Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.5
,
No
.2
,
Jun
e
2
016
, pp
. 15
8
~
16
4
I
S
SN
: 225
2-8
8
2
2
1
58
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
The Effect
of
Leadership, Or
ganizational
Cultur
e,
E
m
otional
Intel
l
egence, and
J
o
b Satisfa
c
tion
on
P
erf
ormance
Muha
mmad
Ilyas
1
, Tamrin
Abdullah
2
1
Department of
Mathematics Ed
ucation,
F
a
cu
lty
of
T
e
acher
and
Educations,
Cokr
oaminoto
P
a
lopo
Unversity
,
Indonesia
2
State University of Jak
a
rta, Jak
a
r
t
a, Indonesia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Dec 30, 2015
Rev
i
sed
Feb
23
, 20
16
Accepted
May 13, 2016
This
res
e
arch
a
i
m
e
d
to s
t
ud
y
t
h
e inf
l
uenc
e
of
Leaders
h
ip
,
Or
g
a
niza
tion
a
l
Culture
,
Em
otio
nal
Quot
ation
,
a
nd Job Satisf
a
c
t
ion
to T
e
ach
er
Perform
ance
of
Senior High
School at
P
a
lop
o
Muni
cipality
South
Sula
wesi.
There
wer
e
78
t
e
a
c
hers par
t
icip
ated in
this
res
earch
. Th
e
re
s
u
lts
were:
(1)
Lead
ers
h
ip
direc
t
l
y
affe
cts
teach
er perfor
m
ance; (2)
E
m
otional
quotat
ion
dire
c
t
l
y
influence
s
teacher
perform
anc
e
;
(3) J
ob S
a
tis
f
action
dire
ct
l
y
ef
fe
cts
tea
c
he
r
perform
ance
; (
4
)
Lead
ers
h
ip
direct
l
y
ef
f
e
cts
job
s
a
t
i
s
f
act
ion;
(5)
Or
g
a
nization
a
l
Culture d
i
re
ctl
y
ef
fe
cts job
s
a
tisf
a
c
tion;
(6)
Em
otional
Quotattion d
i
rectly
ef
fects
job s
a
t
i
s
f
action
.
Bas
e
d
on this
res
earch
,
the f
a
ctors
of Lead
ers
h
ip,
Or
g
a
nizationa
l
Cultu
re, Emotional
Quotatio
n,
and
Job
Satisf
act
ion to
T
each
er Perfor
m
ance
should
b
e
de
v
e
lop
e
d
b
y
Central
and
Local Go
v
e
rnment
either
P
a
l
opo
or South Sula
wesi, Indonesia.
Keyword:
Em
ot
i
onal
qu
o
t
at
i
on
Jo
b
satisf
action
Leadershi
p
Or
gan
i
zatio
n
a
l cu
ltu
re
Perform
a
nce
Copyright ©
201
6 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
M
uham
m
ad Il
y
a
s,
Depa
rt
m
e
nt
of
M
a
t
h
em
at
i
c
s Educat
i
o
n,
Facul
t
y
o
f
Tea
c
her
an
d E
d
uc
at
i
ons,
C
o
k
r
oam
i
not
o Pal
o
p
o
U
n
i
v
e
r
si
t
y
,
In
do
nesi
a.
Em
a
il: m
u
h
a
mmad
ilyas@u
n
c
p
.
ac.i
d
1.
INTRODUCTION
The era of
gl
obalization
and
m
odernization
ef
fect
on
v
a
r
i
ou
s
asp
ects
of
lif
e of
e
v
er
y
n
a
tio
n
an
d
e
v
er
y
cou
n
t
r
y
i
n
t
h
e
w
o
rl
d,
an
e
r
a t
h
at
n
o
l
o
ng
er
bo
r
d
ers
bet
w
e
e
n
co
unt
ri
es
(
b
or
derl
ess
)
a
nd
t
h
e de
v
e
l
o
pm
ent
of
th
e
v
e
ry latest
tech
no
log
y
con
d
u
c
ted
as p
a
rt o
f
th
e
settle
men
t
syste
m
(rein
v
e
n
ting
)
life o
f
th
e
n
a
tion, state,
an
d
so
ciety
.
