Emotional intelligence and effective communication as predictors of organizational commitment among Ethiopian public university instructors

Abstract

Retaining a talented workforce is a crucial concern for any organization. This study aimed to examine the level and predictors of organizational commitment among Ethiopian public university instructors. The objectives were to measure the levels of emotional intelligence, effective communication, and organizational commitment; test the relationships among these variables, and investigate whether emotional intelligence and effective communication predict organizational commitment. A total of 654 instructors from Ethiopian public universities participated in this study. They were randomly selected using random sampling and completed a survey questionnaire adapted to the Ethiopian public university context. The data were analyzed using one-sample t-tests, correlations, multiple linear regressions, and mediation analysis. The results showed that the instructors had high levels of emotional intelligence and effective communication but low levels of organizational commitment. There were significant positive correlations among these variables. Effective communication partially mediated the relationship between emotional intelligence and organizational commitment. It was the strongest predictor of organizational commitment, followed by emotional intelligence. These predictors explained 18.9% of the variance in organizational commitment. The study concluded that emotional intelligence and effective communication are vital for enhancing organizational commitment among university instructors. The study recommends that relevant stakeholders pay attention to these issues and provide training and support for instructors to improve their skills, attitudes, and competencies.

Keywords:

• Emotional intelligence
• effective communication
• organizational commitment
• university instructors
• Ethiopia

REVIEWING EDITOR:

• Stephen Darwin, Universidad Alberto Hurtado, Chile

SUBJECTS:

• Educational Psychology; Social Psychology; Work & Organizational Psychology; Higher Education; School Psychology; Education - Social Sciences

1. Introduction

Education is widely regarded as a vital factor in the progress of a nation, as it fosters human development, economic growth, and social cohesion (Dillon, 2016; King, 2011; World Economic Forum, 2016). Higher education institutions are the main venues where policymakers and practitioners implement and evaluate educational policies and practices. They also provide data on the characteristics, resources, and outcomes of education systems in different countries and regions (OECD, 2022; Turkkahraman, 2015). In this paper, we explore the realm of higher education, examining the delicate balance of competition and collaboration among local institutions of higher learning. These institutions must respond and adapt quickly to the ever-evolving needs and demands of their educational landscape. Additionally, they must have the acumen to identify and effectively address potential challenges that may arise within the education system (Geng & Yan, 2021). Higher education plays a pivotal role in propelling economic and social advancement, as numerous nations benefit from various domains, including economic prosperity, societal welfare, and the cultivation of a skilled workforce. These achievements show the value of higher education and encourage a lasting commitment to its ongoing enhancement (Geng et al., 2020).

In Ethiopia, modern higher education began less than 80 years ago, based on ancient religious and monastic traditions (Tebeje, 2018). Since 1990, the government’s University Capacity Building Program (UCBP) and the growing demand for higher education services have led to the rapid growth of universities in Ethiopia (Boateng, 2020). Universities are among the most influential social institutions in the world, shaping national identity and civil society through shared values and common goals (Brint, 2016). They also enhance human capital development by fostering innovative thinking and intellectual abilities (Abouraia & Othman, 2017; Bibi et al., 2018). Moreover, universities support the social, economic, political, and cultural development of a country by producing qualified human resources (Sintayehu, 2018).

However, one of the challenges that universities face in today’s dynamic academic environment is retaining qualified and experienced instructors. Ethiopia has one of the lowest ratios of academic staff to students in Africa, with only 0.07 academic staff per 100 students (Kassaw & Golga, 2019). This shortage shows the scarcity of qualified and experienced instructors in Ethiopian universities. Furthermore, many academic staff members struggle with low motivation, poor working conditions, and high turnover rates (Kassaw & Golga, 2019). Without efficient and committed instructors, universities in Ethiopia cannot achieve their vision and missions of providing quality education, conducting relevant research, and serving society.

Organizational commitment is the degree to which employees attach, identify, and involve themselves with their organization, which influences their performance, satisfaction, retention, and loyalty (Abebe & Markos, 2016). For academic staff, organizational commitment can improve the quality of teaching, learning, and research and create a positive institutional culture and climate (Kassaw & Golga, 2019). Thus, the organizational commitment of academic staff to higher education in Ethiopia has become a matter of concern for the public, educators, researchers, and other stakeholders who want to improve the effectiveness and efficiency of universities.

The Ethiopian higher education sector faces various challenges that affect the quality of education, staff retention, research output, and funding (Tessema & Abebe, 2011; Yallew, 2020). These challenges also impact the organizational commitment of academic staff, which is crucial for enhancing performance, satisfaction, loyalty, and academic staff culture (Kassaw & Golga, 2019). However, few studies have examined how emotional intelligence and effective communication influence organizational commitment among academic staff in public universities in Ethiopia. Emotional intelligence is the ability to recognize, understand, control, and express our own and others’ emotions (Mayer et al., 2016). Effective communication is the ability to share information, ideas, feelings, and feedback in a clear, accurate, and respectful way (Hargie, 2022). Emotional intelligence and effective communication are important for organizational commitment, which is loyalty and dedication to our work and organization (Goleman & Boyatzis, 2017). However, there is limited knowledge about how these three factors interact and affect each other in different situations and cultures. This study explores this by examining the levels and relationships of emotional intelligence, effective communication, and organizational commitment among instructors in public universities in Ethiopia. Additionally, this study examines the mediating role of effective communication in the relationship between emotional intelligence and organizational commitment.

This study contributes to the theoretical and practical knowledge of emotional intelligence, effective communication, and organizational commitment in a unique cultural and institutional setting. It also suggests recommendations and strategies for developing and implementing effective training programs and interventions that enhance these variables among academic staff in public universities in Ethiopia.

To achieve its objectives, this study asks the following research questions:

1. What are the levels of emotional intelligence, effective communication, and organizational commitment among instructors in Ethiopian public universities?

2. How do emotional intelligence, effective communication, and organizational commitment relate to each other among instructors in Ethiopian public universities?

3. How well do emotional intelligence and effective communication predict organizational commitment among instructors in Ethiopian public universities?

4. Does effective communication mediate the effect of emotional intelligence on organizational commitment?

This study provides valuable insights into the dynamics of emotional intelligence, effective communication, and organizational commitment in the context of Ethiopian public universities.

2. Literature review

2.1. Evolution of higher education in Ethiopia: a comprehensive overview

Ethiopia boasts over 45 public universities, categorized into four generations based on age and other factors. The initial universities were established before 2005, followed by a second wave from 2007 to 2010. Subsequently, the third-generation universities emerged between 2011 and 2016, and finally, the fourth-generation universities have been established from 2016 to the present day in 2023. Molla’s 2018 analysis neatly divides Ethiopian higher education history into four distinct phases. The first phase spans from 1950 to 1961, representing the birth of modern higher education. The second phase covers the establishment and growth of national universities from 1961 to 1974. The third phase symbolizes gradual progress during challenging times, lasting from 1974 until the late 1990s. Lastly, the fourth phase represents a period of extensive expansion and structural reforms from the late 1990s to 2010. Ethiopia currently hosts 46 public universities, reflecting a bold initiative to enhance access to higher education. The government aims to achieve the national vision of becoming a middle-income country by 2025 through this expansion. Additionally, the Ministry of Education anticipates that these universities will significantly contribute to realizing the fifth education sector development program (ESDP) and the second growth and transformational plan (Chala Wata & Shashi Kant, 2022).

2.2. Organizational commitment

Organizational commitment is a psychological construct that captures the strength and quality of the bond between an individual and an organization. It reflects how much an individual feels emotionally attached to, identifies with, and participates in the organization. Various approaches have been suggested to conceptualize and assess organizational commitment, but they all converge on this core idea (Basel Al & Ghazzawi, 2019; Hussain et al., 2020).

2.2.1. The significance of organizational commitment among higher education instructors

Higher education instructors are vital components of the higher education system and perform various essential tasks. Their organizational commitment, which is their emotional bond with their institution, indicates how much they identify with and engage in it. It also reveals their level of involvement, dedication, and loyalty to their work and the institution’s vision and mission (Basel Al & Ghazzawi, 2019; Kassaw & Golga, 2019). The organizational commitment of instructors is a key social factor and a critical issue in organizational effectiveness. Highly committed academic staff members are indispensable for the success of universities (Tadesse, 2019). Therefore, universities often attempt to enhance the commitment of their academic staff members by providing fair compensation and motivating them to be diligent and resourceful in achieving institutional goals. Staff members’ commitments to their organizations, their teaching and research programs, and their supportive interaction with their colleagues positively affect the success of the academic institution (Timalsina et al., 2018). Thus, universities strive to retain committed staff members in their organizations in a global context.

Furthermore, the organizational commitment of higher education academic instructors suggests that they are emotionally attached to and highly engaged in the university (Markovits et al., 2010). They align with the values and goals of the institution and devote their efforts to its benefit. They also aspire to remain members of the institution (Mowday et al., 1979). The organizational commitment of instructors implies that a good fit between individuals and the institution can result in their readiness to perform dependable activities that can foster the institution’s growth (Thabo et al., 2018). However, few academics and researchers in Ethiopia have investigated the commitment level of academic staff in higher education, despite having explored organizational commitment in other domains.

