Emotional intelligence and organisational support: Keys to stress management for academic staff.

Abstract

This study explores how the dimensions of emotional intelligence (self-awareness, empathy, and social skills) and perceived organisational support influence workplace stress management among academic staff at higher education institutions in Malaysia. By focusing on a sample of 367 faculty members involved in teaching and learning, the research aims to evaluate the impact of these variables on the perception and effectiveness of workplace stress management in the academic context. Grounded in Emotional Intelligence (EI) and Expectancy Theory, the study employs correlational analysis to examine the relationships between self-awareness, empathy, social skills, perceived organizational support, and workplace stress management. This analysis provides insights into their combined impact on academic performance and interpersonal relationships. Data will be collected through self-administered questionnaires using simple random sampling. The anticipated findings are expected to guide recommendations for enhancing workplace stress management programs, fostering a supportive teaching environment, and improving student engagement. By better understanding these dynamics, institutions can equip their academic staff to handle the complexities of educational interactions more effectively, ultimately benefiting educators, students, higher education providers, and the ministry.