Th
erefore,
t
h
e
In
don
esian
n
a
ti
o
n
m
u
st
b
e
able to
su
rv
i
v
e
with
th
e
p
ecu
l
i
arities
o
f
th
ei
r
o
w
n
cul
t
u
re
a
n
d
t
h
e
t
h
i
n
g
t
h
at
m
u
st
be
do
ne i
s
t
h
e de
v
e
l
opm
ent
o
f
hum
an
res
o
urces
(HR
)
a
nd
hi
g
h
co
m
p
etiti
v
e
n
e
ss.
Th
e
n
o
n
-
ne
g
o
tiab
l
e De
v
e
lo
p
m
en
t,
especially in
th
e
edu
catio
n secto
r
as
a
ci
vilizin
g
characte
r
of
s
t
rength
a
n
d e
x
cellence,
as well as
a
su
ppl
i
e
r
o
f
hum
an
re
so
urce
s and
s
u
pp
o
r
t
i
n
g hi
gh
co
m
p
etiti
v
e
n
e
ss,
for
th
is reason
,
it
n
e
ed
to
o
b
tain
resp
o
n
ses
(ren
s
p
o
n
s
i
v
en
ess)
seriou
sly fro
m
th
e Go
v
e
rnmen
t
as th
e
m
a
in
acto
r
im
p
l
e
m
en
ti
n
g
th
e Nation
a
l
Ed
u
cation
Sy
ste
m
(NES).
R
o
le
of th
e m
a
k
e
rs
and
im
p
l
e
m
en
ters
o
f
the SPN
pro
g
ram
to
th
e d
e
v
e
lop
m
en
t
o
f
edu
cation
at
w
h
o
l
e
r
e
g
i
on
sh
if
ted
t
o
th
e r
o
le
of
steer
i
n
g
and
em
po
weri
n
g
t
h
ro
u
gh
a
se
ri
es
of
p
o
l
i
c
i
e
s.
The
i
n
fl
ue
nce
of
t
h
i
s
pol
i
c
y
has
b
o
r
n
t
h
e
e
ducat
i
o
n
o
r
de
r
on
a
w
o
rl
d
e
d
ucat
i
o
n t
h
at
esse
nce.
On t
h
e ot
her
han
d
,
t
h
i
s
influence is
als
o
becom
i
ng
a
threat
to the cul
t
ural
di
m
e
nsi
on
o
f
In
d
onesi
a
t
o
da
y
.
In
t
h
e
era
of
t
h
i
s
bo
rde
r
l
e
ss and
rei
n
v
e
nt
i
n
g
,
al
l
educat
i
on st
ak
e
h
ol
de
rs
,
nam
e
l
y
: go
v
e
rnm
e
nt,
pri
v
at
e
instituti
ons, education
observ
e
r
,
princi
pals,
teache
r
s, educat
ors, parents of
learn
e
rs,
learn
e
rs
th
em
selv
es will
in
e
v
itab
l
y o
f
infl
u
e
n
ce
o
f
ed
u
cation
p
a
rad
i
g
m
ch
an
g
e
s
i
n
th
is era.
Ed
ucat
i
o
n
i
n
t
h
e
re
gi
o
n
re
qu
i
r
es
qual
i
f
i
e
d
h
u
m
a
n
reso
urce
s an
d
hi
gh
c
o
m
p
eti
t
i
v
e
ness,
whi
c
h
i
s
on
e
im
port
a
nt
as
pe
ct
i
n
ant
i
c
i
p
at
i
on
of t
h
e i
m
pact
of t
h
e
abo
v
e
,
in orde
r
to ac
hie
v
e
the
succ
ess
of a de
v
e
lopm
ent
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Th
e
Effect o
f
Lea
d
e
rsh
i
p
,
Orga
n
i
za
tion
a
l
C
u
ltu
re, Emo
tiona
l In
telleg
e
n
c
e, and
.... (Muha
mma
d Ilya
s)
15
9
that
aspire
d.
Hum
a
n res
o
urce
de
v
e
l
opm
ent is
abs
o
lute
l
y
done
in
e
d
ucational institutions (sc
h
ools)
in
the
area,
bot
h
pu
b
l
i
c
school
s
a
n
d
p
r
i
v
at
e
scho
ol
s,
pa
rt
i
c
ul
arl
y
i
n
P
a
l
o
p
o
.