2.2.2. The role of organizational commitment in enhancing higher education quality and performance

The organizational commitment of instructors is a crucial factor in the success of higher education institutions. It indicates how much instructors are emotionally attached to, identify with, and participate in their institution and its goals and values (Mercurio, 2015; Mohammed Aboramadan et al., 2019). Highly committed instructors tend to remain loyal to the institution and are less likely to quit or have high turnover intentions. They also perform better and contribute more to the institution’s development and competitiveness (Kassaw & Golga, 2019; Timalsina et al., 2018). Conversely, low levels of organizational commitment among instructors can result in increased withdrawal behaviors, reduced involvement in group work, and other negative outcomes that can affect the quality and reputation of the institution (Tadesse, 2019).

Therefore, higher education institutions need to understand and enhance the organizational commitment of their instructors by offering them adequate support, recognition, compensation, and opportunities for academic development and growth (Kassaw & Golga, 2019; Timalsina et al., 2018). However, few studies have investigated the level and factors of organizational commitment among instructors in higher education institutions in Ethiopia, despite its importance for improving the educational system in the country.

2.3. The impact of emotional intelligence on personal, professional, and academic life

Emotional intelligence is the ability to perceive, understand, regulate, and communicate emotions in oneself and others. It involves skills such as emotional awareness, emotional reasoning, emotional management, and emotional communication (Dogru, 2022; O’Connor et al., 2019). These skills can help people establish and maintain positive and healthy relationships, cope with stress and challenges, and enhance their well-being and performance in various domains of life (Karimi et al., 2021; Toscano-Hermoso et al., 2020). Moreover, emotional intelligence describes how well people can comprehend, control, and express their own emotions and the emotions of others. It also involves how people use emotions to interact effectively and constructively with others. According to Goleman (1995), emotional intelligence comprises five domains: self-awareness, self-regulation, motivation, empathy, and social skills. People who have high emotional intelligence are self-aware, self-confident, adaptable, resilient, and optimistic. They also have a strong sense of curiosity and empathy for others. Developing emotional intelligence can help individuals achieve more success and happiness in life, reduce stress, improve relationships, and foster harmony (Dhani, 2016; Karimi et al., 2021).

Furthermore, emotional intelligence is the ability to comprehend, regulate, and communicate one’s own and others’ emotions. It influences the performance and commitment of instructors in their organizations (Dogru, 2022). According to Kaur and Sharma (2019), instructors with higher emotional intelligence are more self-reliant and competent. Recent studies have verified that emotional intelligence improves employee accountability, trust, and performance in the workplace (Munir & Azam, 2017). Likewise, emotional intelligence is the ability to perceive, express, understand, and manage emotions effectively, both in oneself and in others (Mayer et al., 2016). Emotional intelligence is also advantageous for academic life, as it can enhance learning, achievement, teaching, and pro-social behavior among teachers and students (Meher et al., 2021; Peláez-Fernández et al., 2021; Saud, 2019).

2.3.1. The significance of emotional intelligence in higher education: impacts on instructors and students

Emotional intelligence (EI) enables individuals to evaluate, express, and regulate their emotions effectively and use them to guide their thoughts and actions (Liu et al., 2013). It also helps them to accurately perceive feelings and use emotions to enhance their cognitive development (Grunes et al., 2014). EI is particularly important for instructors and students in higher education settings, as it affects their teaching and learning outcomes. Researchers have identified four dimensions of EI for instructors: appraising their own emotions, recognizing emotions in others, regulating their emotions, and utilizing emotions to improve performance and engagement (Wong et al., 2010). Instructors’ emotional experiences also influence their teaching approach. For instance, Trigwell et al. (2012) found that instructors who experience positive emotions tend to adopt a student-centered teaching method, while those who experience negative emotions tend to use a transmission method. Likewise, students with higher EI can cope better with emotions that might interfere with learning, such as anxiety, boredom, or frustration (Meher et al., 2021; Saud, 2019). They can also form better relationships with their academic environment and have higher motivation and problem-solving skills (Peláez-Fernández et al., 2021). However, the benefits of EI are not always evident in practice. Therefore, more specific examples or evidence are needed to illustrate how EI helps instructors and students in higher education settings.

2.4. Effective communication in higher education: challenges and solutions

Effective communication is not only about exchanging information but also about understanding the emotions and intentions behind it. To communicate effectively, you need to both deliver your message clearly and listen attentively to comprehend the full meaning and feelings of what the other person is saying (Howard, 2014). Communication is vital for all social interactions, especially in institutions or organizations where people need to cooperate and establish coherent relationships (AlAhmad, 2021). Communication can be defined as the exchange or transmission of ideas, emotions, and opinions through words, letters, symbols, or touch among two or more people (Nurminen et al., 2023).

According to Howard (2014), effective communication is defined as ‘the degree to which a communicator achieves his or her communicative goals in a given situation’. Howard (2014) also argued that communication effectiveness is closely related to communication openness, which is ‘the willingness and ability of a communicator to share information and opinions honestly and respectfully with others’. Effective communication, however, involves not only the transfer of messages but also feedback from the receiver to the sender that indicates an understanding of the message. AlAhmad (2021) stated that effective communication is essential for promoting a student-centered learning style in multicultural classrooms. AlAhmad (2021) also emphasized the importance of two-way, open communication for teachers’ awareness of their students’ needs and preferences. Effective communication, according to AlAhmad (2021), leads to optimal teaching techniques, student engagement, and interactive learning. A survey by Nurminen et al. (2023) identified some of the recent research topics on the effective use of communication tools in higher education. The survey revealed that some of the key challenges faced by students and faculty members are lack of time, technical issues, information overload, and low motivation. The survey also suggested some possible solutions such as using multimedia platforms, providing feedback mechanisms, enhancing digital literacy skills, and fostering a positive learning environment.

Effective communication is a complex phenomenon that enables people to access the minds or thoughts of others (Howard, 2014). Higher education institutions recognize that effective communication at all organizational levels enhances institutional efficiency and relationships among instructors (AlAhmad, 2021). Instructors use touch as a way of communicating within the group because it creates a connection that brings people together in an organization. Communication is the exchange of information or messages among people or entities (Keyton, 2017). Information is essential for both individuals and organizations, as it influences their social and goal-oriented activities (Keyton, 2017). Communication is also a way of transforming someone else’s mind and creating a meaningful connection between individuals and institutions. Communication can occur in different directions, modes, and styles within organizations. It can be downward or upward, face-to-face or written or electronic, horizontal or vertical, and formal or informal (Keyton, 2017).

2.4.1. The crucial role of effective communication in organizational success, with a focus on academic institutions

Effective communication is vital for organizations because it enables the exchange of information, ideas, strategies, suggestions, agreements, decisions, and orders (Shonubi et al., 2016). Without effective communication, organizations can suffer from breakdowns in coordination and collaboration among staff members. Effective communication is the lifeline of organizations, as it facilitates the sharing of knowledge and information among staff members. Furthermore, effective communication is the basis for sound management and organizational outcomes. It enhances workers’ coordination, interaction, motivation, and relationships. It also reduces confusion, misunderstanding, and delays in administration. It helps to achieve maximum productivity with minimum cost and build genuine human relationships (Stanikzai, 2017).

A positive communication environment helps organizations achieve their goals and maintain effective communication among staff members (Suhaidalisa Ahmad et al., 2018). This is especially important for academic institutions, where communication is essential for achieving institutional goals and maintaining positive relationships among academic staff members. Effective communication in higher education institutions involves professional, interpersonal, and institutional aspects and requires administrative processes and structures (Calonge et al., 2021). Effective communication also enhances the feelings, commitment, and memory of higher education instructors, who are proud to be members of the organization and believe in its values and goals (Howard, 2014).

2.5. The relationship between emotional intelligence and organizational commitment: a comprehensive analysis among academic staff in higher education

Emotional intelligence and organizational commitment are two crucial constructs that have consistently shown a positive association in both theoretical and empirical literature. Emotional intelligence refers to the ability to perceive, understand, and manage one’s own and others’ emotions. It has been found to significantly and positively impact organizational commitment among academic staff in higher education institutions (Kumar et al., 2021; Nordin, 2012; Shafiq & Akram Rana, 2016). Numerous studies indicate that academically staff with higher emotional intelligence tend to demonstrate higher levels of affective and normative commitment, indicating a stronger attachment and loyalty to their employing organization. In contrast, they exhibit lower levels of continuance commitment, suggesting a decreased likelihood of staying for material or personal reasons (Nagalingam et al., 2019; Shafiq & Akram Rana, 2016). Additionally, emotionally intelligent instructors report higher levels of work engagement, which serves as a mediator in the relationship between emotional intelligence and organizational commitment (Nagalingam et al., 2019).

Furthermore, a recent meta-analysis conducted by Dogru (2022) provided further evidence supporting the positive relationship between emotional intelligence and organizational commitment. The meta-analysis encompassed various contexts and sectors and revealed a consistent positive association across emotional intelligence’s three streams: ability, self-report, and mixed measures. Moreover, Basel Al and Ghazzawi (2019) review highlighted that emotional intelligence can enhance organizational commitment by influencing factors such as job satisfaction, occupational stress, leadership style, and organizational culture. The influence of emotional intelligence (EI), organizational commitment (OC), and job satisfaction in different sectors or regions has also been compared in several studies. For instance, Shafiq and Akram Rana (2016) conducted a study comparing the public and private sectors in Pakistan and found a significant link between these variables. Similarly, Kaur and Hirudayaraj (2021) argued that emotionally intelligent individuals can demonstrate commitment, collaboration, and inspiration, which are essential for organizational effectiveness. Furthermore, various researchers have explored the positive relationship between emotional intelligence (EI) and organizational commitment (OC) among different employee groups. Therefore, it can be expected that academic staff members with high emotional intelligence will also exhibit high organizational commitment (Shafiq & Akram Rana, 2016).

