Assessing the Impact of Emotional Intelligence on Job Satisfaction: An Empirical Study on Faculty Members with Respect to Gender and Age
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Emotional Intelligence is an important factor for teacher’s success. The purpose of this paper is to investigate the impact of Emotional Intelligence on Job Satisfaction among the academicians in Egyptian higher education institutions. The sample consisted of 100 faculty members from four universities. Various standard statistical tools such as Karl Pearson coefficient of correlation, t-test and regression analysis were used to interpret the data. Findings suggest that Emotional Intelligence did not affect the level of Job Satisfaction. Gender did not have a significant effect on Emotional Intelligence or Job Satisfaction. Older employees had higher levels of Emotional Intelligence; however, age had no effect on reported Job Satisfaction. Gender did not have a moderating effect in Emotional Intelligence-Job Satisfaction relationship. Age had mixed findings. For the younger generation, the relationship was significantly positive. For the older generation, it was insignificant and negative. Results should be approached with caution. Limitations and future research directions are provided in the article.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it