A Study To Explore The Managerial Impact of Emotional Intelligence Among The Doctors Working in Coimbatore City

International Journal of Advanced in Management, Technology and Engineering Sciences ISSN NO : 2249-7455
A STUDY TO EXPLORE THE MANAGERIAL IMPACT OF

EMOTIONAL INTELLIGENCE AMONG THE DOCTORS WORKING
IN COIMBATORE CITY
Geetha M1, Er. S. Sriram2
1,2
Assistant Professor,
Department of Management, The TIPSGLOBAL Institute, 361/1A, Karuvalur Road, Coimbatore - 641107
Email: geethamanoharan1988@gmail.com, Email: sriram199116@gmail.com
PH: 09994830232
The subject is HR Management and it is kindly requested for the publication in the Management Journal.
ABSTRACT
Emotional Intelligence has been associated with positive outcome process in various professions. In the field of management,
Emotional Intelligence has been a popular topic of debate in recent years. Emotional intelligence (EI) is the capacity for understanding ones
own feelings and the feelings of others, for motivating self, and for managing the emotions of self effectively to sustain relationships. Rather
than being a single characteristic, emotional intelligence can be thought of as a wide set of competencies that are organized into a few major
clusters. The most widely accepted view of emotional intelligence identifies 20 competencies, which are in turn organized into four clusters:
Self-Awareness, Self-Management, Social Awareness and Social Skills. Emotional Intelligence plays a role in this matter by managing their
emotions and other members emotions to keep an appropriate performance and to increase the ability to cope with psychological stresses in
implementing job. Working area seek to optimize the performance of their human resources in order to achieve high levels of productivity,
efficiency and effectiveness. As a result, it may lead to a higher job performance and Job Satisfaction. The research design of the study reveals
that the study is a descriptive type of study in which the unit of analysis is the health care professionals working in various disciplines of
hospitals, the measures used are: demographic profile and Emotional Intelligence items. The questionnaires contain the standard tool from the
author. Emotional Intelligence tools had various factors involved in them and they also had few items which were to be reverse coded. The
research populations were both male and female doctors, the sample size was 448 with which the convenient sampling technique was followed.
Both the primary and secondary data collection was used during the period of study and it was during January 2016 to October 2016. The tools
used in this study are: Cross tabulation, Chi-Square test, ANOVA, Correlation and Regression analysis.
Key words: Doctors, Disciplines, Emotional Intelligence, Experience.
Introduction to HRM
Human Resource Management (HRM) is a relatively new approach to manage people in any organisation. This approach considers
people as the key resource. It is concerned with the people dimension in management of an organisation. Since an organisation is a body of
people, their acquisition, development of skills, motivation for higher levels of attainments, as well as ensuring maintenance of their level of
commitment are all significant activities. These activities fall in the domain of HRM. HRM is a process, which consists of four main activities,
namely: acquisition, development, motivation, as well as maintenance of human resources. Human Resource Management is responsible for
maintaining good human relations in the organisation. It is also concerned with development of individuals and achieving integration of goals of
the organisation and those of the individuals.
Hospital industry in India
Modern society has developed formal institutions for patient care. The hospital, a major social institution, offers considerable
advantages to both the patient and the society. A number of health problems require intensive medical treatment and personal care, which is
possible only in a hospital where a large number of professionally and technically skilled people apply their knowledge and skill with the help of
world class expertise, advanced sophisticated equipment and appliances. The excellence of hospital services depends on how well the human and
material resources are utilized for patient care. The first and the foremost function of a hospital is to give proper care to the sick and injured
without any social, economic and racial discrimination.
Profession and Emotional Intelligence

Emotional intelligence is increasingly being discussed as having a potential role in medicine, nursing and other health care disciplines,
both for personal mental health and professional practice. Doctors and nurses suffer from stress and health problem owing to the characteristics
of their work and their contact with patients and death. Emotional intelligence may explain the individual difference in dealing with different
professions. There are many studies, which reveal that emotional intelligence is an important factor to handle the problems related to different
occupations.
Volume 7, Issue 11, 2017 251 http://ijamtes.org/