C
o
achi
n
g
t
o
i
n
c
r
ease
t
h
e
ad
de
d
v
a
l
u
e
man
a
g
e
m
e
n
t
an
d stak
eh
o
l
d
e
rs
o
f
sch
o
o
l
-
b
a
sed
qu
ality assu
ran
ce
syste
m
(
QAS), a
curricu
lu
m-b
a
sed
approach
t
o
sc
ience, suc
h
as
go
v
e
rna
n
ce administration,
proces
s
and
lear
ning outcom
es, teacher performance,
school leade
r
s
h
ip,
or
ga
nizational
c
u
lture
, e
m
otional
in
telligence, job
sat
i
sf
acti
on ,
teacher
c
o
m
p
etence
and
st
ude
nt
c
o
m
p
et
enc
y
.
Hi
g
h
Sc
ho
ol
(SM
A
) i
s
o
n
e
o
f
t
h
e
edu
catio
n
a
l
le
v
e
l
s
th
at
are
within
th
e ran
k
s
of th
e
Dep
a
rtm
e
n
t
o
f
Ed
u
cation
as an
e
x
ecu
ti
v
e
ele
m
en
t
o
f
edu
c
atio
n
in
th
e area.
SMA
is
entitled
an
d
ob
lig
ed
to
carry out
e
duc
ation
for
e
v
e
r
y
citizen according
to
La
w
Num
b
er 20
Y
e
a
r
2003
on
National E
ducati
o
n
Syste
m
.
The principal
t
a
sk
of teache
r
s
at hi
gh sc
hool
orga
nizes
the educational
process,
in pa
rticular
the task
of
the
teache
r
is to educate,
teach,
gui
de, di
rect,
train,
ass
e
ss, and e
v
alua
te.
This task,
carrie
d
out ba
sed
on
teacher perfor
-
m
a
nce
quality
criteria
stated
in the Re
gulation
of t
h
e
Minister of
Nationa
l Education
Re
public
of Indonesia
Num
b
er
The
quality
of the perform
a
nce
of a high
school
teache
r
in
P
a
lopo
is
not satisfy.
Still finding
teachers
strik
e
studying, teac
hing
not
on time, com
p
etence
is
not
com
p
le
x,
the
w
o
rk et
hic in
the
professi
on
is
n
o
t
h
i
gh
, n
o
t
en
oug
h
teach
i
ng
h
o
u
r
s
as
a
co
nd
itio
n
of
certifi
catio
n
,
i
g
nori
ng
appeals
s
u
pe
riors,
fear w
a
s sent
on
race outstanding
teachers,
le
ss
capable of
writing and
res
earching, less
opportun
ity to
de
v
e
l
op or
continue
their
educat
i
o
n
t
o
a
hi
g
h
e
r
l
e
v
e
l
,
t
h
ere
i
s
a sy
n
e
r
g
y
bet
w
een
em
pl
o
y
er
an
d
sch
ool
su
pe
rvi
s
ors
w
h
o
w
a
l
k
al
one
partially
,
still t
h
ere
are teac
hers
who
are a
b
se
nt
teaching
in the classroom
,
the teach
er is
not profici
e
nt
in
com
put
er
t
ech
nol
ogy
i
n
t
h
e
l
earni
ng
p
r
oces
s,
t
h
e pr
ot
est
s
of
t
eac
her
s
wh
o w
a
nt
s
hi
s bo
ss
t
o
be
re
pl
ac
ed,
t
h
e
teachers aut
h
oritarian
al
w
a
ys
castra
ting cri
ticality of
students
,
teach
e
r
s
are less acti
v
e
digging
through
scientific acti
v
ities
are
only collected
certificates instantly
,
teache
r
s
who
gi
v
e
priority
to
ent
r
eprene
urship,
teachers
who a
r
e
rel
u
ctant
to bri
ng
in
stude
n
ts
into the
labor
atory
practice, to
teache
r
s
who a
r
e
less
acti
v
e
in
writing
and
e
x
a
m
in
es
th
e im
p
licatio
n
s
fo
r
stu
d
e
n
t
s.