In conclusion, the literature consistently supports a positive relationship between emotional intelligence and organizational commitment among academic staff in higher education. Emotionally intelligent individuals tend to demonstrate higher levels of affective and normative commitment, lower levels of continuance commitment, and increased work engagement. Recent meta-analytical findings and reviews further reinforce this relationship across contexts and sectors. Comparisons between different sectors and regions, as well as various employee groups, have consistently highlighted the positive influence of emotional intelligence on organizational commitment.

2.6. The relationship between effective communication and organizational commitment: a comprehensive analysis

Effective communication and organizational commitment are two essential factors that significantly impact organizational performance and success. Effective communication involves the clear, accurate, and timely exchange of information and meaning between individuals or groups (Musheke & Phiri, 2021). On the other hand, organizational commitment refers to the level of loyalty, involvement, and identification that employees have with their organization (Mowday et al., 1979). Numerous studies have explored the relationship between these factors and consistently found positive associations. For instance, a study by Musheke and Phiri (2021) demonstrated that effective communication positively influenced organizational performance, with organizational culture moderating this impact. Similarly, Mercurio (2015) suggested that effective communication could enhance organizational commitment by influencing factors such as job satisfaction, employee engagement, trust, and motivation.

Moreover, effective communication plays a pivotal role in influencing organizational commitment and its consequences. Several studies have examined the mechanisms and outcomes that explain how and why effective communication affects organizational commitment. For example, Ma (2022) conducted a study focusing on English language teachers in China to investigate the role of communication strategies in enhancing organizational commitment. The study explored different aspects of communication, including information flow, adequacy, and feedback, and their influence on teachers’ commitment to their educational institutes. The findings revealed that effective communication fostered a sense of belonging, trust, and satisfaction among the teachers, thereby improving their organizational commitment. The study also provided theoretical and practical implications for educational institute management to enhance communication strategies within their organizations.

In conclusion, effective communication is a vital factor that significantly influences organizational commitment and its consequences. Communication strategies that ensure information flow, adequacy, and feedback contribute to the attachment and loyalty employees feel toward their organization. Moreover, effective communication can benefit organizations by reducing employee turnover, enhancing employee morale, fostering innovation, and increasing productivity.

2.7. The relationship between emotional intelligence and effective communication among faculty members: a comprehensive review

Previous studies have established a strong link between emotional intelligence (EI) and the effectiveness of communication. For instance, Jorfi et al. (2011) found that individuals with higher levels of EI demonstrated better quality and transparency in their communication. Similarly, Moon and Hur (2011) reported that individuals with higher EI exhibited greater productivity and effectiveness in their communication, although they also experienced higher emotional exhaustion due to their increased use of emotion regulation strategies for themselves and others. Building upon these empirical findings, the present study aims to explore the association between emotional intelligence and effective communication among faculty members. This proposition is supported by recent studies conducted by Gunasekera et al. (2021), who examined the role of EI in enhancing communication skills among teachers, and by Kaur and Sharma (2019), who explored the relationship between EI and communication competence among university lecturers. Additionally, Ozkaral and Ustu (2019) investigated the relationship between EI and communication skills among university instructors.

These studies collectively contribute to the understanding of how emotional intelligence influences effective communication in an academic setting. However, to provide a deeper understanding of the findings, it is important to delve into the specific aspects of emotional intelligence that are associated with effective communication among faculty members. For instance, future research could explore how emotional intelligence dimensions such as self-awareness, self-regulation, empathy, and social skills contribute to the development of effective communication skills within the academic context. While the existing literature provides valuable insights into the relationship between emotional intelligence and effective communication, it is essential to acknowledge certain limitations and address potential gaps for further investigation. For instance, future studies can focus on examining the impact of specific interventions or training programs aimed at enhancing emotional intelligence and communication skills among faculty members. Moreover, considering the potential influence of contextual factors, such as organizational culture and leadership, on the relationship between emotional intelligence and effective communication would provide a more comprehensive understanding of this phenomenon.

In conclusion, the existing literature supports the proposition that emotional intelligence is closely associated with effective communication among faculty members. Studies by Jorfi et al. (2011), Moon and Hur (2011), Gunasekera et al. (2021), Kaur and Sharma (2019), and Ozkaral and Ustu (2019) provide evidence of this relationship. However, further research is needed to explore the specific emotional intelligence dimensions that contribute to effective communication in the academic context, as well as to address potential limitations and gaps in the current literature.

2.8. Social exchange theory

Social Exchange Theory (SET) asserts that individuals participate in social relationships based on reciprocity and resource exchange, aiming to maximize rewards and minimize costs in their interactions, thus forming and sustaining mutually beneficial relationships (Blau, 1964; Thibaut & Kelley, 2017). This theory offers a framework for comprehending the interplay of emotional intelligence, effective communication, and organizational commitment among university instructors, emphasizing the reciprocal nature of interactions and the impact of these exchanges on commitment (Emerson, 2017; John et al., 2013). Individuals reciprocate positive actions and resources: a concept applicable to understanding how emotional intelligence and effective communication contribute to a reciprocal exchange of support within the university environment. According to Halimi et al. (2020), emotional intelligence (EI) is the ability to be aware of and understand one’s own emotions and the emotions of others. Similarly, Zhoc et al. (2020) suggest that EI can help refine communication skills and lead more effective teams in the workplace. Furthermore, MacCann et al. (2020) propose that EI can improve relationships with peers and teachers by managing emotions associated with educational settings. These studies indicate that EI is a crucial factor for enhancing communication and support in the university context.

Moreover, individuals assess the rewards and costs in their social exchanges, with emotional intelligence and effective communication being valuable rewards that influence organizational commitment among university instructors. This idea supported by the study of Halimi et al. (2020), who found that emotional intelligence (EI) positively predicts academic achievement in higher education. They also suggest that EI can help refine communication skills and lead more effective teams in the workplace. Therefore, EI can be considered a valuable reward that enhances organizational commitment among university instructors. SET underscores the interdependence of individuals in social relationships, illustrating how emotional intelligence and effective communication establish a mutually beneficial environment fostering organizational commitment among university instructors (Emerson, 2017; John et al., 2013). Applying SET to our research can illuminate how emotional intelligence and effective communication predict organizational commitment through reciprocal exchanges, mutual benefit, and the evaluation of rewards and costs within university instructors’ social relationships, offering comprehensive insights into enhancing organizational commitment through strategic resource exchanges (Halimi et al., 2020).

2.9. Conceptual framework

This study’s conceptual framework assumes that emotional intelligence and effective communication predict organizational commitment among Ethiopian public university instructors. Emotional intelligence is the ability to perceive, understand, and manage one’s own and other’s emotions (Aghdasi et al., 2011). Effective communication is the process of exchanging information concisely and respectfully (Sinha & Sinha, 2017). Organizational commitment is the degree of attachment, identification, and involvement employees have with their organization (Alsughayir, 2021). Previous studies have found that emotional intelligence has a positive relationship with organizational commitment (Aghdasi et al., 2011; Alsughayir, 2021; Gopinath et al., 2020). Employees who can appraise and regulate their emotions tend to be more loyal to their organizations. Effective communication also has a direct positive effect on organizational commitment (Sinha & Sinha, 2017). Employees who can communicate well with their colleagues, supervisors, and students tend to have higher levels of commitment. Therefore, the conceptual framework proposes that emotional intelligence and effective communication directly predict organizational commitment among Ethiopian public university instructors. EI and EC are the independent variables that can influence OC, which is the dependent variable. The model assumes that employees with higher EI and EC tend to have higher OC. Statistical methods such as correlation, mediation, and regression analysis were used to test this conceptual model. Correlation analysis can measure the strength and direction of the relationship between EI, EC, and OC. Mediation analysis can measure the indirect effect of EI on OC. Regression analysis can estimate the magnitude and significance of the contributions of EI and EC on OC (Figure 1).

Figure 1. Conceptual model.

3. Methods and materials

3.1. Research design

This study used a quantitative cross-sectional approach to achieve its purpose. This approach informed the sample selection and data collection tools used in the study. According to Mackey and Gass (2016), the correlation design is particularly suitable for analyzing the relationships between two or more variables and estimating their strength or weakness. Therefore, given the aim of examining the relationships among variables, this design was deemed appropriate for the present study.