Doctors are termed as the human capital of hospitals. So without proper compensation management, they cannot be properly managed
and retained. And we all know that hiring cost is much higher than retaining cost. We all know about the famous phrase, "health is wealth". So
without a proper health protecting structure (hospitals), we cannot assure about a country's prosperity. And it is necessary that doctors in
hospitals are well compensated to achieve their goals effectively and efficiently. Doctors are the corner stone of hospitals or so called in an
organization.
Review of Literature
Astudy by Abhishek Shukla and Rajeev Srivastava (2016) shows the purpose to analyze the relationship between five distinct
variables: Emotional Intelligence, Demographic Characteristics, Job Stress, Job Satisfaction and Intention to leave the organization. This study
presents the results obtained from various literature reviews of scientific articles related to Emotional Intelligence, Demographic Characteristics,
Job Stress, Job Satisfaction and Intention to leave variables, published between the years 1950 and 2012. The main findings of various research
studies indicated that emotional Intelligence is playing a significant role in controlling job stress , increasing job satisfaction and suppressing the
feeling of not to quit from the organization where they were working according to the demographic characteristics.
Dr. Agnes Mathew and Dr. Mathew, T. V (2016) in their research work the authors assessed the Emotional Intelligence of the study
subjects, to provide the students with an Emotional Quotient map of their own, to compare the Emotional Intelligence in both the genders and to
assess the need for professional training of medical students in Emotional Intelligence. Self-skills analysis showed that 74.4% of the girls and
75.5% of the boys were in Caution/Vulnerable group while for social-skills it was 45.6% and 53.1% respectively. This brought out the need for
training in Emotional Intelligence. Gender did not have any significant effect on self or social skills. There was statistically significant
association between self-skills and social skills (p<0.0001). Thus, the study proved that there was a need for training in emotional handling of
self-skills and social skills among the medical students.
Dr. Rekha Tomar (2016) in her study sheexamined the effect of types of hospitals and length of service on emotional intelligence
among the doctors. Types of hospitals and length of service are independent variables and emotional intelligence is dependent variable in this
study. Data were collected by random sample of 150 doctors both private and public hospitals, from different hospitals of Meerut and J.P. Nagar
districts. The data were analyzed through Mean and ANOVA. The result indicates that types of hospitals and length of service positively and
significantly affect the emotional intelligence. The doctors of private hospitals have better emotional intelligence than the doctors of government
hospitals. The length of service of the doctors has also found an influencing factor of emotional intelligence. To sum up it can be said that due to
increasing years in the service it makes the senior doctors more compatible and emotionally intelligence than the junior doctors.
Bhaskaran Unnikrishnan1, Darshan bb1, Vaman Kulkarni, et al., (2015) conducted a study and they investigated that a total of
532 participants were assessed for Emotional Intelligence. Around 1.9% had low Emotional Intelligence, 61.8% had moderate Emotional
Intelligence and 36.3% had high Emotional Intelligence. Gender, academic performance and satisfaction with the career choice were found to be
statistically significant with Emotional Intelligence. They concluded that significant association was found between that of Emotional
Intelligence and academic performance and efforts must be made to include the concept of Emotional Intelligence into the medical curriculum.
The study by Anna Burkiewicz (2015) had a primary aim to compare the structure of emotional intelligence among first-year students
of selected fields of medicine. 110 first year students of Medical University of Gdansk, including Faculty of Medicine, Physiotherapy and
Emergency Medicine completed the Two-Dimensional Inventory of Emotional Intelligence (DINEMO). The observed differences in the
structure of the Emotional Intelligence in the group of students proved to be statistically insignificant. Due to considerable implications of
Emotional Intelligence related to managing both own (self) emotions and the emotions of patients (others), he suggested that the future study
should cover larger group of students.
M.A. Torppa, L. Kuikka, M. Nevalainen and K.H. Pitk ala (2015) their research narrates to study the prevalence of emotional
exhaustion among General practitioners and to evaluate how their characteristics and work experiences are associated with emotional
exhaustion. Emotional exhaustion among General practitioners was common and associated with longer working history, having committed a
medical error, and feelings of isolation at work. General practitioners should receive more support throughout their careers for achieving their
heights.
Seyed Reza SeyedJavadein and MahsaSoltaniNeshan (2015) their study contends the relationship between spiritual intelligence and
emotional intelligence and their impact on job stress of nurses. The relationship between nurses job stress and patient satisfaction then will be
measured. The current research studies 310 nurses from private hospitals of Tehran in 2014. The result indicates significant relationship between
spiritual intelligence and emotional intelligence. The spiritual intelligence have a greater impact on reducing occupational stress compared to
emotional intelligence and the relationship between job stress and patient satisfaction were also significant.
The study ofAdam Mahmoud Salameh Khraisat, and Muhamad Saiful BahriYusoff (2015)focused on exploring students
Emotional Intelligence, subscales of Emotional Intelligence (i.e., personal competencies and social competencies) and its associated factors. This
study found that years of study were the main associated factor, followed by gender. In addition, there is a cause of concern regarding the
decreasing pattern of Emotional Intelligence throughout the medical training. Finally they exposed their views such as: further research is
required to investigate this concern, so that appropriate intervention can be taken to alleviate the concern.