Achie
v
em
ent
of the
pe
rformance
of a
high
school
teacher is
not
opt
im
al appear on
the
s
u
rv
e
y
results
pe
r
-
formance
achie
v
e
ments of
teac
hers
in
e
du
cation
a
l
stand
a
rd
s
i
n
P
a
lopo
City in
201
1
and
the its
com
p
arison wi
th
the
pe
rform
a
nce
of
teache
r
s
nationw
i
d
e with
indicator
8
Natio
nal Education Standards
,
t
h
e
st
anda
r
d
s
of
e
duc
at
i
o
n
as
an as
pect
of
t
h
e
pe
rf
or
m
a
nce
of
t
eac
hers
nat
i
o
nwi
d
e,
has
a v
a
ri
et
y
of
st
anda
rd
s
i
n
cl
ude
s
co
nt
ent
s
t
anda
rds
,
pr
oc
ess
st
anda
rds
,
curri
c
u
l
u
m
st
anda
r
d
s,
st
an
d
a
rd
o
f
PTK
,
s
a
rp
ras
st
anda
rd
s,
m
a
nagem
e
nt
st
an
dar
d
s, fi
na
nci
a
l
st
anda
rd
s a
n
d
assessm
ent
st
anda
rds
.
B
a
sed
o
n
t
h
e
abo
v
e
phe
n
o
m
e
non,
t
h
e
rol
e
of
sc
h
ool
st
ak
e
h
ol
de
rs,
es
peci
al
l
y
h
i
gh sc
h
ool
t
e
a
c
h-
e
r
s
i
n
P
a
l
o
p
o
,
i
t
bec
o
m
e
s
v
e
ry
im
portant (ur
g
ent).
T
h
ere
f
ore
,
the
st
udy of
ef
forts
to
em
po
wer
hi
gh sc
hool
teache
r
s
to
perform
ef
fecti
v
e
and
su
perior
,
as on
e d
e
term
in
ant
in
re
g
i
o
n
a
l
d
e
v
e
lop
m
en
t,
i
s
also
a
f
i
gure
or m
a
nager
t
h
at
det
e
rm
i
n
es
t
h
e
ef
fecti
v
e
n
ess
of the
achie
v
e
ment
of th
e
goal
s
of
e
ducat
i
o
n
con
d
u
ct
ed
sci
e
nt
i
f
ic resea
r
ch
(resea
r
ch)
t
o
sc
ale
the
to
p
prio
rity
on
lead
ersh
ip
, or
g
a
n
i
zatio
n
a
l cu
lt
u
r
e
,
em
o
tio
n
a
l
in
tellig
en
ce,
job
satisf
actio
n,
an
d
p
e
rfo
rm
an
ce.
2.
R
E
SEARC
H M
ETHOD
Thi
s
re
searc
h
w
a
s
co
n
duct
e
d
at
t
h
e hi
g
h
sc
ho
ol
i
n
P
a
l
o
p
o
,
S
out
h
S
u
l
a
w
e
si
Pro
v
i
n
ce
f
r
o
m
Aug
u
st
2011
to
Dece
m
b
er
2011.
T
h
e population
in
this researc
h
is
all high
school
teachers
in
P
a
lopo.
While
the
tar
g
et
population are
all
teach
ers
of
6
(six) state
high sc
hool
P
a
lopo
as m
a
n
y
as 351
pe
ople,
and
is us
ed
as a
sam
p
l
i
ng
fram
e
.
Thi
s
resarc
h
uses
a
q
u
ant
i
t
at
i
v
e
appr
oac
h
wi
t
h
s
u
rv
e
y
m
e
t
hod.
T
h
i
s
t
y
pe
of
researc
h
ai
m
s
to
find
th
e
p
o
sitio
n
o
f
i
n
stan
t
a
n
e
ou
s
v
a
riab
l
e
s
(statu
s
q
u
o
v
a
riab
le)
b
a
sed
o
n
th
e
d
a
ta a
v
ailab
l
e
at
th
at ti
me
(th
e
st
at
us
q
u
o
dat
a
)
and
t
h
e
rel
a
t
i
ons
hi
p
bet
w
e
e
n
t
h
e v
a
ri
abl
e
s
st
udi
e
d
,
i
t
can t
h
e
n
be
d
e
t
e
rm
i
n
ed
an
d
t
a
k
e
n
concl
u
si
o
n
.
