This research study was conducted to observe the association among the faculty members of the universities of Islamabad and Rawalpindi, their emotional intelligence, job satisfaction and organizational commitment. In the educational settings, the role of emotional intelligence is the most discussed and researched extensively in the realm of organizational behavior. Researchers have also argued the importance of emotional intelligence in academics. Moreover, little empirical research has been carried out to test the relationship among emotional intelligence, job satisfaction and organizational commitment, specifically the teachers of the universities of Pakistan. This study aimed not merely to ascertain empirical evidence to observe the relationship among EI, JS and OC in academics context, but also to recognize its theoretical and useful implications in the context of universities of Pakistan. The results of this study revealed that the correlation exists among job satisfaction, emotional intelligence and the components of organizational commitment: affective commitment, normative commitment and continuous commitment. Hierarchical regression analysis was applied to test the hypothesis, results indicated that job satisfaction positively predicts affective commitment, normative commitment and continuous commitment but emotional intelligence does not predicts affective commitment, normative commitment and continuous commitment. This study concluded that academic managers should make their teachers well satisfied and faithful to their organizations by defining their roles, clear organizational policies and procedures, finest provision of intrinsic and extrinsic incentives and creating sense of empowerment to their faculty members.
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