Yea-Wen Lin and Wei-Pin Chang (2015) researchexplored the relationship between emotional labour and job performance and they
examined the mediation effects of emotional exhaustion on the relationship between the emotional labour and job performance of physicians.
Data were collected from a sample of 530 physicians in Taiwanese hospitals. They confirmed that surface acting for physicians has a direct
impact on job performance and affected job performance through the mediating effect of emotional exhaustion. The influences of surface acting
on physicians providing medical services are evident. The results deserved the attention of hospital management to better assist physicians to
maintain the correct mindset, take appropriate emotional control and patient communication strategies, rather than simply setting rules that
require physicians to suppress displays of emotion.+
Research Methodology
The study is a descriptive type in which the unit of analysis is the health care professionals and then the approach adopted is the
quantitative one. The measures used are like: demographic profile and Emotional Intelligence items. The demographic profile includes age,
gender, marital status, etc. of the professionals. The study has used the Emotional Intelligence construct tool by Petrides and Furnham which was
enhancing in the year 2006 and it has 30 items as in whole. The 30 items were converted into 4 factors and they are such as: Well-being factor,
Self-control, Emotionality factor, Sociability factor and then the Global trait. The tool has used the 5 point Likert scaling technique. The
reliability of this tool was .6 on Cronbachs alpha. The respondents were doctors working in various hospitals in Coimbatore city, and then the
convenient sampling technique was used. Both primary and secondary data were used for this study.
Objectives of the study
To study the demographic profile of the respondents.

To measure the level of Emotional Intelligence among the respondents of varied demographic profile.
To determine the association between Emotional Intelligence among the respondents of varied demographic profile.
To assess the difference in the levels of Emotional Intelligence among respondents of varied demographic profile.
Analysis and interpretation
Demographic profile of the respondents

Table 1 depicts the information about demographic profile of the educators.

Table 1: Demographic Profile of the respondents
PARTICULARS DESCRIPTION FREQUENCY PERCENTAGE

Age Less than 30 295 65.8
(in years) 30-40 111 24.8
40-50 22 4.9
Above 50 20 4.5
Sex Male 183 40.8
Female 265 59.2
Marital status Single 262 58.5
Married 186 41.5
Educational qualification BDS 154 34.4
MBBS 122 27.2
MD 88 19.6
MS 33 7.4
MDS 15 3.3
DM 12 2.7
MCH 24 5.4
Designation Professor 25 5.6
Associate professor 19 4.2
Assistant professor 33 7.4
Senior resident 72 16.1
Junior resident 299 66.7
Working experience Less than 5 301 67.2
(in years) 6-10 100 22.3
11-15 19 4.2
16-20 6 1.3
Above 20 22 4.9
Location of residence Rural 64 14.3
Urban 338 75.4
Semi-urban 46 10.3
Annual income 2-5 308 68.8
(in lakhs) 5-8 92 20.5
8-10 23 5.1
More than10 25 5.6
Discipline General physician 130 29.0
Dental 169 37.7
ENT 24 5.4
Cardiology 12 2.7
Pediatric 24 5.4
Anesthesia 35 7.8
Gynecology 9 2.0
General medicine 26 5.8
Orthopedics 9 2.0
Dermatology 10 2.2
Among 448 respondents 65.8% of respondents are less than 30 years of age, 24.8% of respondents are between 30-40 years of age,
4.9% of respondents are between the age40-50 years of age and remaining 4.5% of the respondents are above 50 years of age.
Among 448 respondents 40.8% of the respondents are male in gender and the remaining 59.2% of the respondents are female in
gender.
Among 448 respondents 58.5% of the respondents are not married and the remaining 41.5% of the respondents are married.
Among 448 respondents 34.4% of the respondents have BDS as their qualification, 27.2% of the respondents have MBBS as their
qualification, 19.6% of the respondents have MD as their qualification, 7.4% of the respondents have MS as their qualification, 3.3%
of the respondents have MDS as their qualification, 2.7% of the respondents have DM as their qualification and remaining 5.4% of the
respondents have MCH as their qualification as in whole.
Among 448 respondents 5.6% of the respondents are professors in designation, 4.2% of the respondents are associate professors by
designation, 7.4% of the respondents are assistant professors by designation, 16.1% of the respondents are senior residents by
designation and the remaining 66.7% of the respondents are junior residents by designation.
Among 448 respondents 67.2% of the respondents are are having less than 5 years of working experience, 22.3% of the respondents
are having 6-10 years of working experience, 4.2% of the respondents are having 11-15 years of work experience, 1.3% of respondents
are having 16-20 years of work experience and then the remaining 4.9% of the respondents are having more than 20 years of the work
experience.
Among 448 respondents 14.3% of the respondents are living in the rural areas, 75.4% of the respondents are having the urban locality
and the remaining 10.3% of the respondents are having semi-urban as their living locality.
Among 448 respondents 68.8% of the respondents are having 2-5 lakhs of annual income, 20.5% of the respondents are having 5-8
lakhs of the annual income, 5.1% of the respondents are having 8-10 lakhs of annual income and then the 5.6% of the respondents are
having more than 10 lakhs of the annual income.

