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https://journal.afebi.org/index.php/ambr/article/view/739

MEDIATING EFFECT OF EMOTIONAL INTELLIGENCE ON THE
RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP
AND EMPLOYEES PERFORMANCE IN LEBANESE UNIVERSITIES

Mediating Effect
of Emotional
Intelligence on
the Relationship
Ali Hassan Ezzeddine*, Yasmin Ahmad, Amani Ali Elmetwaly
between
Department of Communication, Faculty of Buisiness and Communication,
Transformational
University Malaysia Perlis, Malaysia
Leadership and
Employees
Abstract
Performance in
The effectiveness of individual employee’ performance depends on the leader/supervisor. Effective
Lebanese
leader can enhance the individual employee performance through proper leadership style and retain high
Universities

performance and talent employees within the company. The behavior of leader is very importance to
improve job performance and retain skillful employees for longer period in the organization. This study
aims to investigate the mediating effect emotional intelligent on the relationship between
transformational leadership and employees’ performance in Lebanese Universities. Three main
variables consist in conceptual framework. They are independent variables (transformational leadership
style), mediating variable (emotional intelligent) and dependent variable (employee performance). A
sample of 400 respondents has been randomly selected from top four universities in Lebanon. Sample
was selected by using simple random method and primary data was collected through structured
questionnaires. Data analysis was conducted by using Statistical Package for Social Sciences (SPSS
23.0) and Smart-PLS 3.0. Results showed the significant contribution of 38.9 percent from
transformational leadership and emotional intelligent on employees’ performance. Emotional intelligent
also played a significant role as a mediator in the relationship between transformational leadership and
employees’ performance. The outcomes of this study offered substantial empirical support to the
research framework from a theoretical and managerial perspective.

Received
June 4th 2023
Review
June 28th 2023
Publish
June 30th 2023

Keywords: Employees Performance, Transformational Leadership, Emotional Intelligent.

* Corresponding author. Email addresses: ali.ezzeddien@gmail.com

AFEBI Management
and Business
Review
(AMBR)
P-ISSN2548- 530X
E-ISSN2548-5318

35

AMBR

INTRODUCTION
Economic Cooperation and Development (OECD) stated that Covid-19 has had a significant
Firms Concept and application of effective leadership seems to be an inevitable element of life in groups
and a necessary prerequisite for coordinating the behavior of individuals, group members and
organizations in the pursuit of common goals. Superb leaders have very different ways of directing a
team, a division, or a company (Goleman, 2018). The emergence of the concept of leadership in different
life domains has been prevalent in the recent years. This concept is actually seen as necessary and crucial
for theeffective operation and function of any organization. Fundamentally, leadership is characterized
by its persuading power on human resources, organization’s source of competitive advantage, and the
achieved results. While trying to sway followers and harness more members in an organization with
respect to their roles, leaders mush work onimproving employees’ motivation levels due to that fact that
engaging them in the work process ensures achieving desired goals (Batista-Taran et al., 2009).
Previous works of literature have focused on leadership styles and have examined employees’
engagement at work and the consequences of such an involvement (Bakker and Demerouti, 2008; Kim,
2014; Park et al., 2013; Saks, 2006; Salanova et al., 2011; Salanova and Schaufeli, 2008;
Schaufeli and Bakker, 2004; Song et al., 2012; Xathopoulo et al., 2007). It has been found out that
benefitting from available resources, social exchange theories, social cognitive theories, and leadership
has been quite crucial and implicative. Within the plethora of researches and studies in relation to
employee engagement and leadership styles in Western and Asian contexts, persona attributes perceived
support, learning organizations, and transformational leadership have been considered significant in
having a better citizenship behavior at the organization, proactive behavior, innovative mentality, and
knowledgeable decisions. Regardless of theseveral studies on the relation between work engagement
and other factors, little research has been conducted in relation to the potential correlation and
association between leadership behaviors and organizational performance (Carasco-Saul et al., 2015).
Previous works of literature have focused on leadership styles and have examined employees’
engagement at work and the consequences of such an involvement (Bakker and Demerouti, 2008; Kim,
2014; Park et al., 2013; Saks, 2006; Salanova et al., 2011; Salanova and Schaufeli, 2008;
Schaufeli and Bakker, 2004; Song et al., 2012; Xathopoulo et al., 2007). It has been found out that
benefitting from available resources, social exchange theories, social cognitive theories, and leadership
has been quite crucial and implicative. Within the plethora of researches and studies in relation to
employee engagement and leadership styles in Western and Asian contexts, persona attributes perceived
support, learning organizations, and transformational leadership have been considered significant in
having a better citizenship behavior at the organization, proactive behavior, innovative mentality, and
knowledgeable decisions. Regardless of the several studies on the relation between emotional
intelligence and other factors, little research has been conducted in relation to the potential correlation
and association between leadership behaviors and emotional intelligence as well as employees’
performance (Carasco-Saul et al., 2015).
More recent studies have focused on the individual characteristics of leadership and leadership
effectiveness. The emergence of transformational, transactional, and charismatic leadership styles
combined can be more greatly defined as an interactional approach. Forsyth’s (2017) interactional
approach defines leadership as “a reciprocal, transactional, and transformational process in which
individuals are permitted to influence and motivate others to promote and achieve the attainment of
group and individual goals” (p. 216).
Leadership even through all the models and discussion depicted above, leaves one aspect
unanswered, is it nature or nurture? Rapid changes in organizational success and commitment in this
age of globalization require leaders to be adaptive, customer focused, fore thinking of systems and
process improvement, effective workers, and at most, shares the efforts of the bottom line. To meet this
challenge, one needs to understand why there are leaders that succeed at all levels of management and
execution. Leaders need to idealize and mentor the behaviors and key elements of future leaders to lead
effective outcomes. In the words of Goleman, Boyatzis, and McKee (2019), Great leaders move us.
They ignite our passion and inspire the best in us. When we try to explain why they are so effective, we
speak of strategy, vision, or powerful ideas.

