Teacher’s Emotional Intelligence and Employee Brand-Based Equity: Mediating Role of Teaching Performance and Teacher’s Self-Efficacy
Educational institutions need to respond to global competitive problems, and branding has become a method for higher education institutions to differentiate themselves. Thus, this study attempted to investigate predictors of employee brand-based equity. A cross-sectional research design has been use...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.901019/full |
| _version_ | 1817970037738176512 |
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| author | Qiaoqiao Lu Qiaoqiao Lu Nor Asniza Ishak |
| author_facet | Qiaoqiao Lu Qiaoqiao Lu Nor Asniza Ishak |
| author_sort | Qiaoqiao Lu |
| collection | DOAJ |
| description | Educational institutions need to respond to global competitive problems, and branding has become a method for higher education institutions to differentiate themselves. Thus, this study attempted to investigate predictors of employee brand-based equity. A cross-sectional research design has been used to record the perception of the teachers, and data are collected using a convenience sampling technique. Before administrating the study on large scale, a pilot testing was conducted, and reliability of the scale and their items was ensured. Pilot testing results indicated a satisfactory reliability level, and constructs correlations were in the assumed directions, which allowed to conduct the study on a large scale. A sample size of 400 was set, and questionnaires were distributed among the participants, out of which, 376 were received back, while 351 were left at the end after discarding incomplete responses. The left over and completed questionnaires indicate 88% response rate. Data have been analyzed through the Smart PLS software by applying the structural equation modeling technique. After establishment of the measurement model through reliability and validity, the structural model was used to test study hypotheses. All the study hypotheses were found statistically significant on the basis of t and p statistics. Results indicate that teacher’s emotional intelligence enhances teachers’ self-efficacy, which further improves their brand-based equity. Similarly, emotional intelligence increases teacher’s performance, which also increases their brand-based equity. Limitations and future directions of the study are also reported. |
| first_indexed | 2024-04-13T20:29:06Z |
| format | Article |
| id | doaj.art-ef848524b09944caa3a4bc71b48e3341 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T20:29:06Z |
| publishDate | 2022-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-ef848524b09944caa3a4bc71b48e33412022-12-22T02:31:14ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-05-011310.3389/fpsyg.2022.901019901019Teacher’s Emotional Intelligence and Employee Brand-Based Equity: Mediating Role of Teaching Performance and Teacher’s Self-EfficacyQiaoqiao Lu0Qiaoqiao Lu1Nor Asniza Ishak2School of Foreign Languages and Cultures, Guangdong University of Finance, Guangzhou, ChinaSchool of Educational Studies, Universiti Sains Malaysia, George Town, MalaysiaSchool of Educational Studies, Universiti Sains Malaysia, George Town, MalaysiaEducational institutions need to respond to global competitive problems, and branding has become a method for higher education institutions to differentiate themselves. Thus, this study attempted to investigate predictors of employee brand-based equity. A cross-sectional research design has been used to record the perception of the teachers, and data are collected using a convenience sampling technique. Before administrating the study on large scale, a pilot testing was conducted, and reliability of the scale and their items was ensured. Pilot testing results indicated a satisfactory reliability level, and constructs correlations were in the assumed directions, which allowed to conduct the study on a large scale. A sample size of 400 was set, and questionnaires were distributed among the participants, out of which, 376 were received back, while 351 were left at the end after discarding incomplete responses. The left over and completed questionnaires indicate 88% response rate. Data have been analyzed through the Smart PLS software by applying the structural equation modeling technique. After establishment of the measurement model through reliability and validity, the structural model was used to test study hypotheses. All the study hypotheses were found statistically significant on the basis of t and p statistics. Results indicate that teacher’s emotional intelligence enhances teachers’ self-efficacy, which further improves their brand-based equity. Similarly, emotional intelligence increases teacher’s performance, which also increases their brand-based equity. Limitations and future directions of the study are also reported.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.901019/fullteachers emotional intelligenceemployee brand based equityteaching performanceteacher’s self-efficacyteacher – education |
| spellingShingle | Qiaoqiao Lu Qiaoqiao Lu Nor Asniza Ishak Teacher’s Emotional Intelligence and Employee Brand-Based Equity: Mediating Role of Teaching Performance and Teacher’s Self-Efficacy Frontiers in Psychology teachers emotional intelligence employee brand based equity teaching performance teacher’s self-efficacy teacher – education |
| title | Teacher’s Emotional Intelligence and Employee Brand-Based Equity: Mediating Role of Teaching Performance and Teacher’s Self-Efficacy |
| title_full | Teacher’s Emotional Intelligence and Employee Brand-Based Equity: Mediating Role of Teaching Performance and Teacher’s Self-Efficacy |
| title_fullStr | Teacher’s Emotional Intelligence and Employee Brand-Based Equity: Mediating Role of Teaching Performance and Teacher’s Self-Efficacy |
| title_full_unstemmed | Teacher’s Emotional Intelligence and Employee Brand-Based Equity: Mediating Role of Teaching Performance and Teacher’s Self-Efficacy |
| title_short | Teacher’s Emotional Intelligence and Employee Brand-Based Equity: Mediating Role of Teaching Performance and Teacher’s Self-Efficacy |
| title_sort | teacher s emotional intelligence and employee brand based equity mediating role of teaching performance and teacher s self efficacy |
| topic | teachers emotional intelligence employee brand based equity teaching performance teacher’s self-efficacy teacher – education |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.901019/full |
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