Among 448 respondents 29% of the respondents are having General Physician as their discipline, 37.7% of the respondents are having
Dentistry as their discipline, 5.4% of the respondents are having ENT as their discipline, 2.7% of the respondents are having
Cardiology as their discipline, 5.4% of the respondents are having Pediatric as their discipline, 7.8% of the respondents are having
Anesthesia as their discipline, 2.0% of the respondents are having Gynecology as their discipline, 5.8% of the respondents are having
General Medicine as their discipline, 2% of the respondents are having Orthopedics as their discipline and 2.2% of the respondents are
having Dermatology as their discipline as in whole.
Levels of Emotional Intelligence
Table 2: Age and Emotional Intelligence level cross tabulation
AGE LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

(in years) LOW MEDIUM HIGH
< 30 Count 10 Count 231 Count 54 295
Expected count 6.6 Expected count 217.3 Expected count 71.1 295.0
30-40 Count 0 Count 73 Count 38 111
> 50 Count 0 Count 10 Count 10 20
Total Count 10 Count 330 Count 108 448
Pearson Chi-Square Value = 23.007a Sig. = .001
It is interpreted that out of 448 respondents 295 respondents fall below 30 years of age in which 10 respondents have low level of
Emotional Intelligence, 231 respondents have medium level of Emotional Intelligence and 54 respondents have the high level of Emotional
Intelligence. 111 respondents fall between the age group 30-40 years in which 73 respondents have medium level of Emotional Intelligence and
38 respondents have high level of Emotional Intelligence. 22 respondents fall between the age group 40-50 years in which 16 respondents have
the medium level of Emotional Intelligence and 6 respondents have the high level of Emotional Intelligence. 20 respondents come under the age
more than 50 years of which 10 respondents have the medium level of Emotional Intelligence and 10 respondents have the high level of
Emotional Intelligence.
To test whether there is significant association between the levels of Emotional Intelligence and age of the respondents, chi-square
analysis was carried out. The significance value is 0.001 which indicate the significant level to be lesser than 0.05 and it is inferred that there is
association between the age of respondents and the levels of Emotional Intelligence.
Table 4.3: Gender and Emotional Intelligence level cross tabulation
GENDER LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

LOW MEDIUM HIGH
Male Count 6 Count 116 Count 61 183
Female Count 4 Count 214 Count 47 265
It is interpreted that out of 448 respondents 183 respondents are male in which 6 respondents have low level of Emotional Intelligence,
116 respondents have medium level of Emotional Intelligence and 61 respondents have high level of Emotional Intelligence. 265 respondents are
female and in which4 respondents have low level of Emotional Intelligence, 214 respondents have medium level of Emotional Intelligence and
47 respondents have high level of Emotional Intelligence.
To test whether there is significant association between the levels of Emotional Intelligence and gender of the respondents, chi-square
association between the gender of respondents and the levels of Emotional Intelligence.

Table 4.4: Marital status and Emotional Intelligence level cross tabulation
MARITAL LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

STATUS LOW MEDIUM HIGH
Single Count 10 Count 208 Count 44 262
Married Count 0 Count 122 Count 64 186
It is interpreted that out of 448 respondents 262 respondents are single in which 10 respondents have low level of Emotional
Intelligence, 208 respondents have medium level of Emotional Intelligence and 44 respondents have high level of Emotional Intelligence. 186
respondents are married and in which 122 respondents have medium level of Emotional Intelligence and 64 respondents have high level of
To test whether there is significant association between the levels of Emotional Intelligence and marital status of the respondents, chi-
square analysis was carried out. The significance value is 0.000 which indicate the significant level to be lesser than 0.05 and it is inferred that
there is association between the marital status of respondents and the levels of Emotional Intelligence.
Table 4.5: Educational qualification and Emotional Intelligence level cross tabulation
EDUCATION LEVELS OF EMOTIONAL INTELLIGENCE

QUALIFICATION LOW MEDIUM HIGH TOTAL
BDS Count 8 Count 123 Count 23 154
MBBS Count 2 Count 84 Count 36 122
MD Count 0 Count 70 Count 18 88
MS Count 0 Count 17 Count 16 33
MDS Count 0 Count 10 Count 5 15
DM Count 0 Count 3 Count 9 12
MCH Count 0 Count 23 Count 1 24
It is interpreted that out of 448 respondents 154 respondents have BDS as qualification and in which 8 respondents have low level of
Emotional Intelligence, 123 respondents have medium level of Emotional Intelligence and 23 respondents have high level of Emotional
Intelligence. 122 respondents have MBBS as qualification and in which 2 respondents have low level of Emotional Intelligence, 84 respondents
have medium level of Emotional Intelligence and 36 respondents have high level of Emotional Intelligence. 88 respondents have MD as
qualification and in which 70 respondents have medium level of Emotional Intelligence and 18 respondents have high level of Emotional
Intelligence. 33 respondents have MS as qualification and in which 17 respondents have medium level of Emotional Intelligence and 16
respondents have high level of Emotional Intelligence. 15 respondents have MDS as qualification and in which 10 respondents have medium
level of Emotional Intelligence and 5 respondents have high level of Emotional Intelligence. 12 respondents have DM as qualification and in
which 3 respondents have medium level of Emotional Intelligence and 9 respondents have high level of Emotional Intelligence. 24 respondents
have MCH as qualification and in which 23 respondents have medium level of Emotional Intelligence and 1 respondent have high level of
To test whether there is significant association between the levels of Emotional Intelligence and educational qualification of the
respondents, chi-square analysis was carried out. The significance value is 0.000 which indicate the significant level to be lesser than 0.05 and it
is inferred that there is association between the educational qualification of respondents and the levels of Emotional Intelligence.