36

While examining the relations among leadership styles, employee emotional intelligence and Mediating Effect
of Emotional
work results have been always emphasized. This leadership concept has been the target of several
Intelligence on
previous researches (Xu and Thomas, 2011; Carasco-Saul et al.,2015). More elucidations on the scarcity
of the findings in the correlation of the styles withthe performance of employees have been noticed. the Relationship
between
Furthermore, leadership mostly has a dominant capacity over other work variables and has considerable, Transformational
vulnerable modifications in relations to work outcomes and emotional intlelligence of employees.
Leadership and
There’s an evident lack of empirical and factual study that displays the factors which determine
Employees
Performance in
this performance. Moreover, since the leadership style and emotional intelligence followed are a main
Lebanese
contributor in affecting the level of performance, this study aims to understand the manifestation of the
Universities
leadership style and emotional intelligence followed in higher institutions in Lebanon. Hence, the key
question is to what extent does the emotional intelligent mediates the relationship between leadership
style especially transformational leadership style and employees’ job performance in Lebanese higher
institutions?
RQ1: Is there any relationship between transformational leadership style and employees’ performance
in Lebanese universities?
RQ2: Is there any relationship between emotional intelligence and employees’ performance in Lebanese
universities?
RQ: Does the relationship between transformational leadership style and employees’ performance
mediated by emotional intelligent?
LITTERATURE REVIEW
Employees’ Performance
All the activities related to a particular job revolve around certain expectations of a workerand
how they are executed and managed to achieve the organization’s goals. It happens in several institutions
where the employees’ performance is assessed by personnel directors, annually or quarterly in order to
recommend some changes, aiming at improving productivityand performance (Kelly Burkart, 2019).
Several organizations nowadays put extensive efforts into guaranteeing and enhancing employees’
competency, productivity, communication skills,commitment, cooperation, and professionalism (Kelly
Burkart, 2019).
According to empirical literation on the relation between leadership styles and employees’
performance, several authors have found out that autocratic and laissez-faire leadership styleshave direct
results on employees’ performance more directly.
Both the transformational and transactional leadership styles work in coordination in order to
bring out motivated employees in the workplace. This notion goes hand-in-hand with Bass’ theory (Yukl,
1998) which considers the transformational leadership styles as the best approachwhich can arouse or
encourage employees to be prosperous and thriving at work. In the same light, David (2002) states that
there are some important factors which affect the performance of employees at work, and motivation is
a rudimentary factor. When employees have high motivation levels at work, the transformational
leadership styles, if implemented, would affect their performance by epitomizing it (David, 2002).
However, the transactional leaders highlight the notion that the leader should be able to recognize and
identify the needs of their employees and how they should be better addressed to achieve the goals of
the organization (David, 2002). Therefore, in order to motivate workers to do their duties more
effectively, transactional leaders tend to emphasize the establishment of reward and punishment systems
(Luthans, 2016). These systems constitute a motivation in themselves for the workers. Thus, motivation
results from the act of encouraging leaders to fulfill the needs of their followers (Luthans, 2016).
Employee performance appears then to be affected by motivation and vice versa. The
transactional leadership styles also have a direct impact on employee performance.This meets what
Haryadi (2003) has asserted. The positive effect of this kind of styles on employees’ performance takes
place when the latter assess this style from a positive point of view, and can have negative implications
when employees have tendencies to be dishonest, distrustful, and disloyal (Haryadi, 2003). Furthermore,
Andarika (2004) and Ahn et al. (2005) confirm that transactional leadership styles have significant
37