3.2. Participants and sampling techniques of the study

We used structural equation modeling (SEM) with Maximum Likelihood estimation to analyze our data. Jackson (2003) recommends a minimum of 20 times the number of observed variables to ensure an adequate sample size for SEM. Our study featuring 30 observed variables required a minimum of 600 participants (20 x 30 = 600). To account for a potential 10% non-response rate, we increased our sample size to 660. To select our participants, we randomly chose two public universities in Ethiopia, Dilla and Hawassa from a comprehensive list of public universities in Ethiopia. To distribute the sample of 660 instructors in a representative manner, we proportionally allocated them to the two universities, using Kothari’s (2004) formula: ni​=∑Ni​n × Ni​​, where ni​ is the sample size for each university, n is the total sample size, and Ni​ is the population size for each university. This approach ensured that the sample size for each university was in proportion to its population size, thereby minimizing any sampling bias and enhancing the representativeness of our sample. Our participant selection process involved random sampling from the population of instructors within Ethiopian higher academic institutions with a focus on maintaining representation. Inclusion criteria included being a current or full-time employee of the organization, possessing at least one year of teaching experience, demonstrating a willingness to participate and provide informed consent, and having the ability to communicate in English or Amharic languages. Exclusion criteria excluded individuals on leave, sabbatical, or retirement, those with physical or mental impairments that could affect communication skills, individuals not affiliated with either of the selected Universities and temporary or contract workers. We implemented these criteria to ensure that our participants possessed the requisite experience and competence in teaching and communication, and were readily accessible for data collection. The total population size across both universities, denoted as ∑Ni​, was 2,940 (DU, HU). With a determined sample size of 660, the calculated values for ni ​are as follows: For Dilla University, ni​ was 285 out of a population of 1,270. For Hawassa University, ni​ was 375 out of a population of 1,670. In total, our study had 654 participants. We divided this sample into two groups, each containing 327 participants, for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). However, we excluded two participants due to missing values and four participants due to non-return in their responses.

3.3. Instruments of data collection

We used a structured survey questionnaire to collect data for this study. The survey questionnaire had two sections. The first section asked questions related to the instructors’ sociodemographic information, while the second section measured the instructors’ emotional intelligence, effective communication, and organizational commitment.

3.3.1. Emotional intelligence scale

We used the trait emotional intelligence questionnaire short form scale (TEIQue-SF) Cooper and Petrides (2009), adapted for the Ethiopian context, to measure the instructors’ emotional intelligence. The TEIQue-SF is a 30-item, unidimensional scale that assesses employees’ emotional intelligence behaviors at work. The items are rated on a Likert scale from 1 (completely disagree) to 7 (completely agree) with the statements about emotional intelligence. The original scale was reliable for both males (alpha = .89) and females (alpha = .88). This shows its internal consistency for both genders. The separate reliability reports for males and females provide a more comprehensive understanding of the TEIQue-SF’s psychometric properties and contribute to the broader discussion of gender differences in emotional intelligence. Therefore, this information is crucial for researchers and practitioners who are interested in how the TEIQue-SF performs in diverse populations. Table 2 shows the Cronbach’s alpha values of the Scale.

3.3.2. Effective communication scale

O’Reilly and Roberts (1976) developed the effective communication scale. It is a 5-item communication scale that measures the degree of effectiveness or openness in exchanging ideas among organizational members. The items were rated on a Likert scale from 1 (strongly disagree) to 5 (strongly agree). The original scale had high reliability, with a Cronbach’s alpha value of 0.85. The researchers adapted the scale for this study. They wanted to measure the communication skills of instructors in Ethiopian higher academic institutions. Table 2 shows how reliable and consistent the scale is. This scale evaluates how well instructors and students in the university communicate with each other. It uses five indicators of effective communication: understanding, openness, ease, enjoyment, and feedback. For instance, one item is ‘Communication in this university is very open’ which measures the instructors’ confidence in expressing their opinions and feedback. Another item is ‘It is easy to ask for advice from any co-worker in this university’ which reflects the trust and collaboration among the instructors. These items capture the essential aspects of effective communication, which is crucial for improving the quality of teaching and learning and creating a positive organizational culture.

3.3.3. Organizational commitment scale

Allen and Meyer (1990) developed the organizational commitment scale. It is an 18-item measure that assesses three dimensions of organizational commitment: affective, normative, and continuous. Participants rate each item on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). The scale has a high internal consistency with a Cronbach’s alpha value of 0.934. The researchers adapted the organizational commitment scale for the Ethiopian higher education context, and Table 2 shows its composite reliability and Cronbach’s alpha values. We conducted a factor analysis and a reliability analysis to test the scales’ psychometric properties. The results showed that the scales had good validity and reliability. The researchers used these instruments to measure three important factors for higher education instructors: emotional intelligence, effective communication, and organizational commitment. Higher scores on the scales indicate higher levels of these constructs, while lower scores indicate lower levels. For this study, the total score across the dimensions was used for each construct.

3.4. Validation of instruments

The researchers reviewed the items thoroughly before translating them into Amharic. Psychologists and language professionals collaborated to translate the items. They ensured the accuracy and appropriateness of the items. These experts analyzed the items for their implied meaning, context, and technical elements. For example, they checked if the items were culturally relevant, clear, and consistent. The researchers then back-translated the Amharic version and compared it with the original English version to ensure consistency. They solved any discrepancies promptly, and a supervisor reviewed and approved the final version. The researchers scrutinized the collected data rigorously. They verified the assumptions and performed a factor analysis to assess the reliability of the scale. They excluded items with a total item correlation below 0.3, and they conducted both exploratory and confirmatory factor analyses to determine and confirm the factor structures of the latent variables. They also used confirmatory factor analysis to validate the constructs measured by the questionnaire. Based on preliminary test results, they revised the questionnaire to eliminate confusing terms and statements, enhancing its clarity and effectiveness in measuring the intended constructs.

3.5. Data collection procedures

The data collection procedure involved the following steps: First, the researchers obtained ethical clearance and methodological adequacy for the research work from the School of Psychology at Addis Ababa University. Additionally, the researchers received a support letter from the university. Second, the researchers asked the university president, college deans, department heads, and instructors for permission. They wanted to administer the questionnaire and collect the data. Third, we contacted instructors and obtained their consent. We explained the purpose of the questionnaire to them to facilitate the data collection process. Fourth, we distributed paper-based instruments to the selected participants. They received informed consent forms and were assured of the confidentiality and anonymity of their responses. Participants had the option to decline participation or withdraw at any point. We gave ample time for participants to complete the questionnaires. Fifth, we stored the survey responses in a secure electronic database. We used the database for data management and analysis. We checked the missing or inconsistent responses, and we contacted participants for clarification if necessary. Sixth, we conducted factor analysis, regression analysis, t-tests, and reliability analysis on the processed data to derive insights and address the research questions. We followed these steps rigorously to ensure the integrity of the data collection and processing process to enhance the validity and reliability of the findings.

3.6. Data analysis

In our study, we entered the quantitative data into SPSS version 25 and cleaned it before analysis to ensure data accuracy and completeness. We performed a comprehensive data analysis process to answer the research questions. We used various statistical methods and techniques to analyze the collected data. We carried out rigorous data cleaning and preparation and checked the assumptions of normality, homoscedasticity, multicollinearity, and linearity. The researchers employed the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to assess the underlying factor structure of measured variables. Descriptive statistics, including means, standard deviations, and frequency distributions, provided an initial overview of the dataset. We also tested how reliable the measurement instruments were. We used two indicators: Cronbach’s alpha coefficient and composite reliability. Subsequently, we utilized appropriate statistical tests, including t-tests, regression, and mediation analysis, to evaluate research hypotheses. Our analysis had three main steps. First, we examined the relationships among variables. Second, we assessed the contributions of instructors’ emotional intelligence and effective communication to their organizational commitment. Third, we conducted mediation analysis using AMOS version 26. We wanted to explore the mediation relationship between emotional intelligence and organizational commitment through effective communication. We interpreted and discussed the results in the context of research objectives and existing literature, exploring the implications and relevance to the research questions.

4. Results

4.1. Descriptive statistics and frequency of demographic variables

We collected the data from 654 instructors, comprising 523 males (80%) and 131 females (20%) who completed the survey questionnaire. The mean age was 33 years (SD = 6.767), ranging from 22 to 65 years. The majority of instructors (71.4%) were aged between 22 and 35 years, followed by 23.2% between 36 and 45 years, 4.7% between 46 and 55 years, and only 0.6% above 56 years. The mean work experience was 6.15 years (SD = 3.75), with most instructors (53.7%) having 1 to 5 years of work experience, 34.3% having 6 to 10 years of work experience, 10.1% having 11 to 15 years of work experience, 1.4% having 16–20 years of work experience, and the remaining 0.6% having 21 and above years of work experience. Regarding marital status, 62.2% of instructors were married, 36.9% were single, 0.5% were divorced, and only 0.5% were deceased. In terms of academic rank, the majority of instructors (80.3%) are lecturers, followed by 9.8% assistant lecturers, 9.5% Ph.D. holders or assistant professors, and only 0.5% associate professors.