Table 4.6: Designation and Emotional Intelligence level cross tabulation
DESIGNATION LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

LOW MEDIUM HIGH
Professor Count 0 Count 13 Count 12 25
Associate Count 0 Count 14 Count 5 19
Professor Expected count 0.4 Expected count 14.0 Expected count 4.6 19.0
Assistant Count 0 Count 21 Count 12 33
Professor Expected count 0.7 Expected count 24.3 Expected count 8.0 33.0
Senior Count 5 Count 58 Count 9 72
Resident Expected count 1.6 Expected count 53.0 Expected count 17.4 72.0
Junior Count 5 Count 224 Count 70 299
Resident Expected count 6.7 Expected count 220.2 Expected count 72.1 299.0
It is interpreted that out of 448 respondents 25 respondents come under professor designation and in which 13 respondents have
medium level of Emotional Intelligence and 12 respondents have high level of Emotional Intelligence.19 respondents come under associate
professor designation and in which 14 respondents have medium level of Emotional Intelligence and 5 respondents have high level of Emotional
Intelligence. 33 respondents come under assistant professor designation and in which 21 respondents have medium level of Emotional
Intelligence and 12 respondents have high level of Emotional Intelligence. 72 respondents come under senior resident designation and in which 5
respondents have low level of Emotional Intelligence, 58 respondents have the medium level of Emotional Intelligence and 9 respondents have
high level of Emotional Intelligence. 299 respondents come under junior resident designation and in which 5 respondents have low level of
Emotional Intelligence, 224 respondents have the medium level of Emotional Intelligence and 70 respondents have high level of Emotional
Intelligence.
To test whether there is significant association between the levels of Emotional Intelligence and designation of the respondents, chi-
there is association between the designation of respondents and the levels of Emotional Intelligence.
Table 4.7: Work experience and Emotional Intelligence level cross tabulation
WORKING LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

EXPERIENCE LOW MEDIUM HIGH
(in years)
<5 Count 5 Count 224 Count 72 301
>20 Count 0 Count 10 Count 12 22
It is interpreted that out of 448 respondents 301 respondents have less than 5 years of working experience and in which 5 respondents
have low level of working experience, 224 respondents have medium level of Emotional Intelligence and 72 respondents have high level of
Emotional Intelligence. 100 respondents fall between 6-10 years of working experience and in which 5 respondents have low level of Emotional
respondents fall between 11-15 years of teaching experience and in which 13 respondents have medium level of Emotional Intelligence and 6
respondents have high level of Emotional Intelligence. 6 respondents come between 16-20 years of working experience and in which 4
respondents have medium level of Emotional Intelligence and 2 respondents have high level of Emotional Intelligence. 22 respondents come
under more than 20 years of working experience and in which 10 respondents have medium level of Emotional Intelligence and 12 respondents
have high level of Emotional Intelligence.

To test whether there is significant association between the levels of Emotional Intelligence and working experience of the
respondents, chi-square analysis was carried out. The significance value is 0.012 which indicate the significant level to be lesser than 0.05 and it
is inferred that there is association between the working experience of respondents and the levels of Emotional Intelligence.
Table 4.8: Location and Emotional Intelligence level cross tabulation
LOCATION LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

LOW MEDIUM HIGH
Rural Count 4 Count 54 Count 6 64
Urban Count 6 Count 240 Count 92 338
Semi urban Count 0 Count 36 Count 10 46
It is inferred that out of 448 respondents 64 respondents are from rural locality and in which 4 respondents are having low level of
Emotional Intelligence, 54 respondents are having medium level of Emotional Intelligence and 6 respondents are having high level of Emotional
Intelligence. 338 respondents are from the urban locality and in which 6 respondents are having low level of Emotional Intelligence, 240
respondents are having medium level of Emotional Intelligence and 92 respondents are having high level of Emotional Intelligence. 46
respondents are from semi urban locality and in which 36 respondents are having medium level of Emotional Intelligence and 10 respondents are
having high level of Emotional Intelligence.
To test whether there is significant association between the levels of Emotional Intelligence and locality of the respondents, chi-square
association between the locality of respondents and the levels of Emotional Intelligence.
Table 4.9: Annual income and Emotional Intelligence level cross tabulation
ANNUAL LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

INCOME LOW MEDIUM HIGH
2-5 lakhs Count 6 Count 231 Count 71 308
>10 lakhs Count 0 Count 13 Count 12 25
It is inferred that out of 448 respondents 308 respondents have their annual income between 2-5 lakhs and in which 6 respondents have
low level of Emotional Intelligence, 231 respondents have medium level of Emotional Intelligence and 71 respondents have high level of
Emotional Intelligence. 92 respondents have their annual income between 5-8 lakhs and in which 4 respondents have low level of Emotional
respondents have their annual income between 8-10 lakhs and in which 15 respondents have medium level of Emotional Intelligence and 8
respondents have high level of Emotional Intelligence. 25 respondents have their annual income more than 10 lakhs and in which 13 respondents
have medium level of Emotional Intelligence and 12 respondents have high level of Emotional Intelligence.
To test whether there is significant association between the levels of Emotional Intelligence and annual income of the respondents, chi-
there is association between the annual income of respondents and the levels of Emotional Intelligence.

