel selected at random from a nationally renowned academic institute
situated in Eastern India. Data collection involved using tests to measure emotional intelligence and
anxiety. The study reported a "statistically significant and inverse relationship" between emotional
intelligence and anxiety among security personnel, indicating a negative relationship. In simpler
terms, the data suggests that higher emotional intelligence is linked to lower levels of anxiety
among security personnel. This insight underscores the importance of emotional intelligence as a
potential tool for reducing anxiety within this specific occupational group. Additionally, the study
suggests several potential coping strategies that security personnel can employ when dealing with
anxiety. The study's implications are both theoretical and practical, shedding light on the
importance of emotional intelligence in mitigating anxiety for individuals in high-risk job roles. It
also provides valuable avenues for future research on this topic.

5) Relationship between anxiety and emotional intelligence among professional and non-professional
college students.
The impact of anxiety on students can be substantial, potentially leading to phobia-like struggles if
left unaddressed. A positive perception of anxiety, on the other hand, can bolster students' exam
performance and life decisions. In this context, emotional intelligence emerges as a vital tool,
enabling individuals to understand and manage their emotions effectively. The current study
delved into the connection between anxiety and emotional intelligence, comparing professional
and non-professional students. The research involved 100 college students, with half being
professional students and the other half non-professional, selected through a simple random
sampling method. Zung's Self-Rating Anxiety Scale (SAS) and The Schutte Self-Report Emotional
Intelligence Test (SSEIT, 1998) were employed for data collection. The findings demonstrated a
significant difference in both anxiety levels and emotional intelligence between professional and
non-professional college students. Interestingly, there was no notable disparity in anxiety or
emotional intelligence between male and female students. Notably, a significant negative
correlation was observed between anxiety and emotional intelligence among both professional and
non-professional college students. These outcomes underscore the significance of addressing
anxiety with a focus on emotional intelligence, especially within educational contexts, offering
valuable insights for further research and practical implications.
Hypothesis:

H1: There is a positive correlation between Emotional Intelligence (EI) and Job Satisfaction among
IT employees.
H2: There is a negative correlation between Emotional Intelligence (EI) and Workplace Anxiety among
IT employees.
H3: There is a negative correlation between Workplace Anxiety and Job Satisfaction among IT employees.

Sample Description:
Age range: 21 - 65
Gender: Male
Types of employees: IT employees

References:

D, L. N. (2020). Relationship between anxiety and emotional intelligence among professional and Non-Professional
college students. The International Journal of Indian Psychology, 8(1), 764-770. doi:10.25215/0801.094

Ealias, A. &. (2012, February). Emotional Intelligence and Job Satisfaction: A Correlational Study. Retrieved from
Research Gate:
https://www.researchgate.net/publication/256019752_Emotional_Intelligence_and_Job_Satisfaction_A_Cor
relational_Study/citation/download

Qaiser Suleman, M. A. (2020, Mar 13). Correlating Emotional Intelligence With Job Satisfaction: Evidence From a
Cross-Sectional Study Among Secondary School Heads in Khyber Pakhtunkhwa, Pakistan. Retrieved from
National Library of Medicine: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7083110/

Ranjan Pattnaik, R. K. (2016, July). Emotional Intelligence and Anxiety at Workplace: Study on Security Personnel
Employed in Educational Institutions. Retrieved from Research Gate:
https://www.researchgate.net/publication/305388364

Zalewska, A. M. (2011, May). Relationships between anxiety and job satisfaction – Three approaches: ‘Bottom-up’,
‘top-down’ and ‘transactional’. Retrieved from ScienceDirect:
https://www.com/science/article/abs/pii/S019188691000509X

Name: Aditi Gaikwad

M.A Part 2