AMBR

impacts on the performance of employees and more positively. Through this, the subordinate
groups will reciprocate by showing maximum work efforts.
Transformational Leadership Style
The transformational leadership style, according to Jyoti and Bhau (2015), is regarded as the
process that motivates and encourages the followers in a positive sense as it appeals to better ideas and
entrenched internal moral and ethical values to be sustained throughout the workplace. Besides, Puni et
al. (2018) stat that this leadership style recognizes the needs of thesubordinates and finds ways to meet
them within full involvement. On the other hand, Jyoti and Bhau (2015) contend that if a leader is
described as being good, then there should be a marriage adoption between transactional and
transformational leaderships, as they can both complement each other. Besides, Chan and Mak (2014)
confirm that this leadership style pivotsthe personality and character of the leader as a key influence to
affect and bring about positive changes. This happens by having a clear motivating vision and energizing
goals and attitudesto improve the performance of employees. Similarly, Zwingmann et al. (2014) hinge
on the main concept which underpins this theory through the belief that transformational leaders seek
changes and modifications in values, ethics, thoughts, norms, traditions, and attitudes by affecting them
to act in a way that goes beyond their threshold. This perspective is reinforcedby Sun et al. (2014) who
suggest that transformational leadership can be highly inspirational, and leaders can play an efficacious
role in changing the attitudes and perspectives of their employees’’ for the benefit of the whole
organization.
Such authors state that their perspective revolves around aiding the subordinate groups
throughout the process of change and motivating them to critically think of how their performance
influences the entire organization(Sun et al., 2014). Furthermore, this is supported by Al Khajeh (2018)
who insists on the fact that this form of leadership concentrates on establishing a generic value system
for the employees in an organization and focuses on upgrading their morals, abilities, potentials, and
inspirations. Al Khajeh (2018) also postulates that the transformational leaders act as mediocre or
mediator in the process of developing an understanding of the inspirations, values, and interests.
In this regard, while trying to evaluate how leadership’s impact on the well-being of employees
within transformative or transactional leadership theoretical styles, Zwingmann et al. (2014) find that
guaranteeing a positive environment leads to the development of a better attitude or work perception.
On a similar basis, Wang et al. (2011) and Sofi & Devanadhen (2015) strongly argue that
transformational leaders importantly impact the performance of workers byaffecting their motivation,
morale, and potentials. This relation between the transformational style and the employees’ performance
has been emphasized by Xu and Wang (2008) who note that it results from a developed performance,
and what lie behind this are enhanced skills andcapabilities, know-how and motivation for employees,
and promoted organizational interests.
The leadership expert James MacGregor Burns was the first to introduce thetransformational
leadership style in 1978. According to Burns (1978), there are four key dimensions which govern the
implementation of this theory, and they are: professional effect like confidence and trustworthiness,
inspirational motivation, intellectual trigger, and individualized consideration. These dimensions play
an effective role in allowing leaders to act as powerful role models in creating more productive
individuals (Hay, 2000). Moreover, transformational leaders should have a high sense of intellectual
motivation, as they should instill motivation and enthusiasm in the employees’ spirits, and this
eventually encourages them to be more concentrated on the collective well-being and the ultimate goals
of the organization (Aydin, Sarier, and Uysal, 2013; Cho and Dansereau, 2010). For these reasons, the
behaviors of transformational leaders are effective in bringing change to employee by making them
more aware of the outcomes of their work activities, and this helps activate theirhigher order needs and
expand their abilities beyond their self-interests (Bass and Avolio, 2000). Moreover, Avolio, Walumbwa
and Weber (2009) state that transformational leadership helps employees to perform tasks in an
organization in a manner which goes beyond the expectations, and this is achieved through the process
of transcending self-interest for the whole goodness of the workplace. Thus, transformational leaders
adopt a more socialized and emotionally intelligent character (McKee, 2014). They are also highly
charismatic and know how to guard, trigger, and express their emptions (McKee, 2014)

38

Lastly, they have a clear vision in order to boost excitement, hopefulness, and inspiration among Mediating Effect
of Emotional
employees. Jin (2010)suggests that transformational leaders have a high potential in integrating values
Intelligence on
like empathy, affection, compassion, sensitivity, innovation, and socialization. Those leaders also the Relationship
include elements of shared decision-making process (Aldoory and Toth, 2014). Therefore, being ableto
between
re-invent the entire philosophy, mission statement, vision, system, and culture of organization is Transformational
Leadership and
facilitated through transformational leadership (. Gibson, Ivancevich, Donnelyand Konopaske, 2012).
Based on the above review, this study developed the following hypothesis:
H1: There is significant relationship between transformational leadership style and employees’
performance.

Employees
Performance in
Lebanese
Universities

Emotional Intelligence
Emotional intelligence is being able to understand one’s own feelings, how others are feeling
and how those feelings can affect one another. It is the capacity to be in control of one’s emotions and
leverage that to produce meaningful relationships, enhance leadership skills and allow for deeper
connections and understanding to take place. Generally, the four basic domains of emotional intelligence
that is widely accepted include self-awareness, self-management, social awareness and relationship
management. Learning, developing and exercising these domains will vary between each individual and
the level of mastery they will adopt but those who master the skill should have greater potential as
successful leaders. According to Mathew and Gupta (2015), emotionally intelligent leaders are thought
to perform better in the workplace, be happier and more dedicated to their organization, take advantage
of emotions and use them to foresee major improvements in organizational functioning, improve
decision making, solve problems, instill a sense of enthusiasm, excitement, trust and cooperation in
other employees through interpersonal relationships.
The concept of emotional intelligence stems from the theory and studies of Thorndike and
Stein’s (1937) conceptualization of Social Intelligence, which they defined initially as the ability to
comprehend and manage people. Thorndike further described social intelligence as the ability to
recognize one’s own and others’ internal states, motives, and behaviors, and to act toward them in the
best possible manner based on that information. Because the authors hypothesized that social
intelligence can be applied inward, social intelligence also includes the ability to understand and manage
oneself. Gardner (1983) further conceptualized that EQ consists of adaptive skills, whereby an
emotionally intelligent person has a deep awareness of his or her emotions and the ability to label and
draw upon those emotions as a resource to guide behavior.
A more recent conceptualization of Thorndike and Stein’s theory of social intelligence provided
through the studies performed by Salovey and Mayer (1990) and Mayer and Salovey (1997) expressed
EQ as the fundamental capacity to perceive emotions, assimilate emotion-related feelings, and
understand the information of those emotions and manage them. To this point, research provided in the
development and measurement of EQ had not been applied directly to leadership effectiveness and
organizational performance, only that those individuals with high EQ were perceived and found to be
able to manage the emotions of individuals and selves in a more constructive measure.
Research in the conceptualization of EQ undertaken by Goleman (1995), defined five major
components of EQ, which included:
•
•
•
•
•

