A COMPARATIVE STUDY OF EMOTIONAL INTELLIGENCE AMONG COLLEGE FACULTIES AND GIG FACULTIES IN EDUCATION SECTOR

Abstract

Emotional Intelligence (EI) has emerged as an essential competency in the education sector, shaping the professional effectiveness, job satisfaction, and overall well-being of faculty members. This study investigates and compares the EI levels of two distinct groups, college faculties in stable, permanent roles and gig faculties working in flexible, contractual teaching arrangements. With the changing nature of employment in education, understanding how job structures influence emotional awareness, motivation, and empathy is critical. Using a sample of 125 respondents, the study evaluates the dimensions of self-awareness, motivation, and empathy, applying statistical tests such as t-tests and correlation analysis. The findings highlight significant differences in EI factors between the two groups, showing that gig faculties consistently score higher in self-awareness, motivation, and empathy than college faculties, likely due to the competitive and performance-driven environment in which they operate.

The study further establishes a positive, though modest, relationship between Emotional Intelligence and job satisfaction, emphasizing that higher EI leads to improved faculty engagement, adaptability, and resilience. These results have important implications for institutions, policymakers, and training bodies in developing targeted strategies to foster EI among educators across employment types. By bridging the gap between permanent and flexible teaching structures, the research underscores the relevance of EI development in enhancing both faculty performance and student learning outcomes. Ultimately, fostering emotional intelligence equips educators with stronger professional competencies and ensures the delivery of more empathetic, engaging, and effective education.