ANOVA
Table 4.10: Analysis of Variance of the respondents of varied age group
MEAN SD
DIMENSION < 30 30-40 40-50 >50 < 30 30-40 40-50 >50 F Significance
Years years years years Years years years years value (2-tailed)
Well-being 3.31 3.43 3.56 4.02 .588 .733 .588 .532 9.154 .000
Self-control 3.22 3.14 3.14 3.78 .603 .699 .856 .649 5.783 .001
Emotionality 3.10 3.12 2.83 3.66 .530 .491 .422 .684 9.509 .000
Sociability 3.32 3.23 3.48 3.67 .524 .469 .440 .640 4.846 .002
Global trait 3.18 3.11 3.03 3.53 .589 .400 .438 .663 3.860 .010
Emotion regulation 3.25 2.78 2.27 2.92 .788 .842 .854 .971 17.15 .000
Equanimity 3.52 3.87 3.92 4.28 .742 .590 .542 .567 13.43 .000
Social Skills 3.12 2.99 2.98 3.47 .633 .528 .793 .704 3.715 .012
Distress Tolerance 3.05 2.84 2.58 3.83 .758 .709 .960 .855 12.31 .000
Taking 3.06 2.83 2.59 3.37 .816 .747 .755 1.097 5.553 .001
Responsibility
Interpersonal 2.83 2.62 2.35 2.60 .657 .545 .559 .525 6.693 .000
Effectiveness
Job Satisfaction 3.07 2.99 2.87 3.24 .446 .321 .369 .357 3.621 .013
Significance @ 0.05 levels

Inference: There is significant difference in well-being factor (F=9.154, P<.05), self-control factor (F=5.793, P<.05), emotionality factor
(F=9.509, P<.05), sociability factor (F=4.846, P<.05), global trait factor (F=3.860, P<.05), emotion regulation factor (F=17.154, P<.05),
equanimity factor (F=13.432, P<.05), social skills factor (F=3.715, P<.05), distress tolerance factor (F=12.311, P<.05), taking responsibility
factor (F=5.553, P<.05), interpersonal effectiveness factor (F=6.693, P<.05) and the job satisfaction factor (F=3.621, P<.05) among the
respondents of different age.
Table 4.11: Analysis of Variance of the respondents of varied gender

DIMENSION Mean SD F value Significance (2-
Male Female Male Female tailed)
Well-being 3.46 3.33 .640 .638 5.101 .024
Self-control 3.28 3.18 .641 .661 2.262 .133
Emotionality 3.17 3.09 .557 .524 2.529 .112
Sociability 3.36 3.29 .494 .535 2.227 .136
Global trait 3.18 3.17 .559 .545 .077 .781
Emotion 2.94 3.17 .862 .842 7.762 .006
regulation
Equanimity 3.77 3.59 .754 .688 7.138 .008
Social Skills 3.19 3.03 .658 .596 7.656 .006
Distress 3.01 3.02 .901 .705 .021 .886
Tolerance
Taking 2.87 3.08 .905 .752 6.796 .009
Responsibility
Interpersonal 2.73 2.76 .627 .639 .129 .719
Effectiveness
Job Satisfaction 3.06 3.04 .394 .428 .223 .637

Inference: There is significant difference in well-being factor (F=5.101, P<.05), emotion regulation factor (F=7.762, P<.05), equanimity factor
(F=7.138, P<.05), social skills factor (F=7.656, P<.05) and taking responsibility factor (F=6.796, P<.05) among the respondents of varied
gender. There is no significant difference in self-control factor (F=2.262, P>.05), emotionality factor (F=2.529, P>.05), sociability factor
(F=2.227, P>.05), global trait factor (F=.077, P>.05), distress tolerance factor (F=.021, P>.05), interpersonal effectiveness factor (F=.129, P>.05)
and the job satisfaction factor (F=.223, P>.05) among the respondents of different gender .

Table 4.12: Analysis of Variance of the respondents of varied marital status

Single Married Single Married tailed)
Well-being 3.30 3.49 .616 .663 9.431 .002
Self-control 3.20 3.26 .604 .719 1.069 .302
Emotionality 3.11 3.13 .534 .546 .131 .717
Sociability 3.30 3.35 .520 .519 .886 .347
Global trait 3.13 3.23 .588 .487 3.915 .048
Emotion regulation 3.26 2.18 .761 .914 32.692 .000
Equanimity 3.47 3.93 .742 .593 49.941 .000
Social Skills 3.11 3.08 .640 .609 .217 .641
Distress Tolerance 2.98 3.05 .726 .873 .892 .345
Taking 3.05 2.91 .832 .805 3.137 .077
Responsibility
Interpersonal 2.81 2.66 .633 .626 6.143 .014
Effectiveness
Job Satisfaction 3.05 3.04 .453 .354 .138 .710