Self-awareness – the ability to recognize and understand one’s moods, emotions, and drives, as
well as one’s effect on others.
Self-regulation – the ability to control or redirect disruptive impulses and moods.
Motivation – a passion to work for reasons that go beyond money or status and a propensity to
pursue goals with energy and persistence.
Empathy – the ability to understand the emotional makeup of other people and skill in treating
people according to emotional reactions.
Social-skill – proficiency in managing relationships and building networks, as well as an ability
to find common ground and build rapport.

39

AMBR

Additional research by Goleman (1998) clarified that an individual with EQ would exhibit the
following descriptive sub-constructs or “hallmarks” for each of the five components of EQ:
•
•
•
•
•

Self-awareness – self-confidence, realistic self-assessment, and a self-deprecating sense of
humor.
Self-regulation – trustworthiness and integrity, comfort with ambiguity, and openness to
change.
Motivation – strong drive for achievement, optimism – even in the face of failure, and
organizational commitment.
Empathy – expertise in building and retaining talent, cross-cultural sensitivity, and service to
clients and customers.
Social-skill – effectiveness in leading change, persuasiveness, and expertise in building and
leading teams.

In short, emotional intelligence means understanding your own and other people’s emotional
makeup well enough to move people in the direction of accomplishing goals.
Intelligence must meet several standard criteria before it can be considered scientifically
legitimate. First, it should be capable of being operationalized as a set of abilities. Second, it should
meet certain correlational criteria. The abilities defined by intelligence should be from a related set and
be related to pre-existing intelligences, while also showing some unique variance. Third, the abilities of
the intelligence should develop with age and experience (Mayer, Caruso, & Salovey, 2019).
Mayer, Caruso, and Salovey (2019) argued that EQ does indeed describe actual abilities rather
than preferred courses of behavior. To support EQ as an intelligence, two studies were performed to
substantiate its psychometric claim. Study one (Mayer et al, 2019) included 503 adults with a mean of
23 years (range: 17 – 70). The participants were assessed using the Multifactor Emotional Intelligence
Scale (MEIS), which consists of 12 tasks, divided into four classes or branches of abilities including
perceiving, assimilating, understanding, and managing emotions. The results indicated that emotional
intelligence shows a pattern that is consistent with a new domain of intelligence. The authors concluded
that emotional intelligence can be operationalized as sets of abilities.
The General Emotional Intelligence Factor can be divided into three subscales: Perception,
Understanding, and Managing. Finally, EQ correlates moderately with a measure of verbal intelligence
indicating that it is related but not the same. In their second study, Mayer et al (2019) dealt with
establishing the third criterion of intelligence, in that intellectual capacities grow with age and
experience from childhood to early adulthood. To determine if this actually occurred, 229 adolescents
with a mean age of 13.4 (range 12 – 16), were administered several portions of the scale employed in
the first study. For reasons of time and age appropriateness, only a subset of the scales administered to
adults was administered to the adolescents. As predicted, the study showed that adults performed at
higher ability levels than that of adolescents. In addition, emotional intelligence in adolescents revealed
the same relationships as verbal intelligence and empathy in adults. Studies examining adolescents by
Richardson (2017) and Richardson and Evans (2017) imply that the lack of emotional and social learning
among adolescents may lead to future adult disciplinary and social problems. Specifically, Richardson
(2017) stated that the lack of interpersonal and intrapersonal intelligences may cause individuals to
become self-centered and unable to empathize and relate to others and may eventually lead to violent
behavior. These intelligences must be nurtured and strengthened at an early age in children’s social
environments. Richardson further stated that people who lack social and emotional competence
frequently cause discipline problems and are unsuccessful in their academic pursuits. As a framework
for teaching social and emotional intelligence, the author cited a successful program based on three main
theories: (a) cognitive behavior, (b) transactional analysis, and (c) responsible assertion to enable greater
empathy and social-awareness in building adolescents’ success for the future.

