MONKAYO COLLEGE OF ARTS, SCIENCES AND TECHNOLOGY

L. Sarmiento St., Purok 6, Poblacion, Monkayo , Davao De Oro

OFFICE OF RESEARCH AND PUBLICATION

Quantitative Research Template

Proposed Title EMOTIONAL INTELLIGENCE AND ORGANIZATIONAL
COMMITMENT OF MONCAST FACULTY MEMBERS

Author’s Name Michelle J. Bersano and Gracielle June Antonio

Chapter 1
Introduction Organizational commitment is a major predictor of some good and negative
outcome characteristics (Meyer, Stanley, Herscovitch, & Topolnytsky, 2002).
They believe that employees with high degrees of affective commitment to the
organization outperform individuals with low levels of affective commitment. It
has a favorable relationship with employee motivation, job performance, and
job satisfaction, and a negative relationship with absenteeism, turnover, and
stress (Mathieu and Zajac, 1990).
In addition, emotional intelligence is related to job outcomes such as job
satisfaction and organizational commitment (Wong and Law, 2002). Employees
that are unable to assess and regulate their emotions, as Abraham (1999) points
out, have lower organizational commitment. Individuals with strong emotional
intelligence are also more dedicated to their organizations (Nikolaou and
Tsaousis, 2002) and perform well at work.
Moreover, the study of Shafiq, M., & Rana, A. R., (2016) found that
emotional intelligence was found to have strong positive associations with three
types of organizational commitment: affective, continuing, and normative
commitment. The emotional intelligence shows a reasonable ability to predict
organizational commitment in instructors.
Furthermore, besides passing on information and knowledge, teaching is a
job that requires a lot of different kinds of human interaction in order to reach
the goals set by an educational organization. The field of education has become
a lot more complicated and diverse. Teachers are becoming more and more
legally responsible for their work every day. These liabilities have made the
work environment more difficult to adjust to, resulting into low organizational
commitment in teachers. Thus, the researchers want to investigate the level of
emotional extelligence and organizational commitment of the faculty members
of Monkayo College of Arts, Sciences and Technology to provide intervention
program that could enhance their accountability and to lessen feelings of
imbalance and frustration.
Purpose of the Study The aim of this study is to investigate the relationship between emotional
intelligence and organizational commitment of faculty members of Monkayo
College of Arts, Sciences and Technology
Significance of the Study This study is significant to:

 Faculty- for them to be aware on their EI and its relevance to their OC

 College Administration- To identify key areas that needs intervention to
increase the faculty organizational commitment
 -to create an intervention program that could enhance the level of
organizational commitment
 Human Resource Management- to include EI in criteria of selection and
recruitment of teachers.
Research Objectives 1. To determine the level of emotional intelligence of MonCAT faculty
members in terms of:
1.1. Self-awareness;
1.2. Managing emotions;
1.3. Motivating oneself;
1.4. Empathy;
1.5. Social skill.
2. To determine the level of organizational commitment of MonCAT faculty
members in terms of:
2.1. Affective Commitment;
2.2. Normative Commitment;
2.3. Continuance Commitment;
3. To determine the significant difference on the level of emotional intelligence
and organizational commitment when the respondents are grouped according
to:
3.1. Employment Status
3.2 Length of Services
4. To determine the significant relationship between the emotional intelligence
and organizational commitment among MonCAST faculty members.
Theoretical Framework This study is anchored on the study of Shafiq, M., & Rana, A. R., (2016) on
their study about the relationship of emotional intelligence to organizational
commitment of college teachers in Pakistan. The findings of the study revealed
a link between emotional intelligence and organizational commitment.
Furthermore, EI was found to have strong positive associations with three types
of organizational commitment: affective, continuing, and normative
commitment. Emotional intelligence shows a reasonable ability to predict
organizational commitment in instructors.

Independent Variable Dependent Variable

Emotional Intelligence Organizational Commitment

Conceptual framework
 self-awareness  Affective commitment
 managing emotions  Normative commitment
 motivating oneself  Continuance commitment
 empathy
 social skill

 Employment Status
 Years in Service
 CHAPTER 2

METHODS

Research Design  Descriptive correlational non-experimental approach.

Sampling technique  Complete enumeration technique
MonCAST Faculty

Likert Scale Mean

Pearson-R
Annova
Survey questionnaire (you may attach a separate sheet)