It
m
eans
t
h
at
based
o
n
t
h
e
dat
a
,
f
act
s
and
i
n
fo
rm
ati
on
o
b
t
a
i
n
ed,
an
d ca
n
e
xpl
ai
n
t
h
e c
o
ndi
t
i
o
n
of
eac
h v
a
ri
ab
l
e
st
udi
ed,
i
n
or
der
t
o
k
n
o
w
t
h
e
ef
fect
o
f
one
v
a
ri
a
b
l
e
t
o
an
ot
he
r
v
a
ri
ab
l
e
.
Thi
s
st
u
d
y
w
a
s
t
o
in
v
e
stigate
th
e ef
fect
o
f
e
x
o
g
en
ou
s
v
a
riab
les
(lead
er
sh
ip, or
gan
i
zatio
n
a
l
cu
ltu
re,
em
o
t
i
o
n
a
l
i
n
tellig
ence,
and
jo
b
sat
i
s
f
act
i
o
n
)
of t
h
e en
d
oge
nous
v
a
ria
b
le
(perform
ance).
Th
is research
g
e
n
e
rally
ai
m
s
to
an
swer
some o
f
th
e prob
lem
s
th
at h
a
v
e
been form
ulated
in
the
p
r
e
v
iou
s
sectio
n
to r
e
v
eal
the
sig
n
i
f
i
can
ce
o
f
t
h
e
r
e
sear
ch
m
o
d
e
l
(
c
o
n
stellatio
n
)
on
th
e
ef
f
ect
of
e
xogen
ous
v
a
r
i
ab
les
(
e
xogen
o
u
s
v
a
r
i
ab
le)
,
th
e lead
ersh
i
p
g
i
v
e
n
th
e
sym
b
o
l
X
1
, or
g
a
ni
zat
i
onal
cul
t
ure
gi
v
e
n
t
h
e
s
y
m
bol
X
2
, em
o
tio
n
a
l
in
tellig
en
ce
g
i
v
e
n
th
e
sym
b
o
l
X
3
;
and
In
termed
iate
v
a
riab
le,
wh
ich is
g
i
v
e
n
th
e
sym
b
o
l
X
4
job
sat
i
s
f
act
i
on;
as wel
l
as endo
g
e
no
us
v
a
ri
a
b
l
e
s, t
h
e
pe
rf
orm
a
nce
gi
v
e
n
t
h
e
s
y
m
bol
Y
. The
specific
objecti
v
es
of
th
is
stu
d
y
were
to
:
(1
)
d
e
termin
e th
e
d
i
rect
ef
fect
o
f
lead
ersh
i
p
to
w
a
rd
perfo
r
m
a
n
ce;
(2) d
e
term
in
e
th
e d
i
rect
ef
fect
o
f
em
o
t
i
o
n
a
l in
tellig
ence to
w
a
rd
p
e
rfo
rm
an
ce;
(3
)
determin
e
th
e
d
i
rect
ef
fect
o
f
jo
b
satisf
action
to
w
a
rd
p
e
rf
or
m
a
n
ce; (4
) d
e
ter
m
in
e
th
e
direct ef
fec
t
of
lea
d
ers
h
ip
to
w
a
rd
jo
b
satisf
actio
n
;
(5
) d
e
term
in
e
th
e
d
i
rect
ef
fect
of
or
ganizatio
n
a
l
cu
ltu
re to
w
a
rd
jo
b
satisf
actio
n
;
(6
)
th
e
ef
fect
of direct
e
m
o
tio
n
a
l
in
tellig
en
ce
to
w
a
rd
jo
b
sat
i
s
f
act
i
o
n
.
T
h
e
hy
p
hot
es
i
s
m
odel
of t
h
i
s
resea
r
ch
i
s
pe
rf
orm
e
d i
n
Fi
g
u
re
1
.
The data re
quired
in
this re
search
i
n
clude
pr
im
ary
data and secondary
data.