40

Further, Richardson and Evans (2017) examined a successful program in developing social and Mediating Effect
of Emotional
emotional competence, Connecting with Others, which was developed to assist students with disabilities
Intelligence on
to function in inclusive classrooms. The authors research found that the skills outlined in each lesson
were applicable for all students. The program for elementary grades (K to 2 and 3 to 5) includes the the Relationship
between
following skill areas: concept of self and others, problem solving and conflict resolution, sharing, Transformational
socialization, communication, and empathy and caring. Programs developed for middle school grades
Leadership and
(6 to 8) vary in the skill areas. Additionally, two new areas were added to the middle school program:
Employees
group dynamics and time management. The eight skill areas for this age group included: awareness of
Performance in
Lebanese
self and others, communications, responsibility, self-advocacy and assertiveness, conflict resolution,
Universities
cooperation and collaboration, love and caring, and time management and organization.
Three studies performed by Davies, Stankov, and Roberts (1998), explored whether EQ should
be included within the traditional cognitive abilities by investigating the relationships among measures
of emotional intelligence, traditional human cognitive abilities, and personality. The three studies
included a total population of 530 participants. Study one (Davies, Stankov, & Roberts 1998) was
designed to cover as broad a range of emotional intelligence measures as possible, and participants were
required to rate the extent to which each emotion was present in each stimulus on a five-point rating
scale. The results of this study point to limitations in the construct of EQ, particularly with respect to its
measurement through self-report instruments. The authors concluded that the limitations imposed were
based on self-reports that had not been scientifically validated. The majority of subjective measures did
not appear to assess anything new; they tended to define factors that have been already well-established
(and construct-valid) through personality inventories.
Study two (Davies, Stankov, & Roberts, 1998) employed the Armed Services Vocational
Aptitude Battery (ASVAB). The authors stated that the use of a different set of cognitive ability
measures in this design can establish a reasonably strong argument that based on the subjective measures
(self-report instruments) used do not assess any new validated measures. As with the conclusions of
study one, results of study two also suggested that the linkage between cognitive abilities and emotional
intelligence was weak.
Because of the largely negative findings with self-report measures, the primary purpose of study
three (Davies, Stankov, & Roberts, 1998) was to assess whether the Emotional Perception Factor defined
in study one represented anything other than a combination of existing measures produced by using a
self-reported response. The conclusions by the authors for study three indicated that replication of an
emotional perception factor, as identified in study one, could not be achieved. Therefore, their findings
claim that EQ is either a personality trait or a type of ability. Concluding that if it is either a personality
or type of ability,
it cannot yet be measured in a dependable way. Stankov (2018) further argued why his research
could not establish the existence of EQ for two reasons, both of which have to do with the measurement
of the construct. First, questionnaire measures of EQ seem to be closely related to factors captured by
existing personality questionnaires. Second, objective measures have employed consensual scoring
procedures that seem to have poor reliability. Emotion perception may be the only aspect of emotional
intelligence that has a chance of becoming an established trait in the future.
From the above discussion, these hypotheses were developed:
H2: There is significant relationship between emotional intelligent style and employees’ performance.
H3: Emotional intelligent mediates the relationship between transformational leadership and
employees’ performance

41

AMBR

METHODS
The study focused on describing employees of Lebanese Universities as the characteristics of
the population. According to Sekaran and Bougie, (2010) descriptive design is undertaken in order to
describe the features of the concerned variable in a given circumstance. The survey method was adopted
to achieve the aim of the study, since the study focused on the employee’ performance of the employees.
Furthermore, the survey research employed questionnaires to have responses from the respondents
(Zikmund, 2003). The study used a self-report questionnaire method for all adapted items to measure
independent variables (transformational leadership), mediating variable (emotional intelligent) and
dependent variable (employee’ performance).
The research adopted quantitative method as the aim is to determine the effect on each variable
on another. It also allows results generalization to the entire population as a result of vast sample
population (Malhotra, 2010; Gelo et al., 2008; McDanial & Gates, 2007). The population comprises of
all employees in Lebanese universities. This study selected four top universities in Lebanon, with 6,012
total employees. Therefore, according to Kriejcie and Morgan sample determination table, for 6000 to
7000 population, the minimum of 374 samples were required. Nevertheless, the size of the sample was
multiplied by two to minimize error in sampling and to take care of nonresponse rate issue (Hair,
Wolfinbarger & Ortinall 2008). Hence, 400 was selected as the total number of questionnaires to
administer.
The 400 questionnaires with self-addressed envelopes were distributed through post-mail to the
employees in selected four Lebanese universities. To increase and achieve high response rates, series of
follow-up were made through emails, SMS, several phone call reminders and self-visit to the
respondents (Silva, Smith, & Barnmer, 2002; Traina, MacLean, Park, & Kahn, 2005; Sekaran, 2003;
Dillman, 2000; Porter, 2004; Dillman et al., 2009). As suggested by De Leeuw, (2005) and Dillman et
al., (2009) on response rate improvement to post-mail mode, an email was sent to some respondents
through their associations as an appreciation to those that send back the questionnaire and as another
remainder to those that did not send back their responses. For those could not reach by email, a self-visit
was conducted to their respective representative in order to persuade them to fill in the questionnaire in
their regular monthly or emergency meetings.
Although the sample of the study is 374 as suggested by Krejcie and Morgan (1970) the increase
of the 400 sent out questionnaires was deliberately done to overcome the likelihood of not getting the
required number of sample size because of the tendency of non-responses (Bartlett, Kotrlik, & Higgins,
2001; Cochran, 1977). Thus, because of the efforts made, 330 questionnaires were returned out of 400
questionnaires that were distributed by postal delivery to the targeted respondents.
After the collection of sufficient data that matches the minimum sample size requirements,
researcher coded, summarized and analysed the data with SPSS, structural equation modelling (PLS).
Both descriptive and inferential statistics were employed as a method of data analysis. Descriptive
statistics was employed to explain the features of data quantitatively. It aims to summarize a sample
rather than taking the whole population (Bichi, 2004). It gives a summary about the sample and the
observation made. Therefore, PLS-SEM was employed in the data analysis. Below are details
explanations on the instruments employed in analysing and interpreting the data collected for the main
explanatory study. The PLS modelling is considered as the most appropriate method of data analysis in
this study based on several reasons.
PLS path modelling is selected in this study because of the estimation the interactions between
constructs or structural model and associations between indicators and their corresponding latent
constructs or measurement model concurrently, even though it is similar to conventional regression
technique (Chin, Marcolin, & Newsted, 2003; Duarte & Raposo, 2010; Gerlach, Kowalslu, & Wold,
1979; Lohmoeller, 1989. Additionally, the objective of the study is to predict the role of organizational
factors in increasing academicians’ commitment. In addition, the study has reflective constructs. Lastly,
compared to other path modelling software, Smart PLS software was carefully chosen as a tool of data
analysis for the reason that of its friendly graphical user interface that help users to create a moderating
and mediating effect for path models with interaction effects (Temme, Kreis, & Hildebrandt, 2006,
2010).