4.2. Results of exploratory factor analysis

We conducted an exploratory factor analysis (EFA) to identify the factors or dimensions of each construct or latent variable in Ethiopian cultural contexts. We utilized the maximum likelihood estimation method, varimax rotation, and Eigenvalue greater than one. We applied the maximum factor loading criterion of 0.50, surpassing the absolute value of the standardized factor loading of 0.30. The goal of the EFA was to find a simple and reliable way to measure the factors and their relationships. We performed the EFA analysis using the Statistical Package for Social Sciences (SPSS) version 25 and Jamovi version 2.3.2. In this section, we assessed the commonalities of the observed variables and the amount of variance in each dimension to ensure satisfactory levels of overall commonality explanation. According to Child (2006), we should exclude items with commonalities below 0.20 from further EFA analysis. Similarly, Tabachnick and Fidell (2001) recommended removing items with total item correlations below 0.30 from subsequent EFA results. Following these criteria, we excluded eight emotional intelligence items. Additionally, we omitted ten items that did not load on any of the two extracted factor structures from the final EFA results. We also excluded three continuous commitment items from the organizational commitment scale due to their low communality and low total item correlation. Moreover, we removed two items that did not load on any of the factors, and one item that exhibited cross-loading with affective commitment. Furthermore, we excluded all normative commitment items that loaded on the affective commitment factor in the final EFA results for CFA analysis. As a result, we retained only six items to represent affective organizational commitment in the subsequent CFA analysis.

4.3. Results of confirmatory factor analysis

To enhance the presentation of the Confirmatory Factor Analysis (CFA) results, we used tables for a more organized format. Table 1 presents the model fit indices for a structural equation model. The fit indices include CMIN/DF, GFI, AGFI, CFI, TLI, NFI, and RMSEA. The values for each index are provided along with an indication of whether they meet the commonly accepted thresholds for model fit.

We used a confirmatory factor analysis (CFA) to check the EFA results and measure the factors accurately. We used AMOS 26 software to examine the structure of emotional intelligence, effective communication, and organizational commitment in a sample of 327 participants. First, we established and specified first and second-order models for each construct. Then, we evaluated the model’s fit to the data using various model-fit statistics, as presented in Table 1. According to Worthington and Whittaker (2006), there are four primary types of model fit indices: overall model fit indices (e.g. chi-square test), incremental fit indices (such as NFI, CFI, and TLI), absolute fit indices (RMSEA and GFI), and parsimony fit indices (PNFI and PCFI). Additionally, Byrne (2016) recommended five model fit criteria: model chi-square (CMIN), adjusted goodness of fit (AGFI), goodness-of-fit index (GFI), comparative fit index (CFI), and root mean square error of approximation (RMSEA). These indices were employed to evaluate the good fitness of the model and its accuracy in representing the observed data. The commonly accepted threshold values for these indices are as follows: CMIN/DF < 5, GFI, AGFI, CFI > 0.9, and RMSEA < 0.08 Byrne (2016). The measurement model is acceptable if at least 3–4 of these indices meet the threshold values (Hair et al., 2012).

Table 1. Model fit indices and acceptability criteria.

No	Model Fit Index (CMIN/DF < 5, GFI, AGFI, CFI, TLI, NFI > 0.9, RMSEA < 0.08)	Values			Acceptable (Yes/No)
		EI	EC	OC
1	Chi-Square/degree of freedom (CMIN/DF)	1.669	.981	1.297	Yes
2	Adjusted Goodness of Fit (AGFI)	.937	.983	.972	Yes
3	Goodness-of-Fit Index (GFI)	.960	.995	.992	Yes
4	Comparative Fit Index (CFI)	.985	1.00	.998	Yes
5	Tucker-Lewis Index (TLI)	.980	1.00	.995	Yes
6	Normed Fit Index (NFI)	.964	.990	.992	Yes
7	Root Mean Square Error of Approximation (RMSEA)	.045	.000	.030	Yes

EI = Emotional Intelligence; EC = Effective Communication; OC = Organizational Commitment.

4.3.1. Confirmatory analysis results for emotional intelligence

The results of the exploratory factor analysis (EFA) revealed two interpretable factor structures for emotional intelligence (EI), which were subsequently confirmed by first- and second-order confirmatory factor analyses (CFAs) using 12 items. Specifically, the first-order CFA model for the EI factor of emotional self-awareness (ESA) consisted of six items. The initial model fit indices were as follows: χ2 = 64.892, df = 9, p-value = .000, CMIN/DF = 7.210, NFI = .919, TLI = .988, CFI = .929, RMSEA = .138, GFI = .936, and AGFI = .851. Notably, the RMSEA, CMIN/DF and AGFI fit indices did not meet the established criteria. To further refine the model, we accounted for the covariance between items e1 and e2, resulting in the following improved fit indices: χ² = 24.198, df = 8, p-value = .002, CMIN/DF = 3.025, NFI = .970, TLI = .961, CFI = .979, RMSEA = .079, GFI = .973, and AGFI = .930. Except for RMSEA, all the model fit indices indicated a well-fitted model. To address the RMSEA discrepancy, we allowed covariance between items e5 and e6, leading to the following results: χ2 = 10.469, df = 7, p-value = .164, CMIN/DF = 1.496, NFI = .987, TLI = .991, CFI = .996, RMSEA = .039, GFI = .989, and AGFI = .968. The first-order ESA factor CFA model exhibited a good fit with the data and satisfied all the acceptable ranges of the fit criteria. Similarly, the first-order CFA model for the EI factor of emotional self-regulation (ESR) comprised six items. The initial model fit indices were as follows: χ2 = 11.594, df = 9, p-value = .237, CMIN/DF = 1.288, NFI = .991, TLI = .997, CFI = .998, RMSEA = .030, GFI = .988, and AGFI = .973. All the model fit indices indicated an excellent fit, and no further modifications were required.

We tested a two-factor CFA model for EI using all 12 items. The initial model yielded the following fit indices: χ2 = 96.036, df = 51, p-value = .000, CMIN/DF = 1.883, NFI = .958, TLI = .974, CFI = .980, RMSEA = .052, GFI = .952, and AGFI = .927. All the model fit indices fell within the acceptable range based on the fit criteria. However, modification indices suggested a covariance between items e9 and e10 to improve the fit indices. We implemented this modification, and the revised fit indices were as follows: χ2 = 83.452, df = 50, p-value = .002, CMIN/DF = 1.669, NFI = .964, TLI = .980, CFI = .985, RMSEA = .045, GFI = .960, and AGFI = .937. Finally, we tested a second-order CFA model for EI, using the two first-order factors as indicators. The model exhibited the same fit indices as the modified first-order two-factor model and satisfied all the acceptable ranges of the fit indices.

4.3.2. Confirmatory factor analysis of effective communication

We tested a one-factor model for effective communication (EC) using six items. The initial model fit indices were as follows: χ2 = 25.849, df = 5, p-value =.000, CMIN/DF = 5.170, NFI =.935, TLI =.892, CFI =.946, RMSEA =.113, GFI =.967, and AGFI =.902. Except for RMSEA, all the model fit indices met the acceptable range of fit indices. Based on the suggestion from AMOS, we modified the model by allowing the errors of e1 and e2 to correlate. This significantly improved the model’s fit: χ2 = 3.923, df = 4, p-value =.416, CMIN/DF = .981, NFI =.990, TLI =1.00, CFI =1.00, RMSEA =.000, GFI =.995, and AGFI =.983. The modified model represented the data better.

4.3.3. Confirmatory factor analysis for organizational commitment

We tested a one-factor model for organizational commitment (OC) using six items. The initial model fit indices were as follows: χ2 = 51.116, df = 9, p-value = .000, CMIN/DF = 5.680, NFI = .949, TLI = .928, CFI = .957, RMSEA = .120, GFI = .952, and AGFI = .888. Only RMSEA, TLI, and CMIN/DF did not meet the recommended values. Based on the AMOS analysis, we made several modifications to improve the model fit. First, we co-varied the errors of e2 and e4, resulting in improved fit indices: χ2 = 30.793, df = 8, p-value = .000, CMIN/DF = 3.849, NFI = .969, TLI = .956, CFI = .977, RMSEA = .093, GFI = .971, and AGFI = .925. However, the RMSEA value still did not meet the recommended threshold, so we co-varied e1 and e2. This adjustment led to acceptable fit indices: χ2 = 21.557, df = 7, p-value = .003, CMIN/DF = 3.080, NFI = .978, TLI = .968, CFI = .985, RMSEA = .080, GFI = .980, and AGFI = .941. Then, we co-varied e3 and e5, resulting in excellent fit indices: χ2 = 7.781, df = 6, p-value = .255, CMIN/DF = 1.297, NFI = .992, TLI = .995, CFI = .998, RMSEA = .030, GFI = .992, and AGFI = .972. Finally, the final modified model fit the data well and met all the required model fit indices.

4.3.4. Structural equation measurement modeling

In the previous section, we evaluated the CFA measurement models based on their model fit indices, as presented in Table 1. We built structural models by linking the factors from the first and second-order CFAs. We ran the structural model to assess its fit. The initial SEM measurement model produced the following results: χ2 = 426.617, df = 218, p-value = .000, CMIN/DF = 1.957, NFI = .895, TLI = .937, CFI = .945, RMSEA = .054, GFI = .903, and AGFI = .878. These fit indices collectively indicate that the SEM measurement model fit the data well and met the required criteria for acceptable model fit (Figure 2).

Figure 2. Structural measurements model.

