Emotional Intelligence, Interrole Conflict and Work–Life Balance as Determinants of Faculty Performance in Higher Education

Emotional Intelligence (EI) is a critical personal resource that assists an individual in managing emotions, navigating social complexities and making sound decisions under pressure. In parallel, Work-Life Balance (WLB) has emerged as a vital construct in occupational well-being, especially in professions characterized by overlapping personal and professional roles. For faculty members in higher education, the simultaneous demands of academic workloads, institutional expectations and familial responsibilities often lead to emotional strain, stress and role conflict. This research examines the dynamic interplay between EI and professional functioning among academicians in Kerala’s higher education institutions. The correlation of EI with job satisfaction, life satisfaction and occupational stress is analysed; mediating the association between inter-role conflicts, specifically work-family conflict, family-work conflict and WLB; influences on psychological well-being and organizational commitment and ultimately, performance and productivity. Data was collected from 254 full-time faculty members and analysed using various statistical tools, including Pearson correlation, mediation analysis via Hayes’ PROCESS macro and structural equation modelling. Findings reveal that EI significantly enhances occupational well-being, mitigates the adverse effects of WFC and FWC on WLB and indirectly contributes to academic performance by fostering psychological resilience and commitment. The findings highlight the importance of cultivating EI as a strategic human capital resource in HEIs, promoting not only individual well-being but also institutional effectiveness. The study creates a valuable perspective for administrators and policymakers aiming to design emotionally intelligent work environments that support sustainable faculty engagement and productivity.