42

RESULT AND DISCUSSION
Overall, a total of 400 sets of questionnaires were distributed to the targeted participants. Out
of 400 distributed questionnaires, 330 were returned making the response rate of 82.5 percent. 13 of the
330 questionnaires were eliminated during data cleaning process and the remaining 317 sets of
questionnaires were usable for further analysis. Data was screened and cleaned to ensure the accuracy
of the data collected. This was done by analysing the original data collected against the source data file.
Following Tabachnick and Fidell (2001), data cleaning in this study involved checking the accuracy of
the data input, dealing with missing values, detecting and treating the outliers.
Table 1 summarised the demographic background of the respondents. As indicated in Table 1,
45.7 percent (N=145) of the respondents were male compared to female employees of 54.3 percent
(N=172). The respondents were less than 30 years old (10.7%), 31 to 40 (40.4%), 41 to 50 (24.3%) and
over 50 (24.6%). Most of Bachelor Degree (32.5%) and Master Degree (30.3%) holders. Majority of
the respondents had the working experience between 7 to 10 years (45.9% and more than 10 years
(26.5%).
Gender
Male
Female
Age (Years)
Less than 30
30 to 40
41 to 50
>50
Education
Certificate
Diploma
Bachelor Degree
Masters/PhD
Others
Working Experience (Years)
Less than 3
3 to 6
7 to 10
More than 10

Frequency

Percentage

145
172

45.7
54.3

34
128
77
78

10.7
40.4
24.3
24.6

14
53
103
96
51

4.4
16.7
32.5
30.3
16.1

29
68
136
84

9.1
21.5
42.9
26.5

Mediating Effect
of Emotional
Intelligence on
the Relationship
between
Transformational
Leadership and
Employees
Performance in
Lebanese
Universities

Table 1.
Demographic
Background of
Respondents
(N = 317)

Assessment of a Measurement Model
To assess the measurement model, the following activities were undertaken in this study:
examining internal consistency reliability, ascertaining indicator reliability and determining convergent
and discriminant validity (Hair et al., 2014). These activities were undertaken in order to identify the
relationship between the observed variables and the underlying latent constructs (Hamid, Ishak & Yusof,
2015).
The first stage hierarchical construct model was first assessed as seen in Tables 2, Table 3 and
Figure 1 and 2.
The Cronbach’s alpha coefficient and composite reliability coefficient were used to measure the
internal consistency reliability for this study. Using composite reliability coefficient to interpret internal
consistency reliability is based on the rule of thumb that composite reliability coefficient should be at
least 0.70 (Hair et al., 2010). Thus, as can be seen in Table 2, the Cronbach’s Alpha values are between
0.874 and 0.953, while values of composite reliability are between 0.905 and 0.958. Thus, internal
consistency reliability is not an issue for this study.