4.4. The levels of instructors’ emotional intelligence and effective communication influence organizational commitment

Table 2 summarizes the descriptive statistics and reliability coefficients of the measures of organizational commitment (OC), effective communication (EC), and emotional intelligence (EI). We analyzed the data using SPSS and AMOS. The estimates of composite reliability based on standardized factor loadings and error variances (CR) were high .940 for EI, .759 for EC, and .878 for OC. Likewise, the internal consistency of all variables was also satisfactory, ranging from 0.773 (for EC) to 0.915 (for EI). The minimum and maximum values showed adequate variability in response. The skewness and kurtosis values were within ±1 and ±5, indicating a normal distribution of the data.

Table 2. The levels of emotional intelligence, effective communication, and organizational commitment (N = 327).

Variables	No. of items	Min	Max	Mean	Expected Mean	SD	t_value	Sig	Skewness	Kurtosis	CR	α
EI	12	30	84	63.4	48	9.27	30.01	***	−1.028	.955	.940	.915
EC	5	5	25	15.3	15	3.76	1.68	.095	−.212	−.314	.759	.773
OC	6	6	30	17.5	18	5.47	−1.49	.136	−.231	−.616	.878	.877

***Levels of significance are at .000(2-tailed); EI = emotional intelligence, EC = effective communication, OC = organizational commitment, CR = composite reliability, α = Cronbach’s alpha value.

In Ethiopian higher education institutions, instructors face the challenges and opportunities of teaching within a diverse and dynamic environment. One potential solution to these challenges lies in their EI, EC, and OC. To address this issue, we measured the levels of the three variables among instructors in Ethiopian higher education institutions. We used validated scales, namely the Emotional Intelligence Scale, Effective Communication Scale, and Organizational Commitment Scale, to collect and analyze the data on EI, EC, and OC. We compared the mean scores with the expected values based on previous studies on EI, EC, and OC.

We found that instructors possess a notably high level of EI, as the observed mean scores significantly exceeded the anticipated mean value. In contrast, the mean scores for EC and OC were only slightly above the expected mean value, signifying moderately significant levels in these areas. Our research contributes to the field of education by shedding light on the levels and associations of EI, EC, and OC among instructors in Ethiopian higher education institutions. The findings imply that teachers who possess a higher level of EI tend to excel in communication and exhibit a strong dedication to their organizations. This, in turn, contributes to improving teaching and learning experiences. As a result, we suggested that educational institutions in higher education prioritize the cultivation of EI in their instructors. It’s crucial to offer the necessary resources and opportunities for instructors to enhance their communication and commitment abilities.

4.5. The relationships between emotional intelligence, effective communication, and organizational commitment

Table 3 shows the results of the Pearson correlation coefficient analysis, which revealed significant positive relationships among instructors’ emotional intelligence (EI), effective communication (EC), and organizational commitment (OC). As shown in Table 3, instructors’ EI was positively correlated with their OC (r = 0.158, p < 0.05), indicating that more emotionally intelligent instructors were more committed to their organizations. Likewise, instructors’ EC was positively correlated with their OC (r = 0.407, p < 0.05), suggesting that instructors who communicated more effectively were more committed to their organizations. Moreover, instructors’ EI was positively correlated with their EC (r = 0.016, p > 0.05), meaning that more emotionally intelligent instructors also communicated more effectively. In summary, the correlation results in Table 3 demonstrate that instructors’ EI and EC were both positively associated with each other and with their OC.

Table 3. Variable means, standard deviations, and intercorrelations.

Variables	Mean	SD	EI	EC	OC
Emotional intelligence (EI)	63.4	9.27	1
Effective communication (EC)	15.3	3.76	.016	1
Organizational commitment (OC)	17.5	5.47	.158**	.407**	1

**The correlation is significant at the 0.05 level (2-tailed), N = 327.

4.6. The regression results show how predictors contribute to the outcome variable

We used multiple linear regressions to study how emotional intelligence (EI) and effective communication (EC) affect organizational commitment (OC). We checked the assumptions of linear regression before conducting the regression analysis. The data met the assumptions of normality, linearity, homoscedasticity, independence, and randomness. The dependent variable was continuous and measured at the interval or ratio level. No significant outliers or bivariate outliers were detected in the scatter plot, which showed a positive linear relationship between EI, EC, and OC. As shown in Table 4, the regression results show how EI and EC contribute to OC (R2 = 0.189, F = 37.724, p < 0.001), explaining 18.9% of its variance. Both EI (β = 0.152, t = 3.032, p < 0.01) and EC (β = 0.405, t = 8.090, p < 0.001) were significant predictors of OC, with EC having a stronger effect than EI. These findings suggest that instructors who have high levels of EI and EC are more likely to be committed to their organizations or universities.

Table 4. Regression statistics of emotional intelligence and effective communication on instructors’ organizational commitment.

Variables	R	R^2	F	Beta	T	Sig
Emotional intelligence	.435	.189	37.724	.152	3.032	**
Effective communication				.405	8.090	***

Dependent variable: Organizational commitment. **.prediction is significant at the 0.01 level & *** is significant at .000(2-tailed).

4.7. Results of mediation analyses

We used a mediation analysis to study how effective communication (EC) affects the link between emotional intelligence (EI) and organizational commitment (OC). As shown in Table 5, the mediation results show how EC mediates the relationship between EI and OC. The total effect of EI on OC was statistically significant (β = .184, P < .05). The total effect of EI on EC was not significant (β =.058, P > .05). However, the total effect of EC on OC was significant (β = .437, P < .001). The direct effect of EI on OC was statistically significant (β = .159, P < .01). Similarly, EI had a statistically insignificant and positive direct effect on EC (β = .058, P > .05). On the other hand, EC had a statistically significant direct effect on OC (β = .437, P < .001). The indirect effect of EI on OC through the mediation of EC was also statistically insignificant (β = .025, P >.05). However, there was a statistically significant and positive direct effect of EI on OC. This indicates that the relationship between EI and OC was partially mediated by EC.

Table 5. Standardized mediation results using a bootstrap analysis with a 95% confidence interval.

Relationships	Total effects		Direct effects		Specific indirect effects
	β	P	β	P	B	P	BCCI	Conclusion
EI→OC	.184	**	.159	**
EI→ECO	.058	.651	.058	.651
ECO→OC	.437	***	.437	***
EI→ECO→OC					.029	.636	−.055 .167	Partial mediation

**p < .01; ***p< .001.

5. Discussion

Our study rigorously examined the relationships among emotional intelligence, effective communication, and organizational commitment within the context of higher education institutions in Ethiopia. We employed valid and reliable measurement tools and utilized various statistical analyses to address four primary research questions. In summarizing our findings, it is important to note that the discussion will now investigate deeper into the interpretation and implications of these results.

The first research question of the study assessed the levels of instructors’ emotional intelligence, effective communication, and organizational commitment in Ethiopian higher education institutions through t-test analysis (Table 2). The results indicated a significantly high level of emotional intelligence among the instructors, consistent with prior research findings. Imtiaz et al. (2016) found high levels of emotional intelligence among instructors in Pakistan, while Wolle (2022) demonstrated the effectiveness of high emotional intelligence in Ethiopian public universities. Similarly, Khassawneh et al. (2022) reported the significant impact of emotional self-regulation on instructor behavior and student success in the United Arab Emirates.

The empirical and theoretical evidence suggests that higher emotional intelligence is associated with decreased intention to turnover, as indicated by Gara Bach Ouerdian et al. (2021). However, contradictory perspectives from Waheed Akhtar et al. (2017) and other studies suggest that higher emotional intelligence may lead to an increased likelihood of leaving their jobs, highlighting the need for further research in different cultural contexts. Williams (2021) demonstrated the use of emotional intelligence skills by online instructors to manage themselves and form positive emotional bonds with students, while Issah (2018) emphasized the multifaceted nature of emotional intelligence, indicating the need for additional research to understand its differential impacts on retention and organizational commitment in diverse contexts.

Instructors with high emotional intelligence are more likely to enjoy and be satisfied with their work, as well as support their students’ self-awareness, emotion regulation, social relationships, and effective communication skills (Friede et al., 2015; Roorda et al., 2011). This study suggests that instructors with high emotional intelligence are more likely to have a positive outlook on their work environment, potentially increasing their loyalty and lowering turnover rates.

Moreover, the results of a one-sample t-test revealed that the observed mean score value of the instructors’ effective communication slightly exceeded the expected mean test value, indicating an insignificantly moderate level of effective communication. This finding is disconcerting, considering the essential role of communication skills in successful teaching and learning. Effective communication encompasses the clear, accurate, and appropriate transmission and reception of information using verbal and non-verbal cues (Finn & Schrodt, 2012). It has been shown to enhance student motivation, engagement, learning, and performance while fostering positive teacher-student relationships (Xie & Derakhshan, 2021). Instructors with inadequate effective communication skills may encounter challenges in meeting instructional goals and fulfilling students’ needs and expectations.

Several factors may contribute to this inadequacy, including insufficient training, feedback, and self-awareness, as well as personal, contextual, or technological barriers (Finn & Schrodt, 2012; Xie & Derakhshan, 2021). To address this, instructors can engage in professional development activities focusing on enhancing verbal and non-verbal behaviors and communication process awareness (Finn & Schrodt, 2012; Xie & Derakhshan, 2021). Seeking feedback from students, peers, or supervisors can guide improvement efforts while adopting a reflective approach to communication practices can lead to ongoing refinement (Finn & Schrodt, 2012; Xie & Derakhshan, 2021). Effective communication is also linked to decreased turnover intentions and facilitates information sharing, employee participation, and organizational unity (Manafzadeh et al., 2018). Conversely, ineffective communication can lead to employee stress, increased turnover intentions, absenteeism, burnout, and limited feedback (Stanikzai, 2017). Therefore, effective communication is crucial for organizational functioning, organizational commitment, staff satisfaction, and retention. In conclusion, the insignificant level of effective communication among instructors is concerning for the quality of teaching and learning. It is imperative for instructors to actively improve their communication skills through professional development, feedback-seeking, and reflective practices to enhance both their competence and their students’ academic outcomes and satisfaction.