Inference: There is significant difference in well-being factor (F=9.431, P<.05), global trait factor (F=3.915, P<.05), emotion regulation factor
(F=32.692, P<.05), equanimity factor (F=49.941, P<.05) and interpersonal effectiveness factor (F=6.143, P<.05) among the respondents of
varied marital status.There is no significant difference in self-control factor (F=1.069, P>.05), emotionality factor (F=.131, P>.05), sociability
factor (F=.886, P>.05), social skills factor (F=.217, P>.05), distress tolerance factor (F=.892, P>.05), taking responsibility factor (F=3.137,
P>.05), and the job satisfaction factor (F=.138, P>.05) among the respondents of different marital status.
Table 4.13: Analysis of Variance of the respondents of varied annual income

MEAN SD
DIMENSION 2-5 5-8 8-10 >10 2-5 5-8 8-10 >10 F Significance
lakhs lakhs lakhs lakhs lakhs lakhs lakhs lakhs value (2-tailed)
Well-being 3.39 3.24 3.23 3.97 .530 .843 .843 .520 9.495 .000
Self-control 3.24 3.11 2.86 3.73 .550 .801 .959 .612 8.774 .000
Emotionality 3.07 3.24 2.93 3.45 .497 .583 .391 .759 6.683 .000
Sociability 3.29 3.34 3.23 3.67 .487 .595 .417 .586 4.582 .004
Global trait 3.13 3.29 3.02 3.43 .498 .673 .470 .623 4.491 .004
Emotion regulation 3.11 3.18 2.48 2.75 .794 .947 .858 1.01 5.733 .001
Equanimity 3.66 3.45 4.03 4.09 .702 .769 .454 .645 8.109 .000
Social Skills 3.11 3.00 3.01 3.31 .623 .582 .582 .816 1.810 .144
Distress Tolerance 3.01 2.96 2.52 3.72 .740 .769 1.02 .809 10.37 .000
Taking 2.98 3.11 2.25 3.25 .812 .765 .751 1.05 4.031 .008
Responsibility
Interpersonal 2.78 2.78 2.43 2.53 .599 .748 .382 .687 3.184 .024
Effectiveness
Job Satisfaction 3.038 3.112 2.797 3.208 .344 .598 .359 .333 4.973 .002

Inference: There is significant difference in well-being factor (F=9.495, P<.05), self-control factor (F=8.774, P<.05), emotionality factor
(F=6.683, P<.05), sociability factor (F=4.582, P<.05), global trait factor (F=4.491, P<.05), emotion regulation factor (F=5.733, P<.05),
equanimity factor (F=8.109, P<.05), distress tolerance factor (F=10.379, P<.05), taking responsibility factor (F=4.031, P<.05), interpersonal
effectiveness factor (F=3.184, P<.05) and the job satisfaction factor (F=4.973, P<.05) among the respondents of different annual income.There is
no significant difference in social skills factor (F=1.810, P>.05) among the respondents of different annual income.

Table 4.14: Analysis of Variance of the respondents of varied locality

Rural Urban Semi- Rural Urban Semi- tailed)
urban urban
Well-being 3.36 3.37 3.50 .428 .685 .553 .864 .422
Self-control 3.39 3.19 3.26 .528 .699 .378 2.745 .065
Emotionality 3.13 3.13 3.03 .439 .563 .480 .666 .514
Sociability 3.18 3.35 3.29 .472 .526 .512 2.738 .066
Global trait 3.25 3.17 3.12 .510 .557 .557 .872 .419
Emotion regulation 3.25 3.06 2.90 .852 .870 .733 2.309 .101
Equanimity 3.44 3.70 3.71 .729 .729 .595 3.539 .030
Social Skills 3.05 3.11 3.07 .572 .643 .579 .285 .752
Distress Tolerance 2.92 3.01 3.19 .715 .807 .749 1.627 .198
Taking Responsibility 3.04 2.97 3.10 .878 .814 .816 .614 .542
Interpersonal 2.82 2.75 2.59 .531 .672 .421 1.822 .163
Effectiveness
Job Satisfaction 3.04 3.05 3.03 .505 .401 .378 .066 .936