43

AMBR

Figure 1.
Algorithm of
First-Stage
Hierarchical
Construct Model

The indicator reliability was assessed by examining the outer loadings of each constructs’
measure (Hair et al., 2012). To ensure unidimensionality of a measurement model, items should be 0.50
or higher (Afthanorhan, 2013). Since most of the items in Figure 1 have relatively good loadings, 0.60
was taken as the minimum for the first stage model of this study; hence, all items shows good loadings
greater than 0.60 and were retained in the model.
Convergent validity is the extent to which items truly represent the intended latent construct and
correlate with other measures of the same latent construct (Hair et al., 2006). The convergent validity of
this study was examined by the AVE of each latent construct, as suggested as suggested by Fornell and
Larcker (1981). The AVE of each latent construct should be at least 0.50 (Chin, 1998). The AVEs for
this study as shown in Table 2 are all above 0.50, suggesting adequate convergent validity.
Table 2.
Loadings,
Average Variance
Extracted (AVE)
and Reliabilities
for First Stage
Hierarchical
Construct Model

44

Latent Construct & Indicators

Standardised
Loading

Performance
EP1
EP10
EP11
EP12
EP13
EP14
EP15
EP16
EP17
EP18
EP2
EP3
EP4
EP5
EP6
EP7
EP8
EP9

0.704
0.694
0.750
0.782
0.778
0.790
0.735
0.714
0.657
0.820
0.650
0.749
0.740
0.817
0.803
0.816
0.728
0.689

Composite
Reliability

Cronbach’s
Alpha

0.958

0.953

Average
Variance
Extracted
(AVE)
0.558

Transformational
trans1
trans10
trans11
trans12
trans2
trans3
trans4
trans5
trans6
trans7
trans8
trans9
trans1
Emotional Intelligent
EMP1
EMP2
EMP3
EMP4
EMP5
MOTIV1
MOTIV2
MOTIV3
MOTIV4
MOTIV5
SA1
SA2
SA3
SA4
SA5
SR1
SR2
SR3
SR4
SR5
SS1
SS2
SS3
SS4
SS5
SS6

0.905

0.874

0.613

0.964

0.960

0.508

0.846
0.747
0.815
0.685
0.631
0.660
0.682
0.653
0.732
0.740
0.824
0.793
0.846

Mediating Effect
of Emotional
Intelligence on
the Relationship
between
Transformational
Leadership and
Employees
Performance in
Lebanese
Universities

0.73
0.72
0.732
0.749
0.761
0.544
0.7
0.735
0.657
0.758
0.822
0.817
0.805
0.716
0.779
0.571
0.808
0.662
0.76
0.614
0.745
0.706
0.735
0.527
0.721
0.521

Similar to convergent validity, AVE was also used to determine the discriminant validity of this
study (Fornell & Larcker, 1981). Accordingly, based on Fornell and Larcker’s (1981) suggestion,
discriminant validity was evaluated with the use of the AVE with a score of 0.50 or more. Also the
square root of the AVE should be greater. Thus, as seen in Table 2, the values of AVE for this study are
between 0.543 and 0.613, indicating acceptable values. In Table 3, the correlations among the latent
constructs are compared with the square root of AVE (in bold face). The AVEs are all greater than the
correlations among latent constructs, indicating sufficient discriminant validity (Fornell & Larcker,
1981).

45

AMBR
Table 3.
Latent Variable
Correlation
and Square
Roots of
Average Variance
Extracted

Emotional
Performance
Transformational

Emotional
0.713
0.664
0.33

Performance

Transformational

0.749
0.408

0.737

Assessment of Significance of the Structural Model
The current study assessed the structural model. This study also applied bootstrapping method
with 5000 bootstrap samples to assess the significance of the path coefficients (Hair et al., 2014; Hair et
al., 2012; Hair et al., 2011; Henseler et al., 2009). Figure 2 and Table 4 therefore show the estimates for
the full structural model.

Figure 2.
PLS Structural
Model

Assessment of Variance Explained in the Endogenous Latent Variables
As presented in the above Table 4, the research model explains 48.1 percent of the total variance
in employee performance. This advocates that the sets of exogenous latent variables (i.e.,
transformational leadership styles and emotional intelligent) collectively explain 48.1 percent of the
variance of the employee performance. Therefore, resulting from Falk and Miller's (1992) and Chin's
(1998) the criteria, the endogenous latent variables showed acceptable levels of R-squared values, which
were considered as substantial respectively.
Table 4.
Variance
Explained in
the Endogenous
Latent Variables

Latent Variables
Employee Performance
Emotional intelligent

Variance Explained (R2)
0.389
0.109

Adjusted R2
0.385
0.106

Hypotheses Testing
At the beginning, Hypothesis 1 to Hypothesis 2 predicted that leadership styles and emotional
intelligent are positively related to employee performance. Result in Table 5 and Figure 2 revealed a
significant positive relationship between transformational leadership and employee performance (B =
0.212, t = 4.302, p< 0.01), supporting Hypothesis H1. Similarly, Hypothesis 2 anticipated that emotional
intelligent is positively associated to employee performance. As shown in Table 5 and Figure 2, result
also showed the significant association between emotional intelligent and employee performance
(B=0.594, t = 15.000, p > 0.01). These findings have successfully support H1 and H2.