Furthermore, the analysis of one sample t-test in Table 2 showed that the observed mean score value of the instructors’ organizational commitment was lower than the expected mean test value. This shows that instructors have an insignificantly low level of organizational commitment. The finding of a lower level of organizational commitment among the instructors in the sample suggests that some factors may affect their attachment and loyalty to the institution. Organizational commitment is the degree to which employees identify with, value, and support their organization’s goals and values (Maassen et al., 2021). It is influenced by various individual and contextual factors, such as personality, motivation, leadership, culture, rewards, and work environment (Mohammed Aboramadan et al., 2019). One possible explanation for the low level of organizational commitment among the instructors is that they perceive their work as less meaningful, challenging, or rewarding than other occupations. This may be due to the nature of their teaching roles, which involve repetitive tasks, standardized curricula, and limited autonomy. Moreover, they may face difficulties in balancing their work and personal life, especially if they have family responsibilities or health issues. These factors may reduce their sense of purpose and satisfaction in their work (Kassaw & Golga, 2019). Another possible explanation is that they lack adequate support and recognition from the institution. For instance, they may not receive fair compensation or benefits for their work, or they may not have opportunities for career advancement or professional development. They may also feel ignored or marginalized by the management or administration of the institution. These factors may undermine their trust and respect for the organization and its leaders (Mohammed Aboramadan et al., 2019). A third possible explanation is that they are dissatisfied with the organizational culture or climate of the institution. For example, they may encounter conflicts or tensions with their colleagues or students, or they may experience harassment or discrimination based on their gender or ethnicity. They may also perceive a lack of communication or collaboration among different units or departments of the institution. These factors may create a negative emotional state and a sense of alienation among them (Kassaw & Golga, 2019). To improve the level of organizational commitment among the instructors in higher education institutions in developing countries like Ethiopia, it is recommended that managers adopt effective human resource management practices that can enhance employee engagement Kassaw and Golga (2019). Employee engagement refers to the degree to which employees are committed to their work and feel enthusiastic about it (Poliquit et al., 2018). It can be fostered by providing employees with clear goals and expectations, offering them meaningful rewards and recognition, creating a supportive and collaborative work environment, empowering them to make decisions and take initiatives, soliciting their feedback and suggestions, and involving them in organizational change processes (Kassaw & Golga, 2019). By doing so, leaders can increase employee motivation, performance, retention, innovation, customer satisfaction, social responsibility, and profitability in higher education institutions.

To examine the second research question, we explored the relationship between instructors’ emotional intelligence, effective communication, and organizational commitment in Ethiopian higher education institutions. We recognized and appreciated the unique characteristics of these institutions, shaped by a complex interweaving of cultural, social, and educational factors. As shown in Table 3, our investigation revealed compelling evidence of substantial positive correlations between instructors’ emotional intelligence, effective communication, and organizational commitment. This finding not only supports existing literature but also highlights the importance of these interrelated competencies in the Ethiopian context.

The finding of this study supports the previous literature that suggests a positive relationship between emotional intelligence, effective communication, and organizational commitment in higher education institutions. Emotional intelligence and organizational commitment are two important constructs that have been positively associated with the empirical literature. Emotional intelligence, which is the ability to perceive, understand, and manage one’s own and others’ emotions, positively and significantly affects organizational commitment, which is the degree of attachment, identification, and involvement with one’s employing organization, among the academic staff in higher education institutions (Kumar et al., 2021; Nordin, 2012; Shafiq & Akram Rana, 2016). According to various studies, emotionally intelligent instructors tend to exhibit higher levels of organizational commitment, meaning that they feel more attached and loyal to their organization. Emotionally intelligent instructors also report higher levels of work engagement, which mediates the relationship between emotional intelligence and organizational commitment (Nagalingam et al., 2019). Moreover, several researchers have explored the positive relationship between EI and OC among different groups of employees. Therefore, it can be expected that academic staff members with high EI will also show high OC (Shafiq & Akram Rana, 2016). However, they found no significant link between Emotional Intelligence (EI) and Organizational Commitment (OC) among academic staff in Malaysian public universities. This suggests that the authors did not find enough evidence to confirm a relationship between EI and OC in their sample. A non-significant result doesn’t mean the effect is zero, but rather that it’s not substantial enough to be anything more than a chance finding.

Moreover, previous studies have established a connection between emotional intelligence (EI) and effective communication. Jorfi et al. (2011) found that higher EI in academic staff led to improved communication quality and transparency. Similarly, Moon and Hur (2011) observed that workers with higher EI were more productive and effective in their communication, although they also experienced higher emotional exhaustion due to increased use of emotion regulation strategies. Recent studies by Gunasekera et al. (2021), Kaur and Sharma (2019), and Ozkaral and Ustu (2019), further support the association between EI and effective communication among faculty members, focusing on teachers, university lecturers, and university instructors respectively. Furthermore, multiple studies have established a positive association between effective communication and organizational commitment. Ma (2022) found that effective communication among English language teachers in China fosters a sense of belonging, trust, and satisfaction, improving organizational commitment. Ozkaral and Ustu (2019) focused on university instructors in Turkey and discovered that effective communication contributes to a positive organizational culture, professional development, and reduced role ambiguity, thereby increasing organizational commitment. These studies highlight the significance of effective communication in influencing organizational commitment among academic staff in higher education institutions.

One possible explanation for this finding is that emotional intelligence enables instructors to communicate effectively with their students, colleagues, and administrators. By being aware of their own emotions and those of others, instructors can adapt their communication style to suit different situations and audiences. They can also use emotional intelligence to motivate themselves and others, resolve conflicts, build trust, and foster collaboration. These skills can enhance the quality of instruction and learning outcomes in higher education institutions. Another possible explanation for this finding is that effective communication facilitates organizational commitment among instructors. By communicating, respectfully, and constructively with their stakeholders, instructors can establish positive relationships with them. They can also receive feedback, recognition, and support from them. These factors can increase their sense of belongingness, satisfaction, and loyalty towards their organization. These outcomes can improve the performance and retention of instructors in higher education institutions.

However, it is important to note that this finding may not be generalizable to all contexts and cultures. Ethiopian higher education institutions may have distinctive characteristics that influence the relationship between emotional intelligence, effective communication, and organizational commitment among instructors. For example, Ethiopian culture values collectivism over individualism Shafiq and Akram Rana (2016), which may affect how instructors perceive themselves and others in terms of emotions. Moreover, Ethiopian higher education institutions may face challenges such as limited resources, political instability, and social unrest which may affect how instructors cope with stress and uncertainty in their work environment (Oliso, 2023). Therefore, future research should explore the specific factors that mediate or moderate the relationship between emotional intelligence, effective communication, and organizational commitment among instructors in different contexts and cultures. Such research could provide more insights into how to enhance these competencies among instructors to improve the quality of education in Ethiopia.

The third research question for this study examined how instructors’ emotional intelligence (EI) and effective communication (EC) predicted their organizational commitment (OC) in Ethiopian higher education institutions (HEIs). The study assumed that EI and EC were essential skills for instructors to excel in teaching and to build positive relationships with their students, colleagues, and institutions. OC, meanwhile, indicated the level of attachment, identification, and involvement that instructors had with their HEIs, which could affect their motivation, satisfaction, and retention.

The data analysis used multiple regression and the results revealed that EI and EC both significantly predicted OC, but EC had a stronger effect than EI (see Table 4). This implied that instructors’ commitment relied more on their communication skills than their emotional management. The study’s findings aligned with some prior studies that reported positive associations between EI, EC, and OC in various contexts. For instance, Anvari et al. (2023) reported that the EI of strategic human resource management practitioners positively influenced their affective OC in Georgian HEIs during post-COVID-19. Khassawneh et al. (2022) reported that the EI competencies of educators positively affected their performance effectiveness in HEIs in the United Arab Emirates. Likewise, Costa and Faria (2015) reported that EI and EC were positively related to OC among Portuguese teachers.

However, the study’s findings also differed from some other studies that reported no or negative associations between EI, EC, and OC in different settings. For example, Cherniss et al. (1998) argued that EI could negatively affect OC if it resulted in emotional manipulation or deception. Furthermore, Ma (2022) suggested that EC could lower OC if it caused role conflict or overload for instructors. Therefore, the study’s findings should be cautiously interpreted and contextualized within the specific setting of HEIs in Ethiopia. The study had some limitations that should be noted, such as the use of self-report measures, the cross-sectional design, and the small sample size. Future studies could use more objective and longitudinal methods, larger and more diverse samples, and more comprehensive and valid measures of EI, EC, and OC. Additionally, future studies could investigate the underlying mechanisms and moderating factors that explain the association between EI, EC, and OC in HEIs in Ethiopia and other countries.