Inference: There is significant difference in equanimity factor (F=3.539, P<.05) among the respondents of different locality.There is no
significant difference in well-being factor (F=.864, P>.05), self-control factor (F=2.745, P>.05), emotionality factor (F=.666, P>.05), sociability
factor (F=2.738, P>.05), global trait factor (F=.872, P>.05), emotion regulation factor (F=2.309, P>.05), social skills factor (F=.285, P>.05),
distress tolerance factor (F=1.627, P<.05), taking responsibility factor (F=.614, P<.05), interpersonal effectiveness factor (F=1.822, P<.05) and
the job satisfaction factor (F=.66, P<.05) among the respondents of different locality.
Conclusion
Emotional intelligence is the life blood of every organization, and is a vital element in human relationships and success at work and in
life. Understanding the feelings and emotions, being able to manage them effectively and in turn understanding others emotions and responding
to their concerns is what emotional intelligence is all about. Emotional intelligence can be beneficial in many areas of life; it calls for the
acquisition of certain emotional skills. The Emotional intelligence is assumed to be important in many field of life, achievement in studies,
performance at work, and physical and mental health. However, the application of its usefulness has been most frequently documented in the
professional workplace.
References
1. Abhishek Shukla and Rajeev Srivastava (2016), examine the relationship between emotional intelligence with demographic profile, job
stress, job satisfaction and turnover intention, I J A B E R , Vol. 14, No. 6, (2016): 4887-4900.
2. Dr. Rekha Tomar, 2016, a study on emotional intelligence among nurses, international journal of scientific research and education ,
Volume 4 Issue 4 April 2016
3. Dr. Agnes Mathew and Dr. Mathew, T. V. 2016. Emotional intelligence of medical students and need for training: International Journal
of Development Research Vol. 6, Issue, 03, pp. 7168-7171, March, 2016.
4. Anna Burkiewicz (2015), Structure of emotional intelligence among first year students of selected directions of medicine, Procedia -
Social and Behavioral Sciences 190 (2015) 129 134.
5. Bhaskaran Unnikrishnan1, Darshan bb1, Vaman Kulkarni, et al., association of emotional intelligence with academic performance
among medical students in south India. Asian J Pharm Clin Res, Vol 8, Issue 2, 2015, 300-302.
6. M.A. Torppa, L. Kuikka, M. Nevalainen& K.H. pitk ala (2015), emotionally exhausting factors in general practitioners work,
Scandinavian Journal of Primary Health Care, 2015; 33: 178183.

7. Seyed Reza SeyedJavadein , MahsaSoltaniNeshan , Mohsen Moradi-Moghaddam (2015), investigating the effects of spiritual and
emotional intelligence on nurse job stress and its impact on patient satisfaction,Global Journal of Management Studies and Researches,
2(1) 2015, Pages: 1-8
8. Salameh Khraisat, Ahmad Fuad Abdul Rahim and Muhamad Saiful BahriYusoff (2015), emotional intelligence of USM medical
students, education in medicine journal, volume 7 issue 4, 2015.
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WEB SITES
1. https://en.wikipedia.org/wiki/Emotional_intelligence
2. https://www.psychologytoday.com/basics/emotional-intelligence
3. www.danielgoleman.info/topics/emotional-intelligence/
4. https://www.mindtools.com Career Skills
5. www.ihhp.com/meaning-of-emotional-intelligence
6. https://www.helpguide.org/articles/emotional-health/emotional-intelligence-eq.htm
7. https://psychcentral.com/lib/what-is-emotional-intelligence-eq/

A Study To Explore The Managerial Impact of Emotional Intelligence Among The Doctors Working in Coimbatore City

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A Study To Explore The Managerial Impact of Emotional Intelligence Among The Doctors Working in Coimbatore City

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International Journal of Advanced in Management, Technology and Engineering Sciences ISSN NO : 2249-7455

A STUDY TO EXPLORE THE MANAGERIAL IMPACT OF

Key words: Doctors, Disciplines, Emotional Intelligence, Experience.

Hospital industry in India

Profession and Emotional Intelligence

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Objectives of the study

To study the demographic profile of the respondents.

Analysis and interpretation

Demographic profile of the respondents

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Table 1: Demographic Profile of the respondents

PARTICULARS DESCRIPTION FREQUENCY PERCENTAGE

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Levels of Emotional Intelligence

Table 2: Age and Emotional Intelligence level cross tabulation

AGE LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

Pearson Chi-Square Value = 23.007a Sig. = .001

Table 4.3: Gender and Emotional Intelligence level cross tabulation

GENDER LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

Pearson Chi-Square Value = 16.874a Sig. = .000

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MARITAL LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

Pearson Chi-Square Value = 23.911a Sig. = .000

EDUCATION LEVELS OF EMOTIONAL INTELLIGENCE

Pearson Chi-Square Value = 52.299a Sig. = .000

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Table 4.6: Designation and Emotional Intelligence level cross tabulation

DESIGNATION LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

Pearson Chi-Square Value = 23.971a Sig. = .002

WORKING LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

Pearson Chi-Square Value = 19.656a Sig. = .012

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Table 4.8: Location and Emotional Intelligence level cross tabulation

LOCATION LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

Pearson Chi-Square Value = 14.651a Sig. = .005

ANNUAL LEVELS OF EMOTIONAL INTELLIGENCE TOTAL

Pearson Chi-Square Value = 13.431a Sig. = .037

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Significance @ 0.05 levels

Table 4.11: Analysis of Variance of the respondents of varied gender

Significance @ 0.05 levels

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Table 4.12: Analysis of Variance of the respondents of varied marital status

Significance @ 0.05 levels

Table 4.13: Analysis of Variance of the respondents of varied annual income

Significance @ 0.05 levels

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Table 4.14: Analysis of Variance of the respondents of varied locality

Significance @ 0.05 levels

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