46

Hypothesis
H1
H2

Relationship
Emotional -> Performance
Transformational ->
Performance

Beta
0.212
0.594

T
4.302
15.000

Sig.
0.000
0.000

Summary
Supported
Supported

Mediation Effect of Emotional Intelligent
H3 posits the mediating effect of emotional intelligent on the relationship between
transformational leadership style and employees’ performance. According to Hair et al. (2018),
“mediation occurs when a third mediator variable intervenes between two other related constructs” (p.
228). Precisely, a variation in the exogenous constructs reasons a variation in the mediator construct,
which in turn, results in a variation in the endogenous construct in the PLS path model, referred as
mediation effect. The current study used SmartPLS 3.2.6 (Ringle et al., 2015) to assess the structural
model together with the mediator variable via bootstrapping method which can be considered as slightly
rigorous for assessing the mediation effects (Hair et al., 2013). As showed in Figure 4.4, the mediating
hypotheses were also tested, as per the guidelines of Hair et al. (2018).
Figure 3 showed that transformational leadership significantly predicted EI (B = 0.330, p<0.01),
fulfilling path ‘a’ (IV to MV). Transformational leadership also displayed a significant relationship with
employees performance (B = 0.212, p<0.01) in path ‘c’. However, the present of EI in the model has
decrease the relationship between Transformational leadership to EP (B = 0.196, p<0.01). Hence, it can
be concluded that EI has partially mediates the relationship between Transformational leadership and
EP, supporting H3.

EI
0.330**

Transformat
ional
leadership

0.212** /
0.196**

Mediating Effect
of Emotional
Intelligence on
the Relationship
between
Transformational
Leadership and
Employees
Performance in
Lebanese
Universities
Table 5.
Structural Model
Assessment

Figure 3.

Mediating effect
of EI in the
relationship
between
Transformational
leadership and EP

0.594**

EP

CONCLUSION
The finding revealed that Transformational leadership styles significantly influence the
employee’s performance in Lebanese universities, parallel with the previous results (Peter (2018;
Nadarasa, 2017; Shen et al. 2018; Zhou 2019). The two-leadership style studied were found to have
significant influence on the employees’ performance. Similarly, Judge and Piccolo (2019) found a
significant relationship between this leadership style and the level of employees’ performance and
attitude toward the workplace. In other studies, the transformational leadershipstyle has been regarded
as having a positive impact on different aspects of employees’ performance and satisfaction levels. The
same notion applies for transactional leadership, andso did laissez-faire leadership (David, 2017).
Transformational work in coordination in order to bring out motivated employees in the
workplace. This notion goes hand-in-hand with Bass’ theory (Yukl, 2017) which considers the
transformational leadership styles as the best approachwhich can arouse or encourage employees to be
prosperous and thriving at work. In the same light, David (2017) states that there are some important
factors which affect the performance of employees at work, and motivation is a rudimentary factor.
When employees have high motivation levels at work, the transformational leadership styles, if
implemented, would affecttheir performance by epitomizing it (David, 2017).

47

AMBR

The positive effect of this kind of styles on employees’ performance takes place when the latter
assess this style from a positive point of view, and can have negative implications when employees
have tendencies to be dishonest, distrustful, and disloyal (Haryadi, 2003). Furthermore, Andarika (2004)
and Ahn et al. (2005)confirm that transformational leadership styles have significant impacts on the
performance of employees and more positively. Through this, the subordinate groups will reciprocate
by showing maximum work efforts.
Emotional intelligence mediates the influence of transformational on employees’ performance. In
a sense, the indicators of transformational can improve employees’ performance due to the presence of
emotional intelligence. The direct effect of transformational on performance was 25.8 percent while the
indirect effect of transformational on employees’ performance through emotional intelligence was 0.7
percent. This means that the indirect effect of transformational is greater than the direct effect on
employees’ performance. In other words, emotional intelligence can mediate the effect of
transformational leadership on employees’ performance. This finding is consistent with Agustian (2021)
who affirms that professional world possesses various issues and challenges every employee has to
handle. Professional world requires not only intellectual competence, but also emotional competence or
intelligence, which has appeared more crucial. If one can solve his emotional problems, his work result
will increase.
The outcomes of this study offered substantial empirical support to the research framework from
a theoretical perspective. Through this study, the relationship between the leadership styles, emotional
intelligence and employees’ performance was established. The findings of this study support the work
by Agustian (2021) who reported that leadership styles and emotional intelligence have the significant
effect on employees’ performance. In addition, this study discovered that emotional intelligence had a
mediating impact on the relationship between leadership styles and employee’s performance.
Al Khajeh (2018) found that previous studies on leadership styles tended to focus on three
domains of leadership styles. However, this study focused on five domains of leadership styles including
democratic, autocratic, laissez-faire, transactional and transformational leadership styles. The findings
validated the theoretical underpinning of employee’s performance and the idea of employee’s
performance in in organization was impacted by leadership styles and emotional intelligence (Narsir et
al. (2020). The findings partially supported the hypothesis because of many distinct elements compared
to previous research, such as the kind of population, decision-making process, a mix of respondents and
factors, or perception of risk in a variety of settings (situational factors). Another contribution of this
study was to explore leadership styles from a domestic viewpoint, which differed from previous studies
that primarily involved employees in general and public organization before the pandemic and
lockdown. This study's findings were based on the general participants, who included support staffs,
managerial level employee, academics, and others.
This study also offers an opportunity to conduct future research on employees’ performance from
various dimensions (particular group of respondents) situations for comparison. This study focused on
the universities’ employees, which means that researchers may not be able to directly compare the
findings if studies were conducted on different individuals and conditions.
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