The fourth research question investigates the mediating role of effective communication in the relationship between emotional intelligence and organizational commitment among instructors in Ethiopian higher education institutions. The main finding of the study is that emotional intelligence has a direct and positive effect on organizational commitment, regardless of the communication skills of the instructors. This implies that instructors who have high levels of emotional intelligence are more likely to feel committed to their organization, because they can manage their emotions and relationships better, and they have a stronger sense of loyalty and dedication. The study also found that effective communication has a weak and indirect effect on organizational commitment, suggesting that it is not a significant mediator, but rather a complementary asset that enhances the impact of emotional intelligence. This means that instructors who have both high emotional intelligence and effective communication skills are more likely to have higher levels of organizational commitment, because they can communicate more effectively with their colleagues, students, and managers, and they can align their goals and values with those of the organization.

The finding of this study is consistent with some previous studies that have explored the relationship between emotional intelligence and organizational commitment in higher education settings. For example, Anvari et al. (2023) found that the emotional intelligence of strategic human resource management practitioners had a positive impact on organizational commitment in higher education institutions in Georgia during post-COVID-19. They argued that emotional intelligence can help practitioners cope with the challenges and changes brought by the pandemic, and provide support and guidance to the employees, thus increasing their commitment to the organization. Similarly, Shafiq and Akram Rana (2016) found that the emotional intelligence of college teachers in Pakistan had a positive and insignificant relationship with organizational commitment. They suggested that emotional intelligence can help teachers deal with the emotional demands of their profession, and foster a positive work environment, thus enhancing their commitment to the organization.

However, the finding of this study also differs from some other studies that have examined the role of effective communication as a mediator between emotional intelligence and organizational commitment in higher education settings. For instance, Ma (2022) found that effective communication fully mediated the relationship between emotional intelligence and organizational commitment of university teachers in China. They claimed that effective communication can help teachers express their emotions and opinions more clearly, resolve conflicts and misunderstandings more constructively, and build trust and rapport with their colleagues and students, thus increasing their commitment to the organization. Likewise, Kassaw and Golga (2019) found that effective communication partially mediated the relationship between emotional intelligence and organizational commitment of academic staff at Haramaya University, Ethiopia. They asserted that effective communication can enable staff to share their knowledge and feedback more openly, to participate in decision-making and problem-solving more actively, and to align their expectations and perceptions with those of the organization, thus enhancing their commitment to the organization.

These contrasting results indicate that the relationship between emotional intelligence, effective communication, and organizational commitment may be influenced by various contextual factors, such as the type, size, and culture of the institution, the level of autonomy and accountability of the staff, the nature and complexity of the academic work, and the external environment and challenges faced by the organization. Therefore, it is important to take into account these factors when interpreting and generalizing the findings of this study and to conduct further research to explore the underlying mechanisms and boundary conditions of this relationship.

6. Practical and theoretical implications

In practical applications, our research is significant for both instructors and higher education institutions in Ethiopia. Instructors with higher emotional intelligence demonstrate a deeper commitment to their organizations and are adept at communicating effectively with colleagues and students, which can enhance teaching quality and academic outcomes. Similarly, instructors with heightened effective communication skills showcase increased commitment and performance in their teaching roles, impacting student retention and achievement. Our findings underscore the importance of training, coaching, feedback, and self-reflection for instructors. Furthermore, higher education institutions should foster an environment that values and rewards these competencies, offering opportunities for their development through learning activities, mentoring programs, peer networks, and recognition systems. To implement these changes effectively, institutions should adopt emotionally intelligent procedures, norms, and behaviors while simultaneously strategizing for effective communication strategies within the organization.

Theoretical implications of our research extend the understanding of emotional intelligence, effective communication, and organizational commitment within the workplace, specifically in the domain of higher education institutions. Our findings support and extend established theories on emotional social intelligence and perceived organizational support. They also highlight the centrality of effective communication as a vital interpersonal skill, complementing existing literature. Our study expands the discourse on organizational commitment, emphasizing effective communication as a key component in fostering understanding, alignment with organizational vision, and trust establishment within a workplace (Bahjat Abdallah et al., 2017). Our research provides a comprehensive and nuanced view of these constructs within the unique and demanding context of higher education, where emotional and communicative competencies play a pivotal role. In conclusion, our study enhances the understanding of emotional intelligence, effective communication, and organizational commitment in Ethiopian higher education institutions. We hope this work serves as a stepping stone for further investigations that will uncover the complexities of these relationships within diverse organizational settings.

7. Limitations of the study

This study investigated the relationships between emotional intelligence, effective communication, and organizational commitment using quantitative data analysis. However, there are several limitations to consider, along with suggestions for future research. Firstly, this study did not delve into the specific psychological and attitudinal factors that influence instructors’ behaviors. To gain deeper insights into these factors, future research could incorporate in-depth interviews with key stakeholders such as university presidents, college deans, directors, department heads, and instructors. Secondly, the data collection process for this study encountered challenges due to the COVID-19 pandemic. Despite these difficulties, the researchers took measures to ensure the quality and validity of the study. Thirdly, the study’s sample was limited to instructors from only two universities. As a result, the generalizability of the findings may be constrained. To enhance the representativeness and diversity of the sample, future research could include instructors from multiple universities. Lastly, this study did not examine how the dimensions of emotional intelligence predict instructors’ organizational commitment. Future research could explore how different aspects of emotional intelligence influence instructors’ commitment. In conclusion, while this study contributes valuable insights into the relationships between emotional intelligence, effective communication, and organizational commitment, it is important to acknowledge its limitations. Suggestions for future research, such as investigating psychological factors, expanding the sample size, and exploring the impact of emotional intelligence dimensions on commitment, can help address these limitations and further advance our understanding in this field.

8. Conclusion

We investigated the levels and relationships of emotional intelligence (EI), effective communication, and organizational commitment (OC) among instructors in Ethiopian higher education institutions. The findings indicated that they displayed high EI, moderately effective communication, and low levels of OC, aligning with previous studies in different sectors and regions. Additionally, the study revealed a significant positive correlation between EI, effective communication, and OC, confirming the strong association observed in prior research. Furthermore, we examined the predictive power of EI and effective communication on OC among instructors, showing that both variables had statistically significant, albeit modest, effects, and collectively explaining 18.9% of the variance. Effective communication played a more substantial role (40.5%) than EI (15.2%) in influencing OC, highlighting the multifaceted nature of this construct. However, it is important to acknowledge the limitations of this study. Firstly, the sample size was relatively small, which may limit the generalizability of the findings to a larger population of instructors in Ethiopian higher education. Secondly, the study relied on self-report measures, which may introduce common method bias and subjectivity. Thirdly, the study used a cross-sectional design, which limits our ability to draw causal conclusions or establish the directionality of the relationships observed. Despite these limitations, our research contributes to the literature by offering a contextualized analysis within the Ethiopian educational context and hinting at potential factors, such as culture, gender, age, education level, and work experience that could further explain the relationships among these variables. Moreover, we introduced a new framework tailored to the Ethiopian context, illustrating how EI and effective communication predict OC among public university instructors. This framework can serve as a guide for future research and interventions. Our findings suggest that enhancing instructors’ OC may improve their EI and effective communication skills. In summary, this study sheds light on the complex dynamics of EI, effective communication, and OC in Ethiopian higher education. While confirming the importance of these variables, it underscores the multifaceted nature of OC. We hope this research inspires further exploration and practical interventions to enhance the effectiveness and satisfaction of Ethiopian university instructors.

Authors’ contributions

Bantigegn Tegegne contributed to the conceptualization, design, data collection, analysis, and interpretation and wrote the draft of the manuscript. Habtamu Wondimu reviewed the manuscript. All of the authors read and approved the final manuscript for submission.

Ethics approval and consent to participate

This research was conducted by the highest standards of objectivity and integrity, following the policies and procedures of Addis Ababa University. The School of Psychology Ethical Clearance Committee granted permission for this research with the reference number SoP-Eth-Co/08/2015. The study also complied with the ethical principles of the Declaration of Helsinki. Written informed consent was obtained from each participant using a consent form specifically created for this study. All the data collected were kept confidential and anonymous.

Data availability statement

The datasets generated and analyzed in this study are available from the corresponding author and can be shared upon reasonable request.

Disclosure statement

The authors declare that they have no financial or nonfinancial conflicts of interest.

Additional information

Notes on contributors

Bantigegn Tegegne

Bantigegn Tegegne, a lecturer in the Department of Psychology at Dilla University Institute of Education and Behavioral Sciences, is pursuing his PhD in Applied Social Psychology at Addis Ababa University, Ethiopia. His research interests focus on emotional intelligence, effective communication, and organizational commitment of instructors in higher education institutions. He teaches various psychology courses, such as general, social, and organizational psychology.

Habtamu Wondimu

Habtamu Wondimu is a Professor of Social Psychology at Addis Ababa University, College of Education and Behavioral Studies in the School of Psychology. He has published about 100 articles, book chapters, and books on social, educational, and psychological issues. He has taught courses in theories and principles of social psychology, group dynamics, program evaluation, and research methods. He supervises students working on their MA theses and PhD dissertation in the broad field of social psychology. He was the department head, college dean, and currently the vice president of the Ethiopian Academy of Sciences.