Job stress and commitment of lecturers at the University of Cape Coast: The moderating role of emotional intelligence

Abstract

The study examined the moderating role of emotional intelligence in the relationship job stress and commitment of lecturers at the University of Cape Coast. The study used an explanatory research design with a quantitative approach. From a population of 797 lecturers across five colleges at the University of Cape Coast, a sample of 266 was determined using Yamane’s (1967) formula. Simple random sampling through the lottery method was applied to ensure representativeness. The completed questionnaires were edited and coded into SPSS (version 26.0) and subsequently imported into SmartPLS (version 3.2.8) for data analysis. The study established a statistically significant negative influence of job stress on the commitment of lecturers at the University of Cape Coast. A positive and statistically significant effect of emotional intelligence on commitment of lecturers at the university of Cape Coast. It was also revealed that emotional intelligence significantly moderates the relationship between job stress and the commitment of lecturers. Based on the foregoing revelations, the study concludes that lecturers’ commitment at the University of Cape Coast is strongly shaped by the interplay between job stress and emotional intelligence. The study recommends that university management reduce institutional stressors by rationalizing workloads, improving resources, and strengthening support systems. It further advises promoting emotional intelligence development among lecturers through training, mentorship, and peer learning initiatives. A dual strategy combining stress management and EI development is essential to sustain lecturers’ commitment and enhance institutional performance.