The prim
ary
data
in
clu
d
e
:
(1) lead
ersh
ip,
(2
)
org
a
n
i
zatio
n
a
l cu
ltu
re,
(3),
emo
tio
n
a
l in
telligen
ce, (4
)
j
ob
satisf
actio
n
,
and
(5)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
15
8 – 1
6
4
16
0
per
f
o
r
m
a
nce.
Pro
ced
ure
s
f
o
r
im
pl
em
ent
i
ng
t
h
e t
e
st
i
n
st
rumen
t
are
(a)
determin
in
g
th
e
respon
d
e
n
t
s’
trials;
(b) th
e im
p
l
e
m
en
tatio
n
o
f
th
e trial;
an
d
(c)
t
h
e
an
alysis
in
stru
m
e
n
t
.
In
stru
m
e
n
t
d
e
v
e
lopmen
t
p
r
ocess
starts
with
d
e
term
in
in
g
th
e respon
den
t
th
en
p
r
o
c
eed
with
draf
ting
in
stru
m
e
n
t
refers
t
o
ind
i
cato
r
s
in
each
v
a
riab
le,
t
h
en t
h
e
ne
xt
st
age
of hi
s
c
once
p
t
o
f
t
h
e i
n
st
rum
e
nt
s
ar
e
m
a
t
c
hed
wi
t
h
c
once
p
t
u
al
d
e
fi
ni
t
i
ons
a
nd
grat
i
n
g
instrum
e
nts with
the
theories
curre
n
tly
used
to
addres
s these
v
a
riab
les. Instrum
e
nts
tested
on
teacher
hi
gh
sch
ool
s
i
n
P
a
l
o
po
t
h
e num
ber
of res
p
o
n
d
ent
s
as
m
a
n
y
as
3
0
peo
p
l
e
.
Fi
gu
re 1.
R
e
se
arch
Hy
p
o
t
h
e
s
i
s
Mod
e
l
3.
R
E
SU
LTS AN
D ANA
LY
SIS
B
e
fo
re per
f
o
r
m
i
ng
pat
h
a
n
a
l
y
s
i
s
t
o
t
e
st
the
h
y
pot
h
e
sis, first
p
e
rformed
so
m
e
s
t
atis
tical tests
as
requ
irem
en
ts an
alysis. Th
e
st
atistical
tests
were
co
ndu
cted
:
(1)
T
e
st
o
f
lin
earity
re
gressio
n
equ
a
tion
,
(2)
n
o
rm
ali
t
y
test
erro
r estim
ates
.
In
add
itio
n,
th
e
test w
a
s also
con
d
u
c
ted
un
i
v
ariate
and
m
u
l
t
i
v
ariate
n
o
rm
al
ity
as
con
f
i
r
m
a
t
i
o
n,
gi
v
e
n
i
n
t
h
e
t
e
st
i
ng
pr
oc
ess
pat
h
a
n
al
y
s
i
s
usi
n
g L
I
S
R
EL
soft
w
a
re
ful
l
v
e
rsi
o
n
8.
80 a
n
d
confirm
e
d also
by
SPS
S.
3.
1.
Test f
o
r
E
s
tima
tion
E
r
r
o
r
Norma
l
ity
T
e
st fo
r
estim
a
tio
n
error no
rm
ality
u
s
ed
Lilliefors
test.
Th
e hypo
th
esis
tested
is:
H
0
:
Data co
me fro
m
po
pu
latio
n
s
is
no
rm
ally
d
i
stri
b
u
ted
H
1
:
Data co
m
e
fro
m
o
n
e
p
opu
latio
n
is
no
t no
rm
ally
d
i
strib
u
ted
T
e
st for
esti
m
a
t
i
o
n
erro
r n
o
rm
ali
t
y
in
clu
d
e
Y
on X
1
,
Y
on X
3
,
Y
on X
4
, X
4
on
X
1
, X
4
on X
2
, X
4
on
X
3
.
T
e
st fo
r
no
rmali
t
y
u
s
in
g
Lilliefo
rs
test by
M
i
cros
oft
e
x
ce
l
.
T
e
stin
g
criteria:
L
hit
<
L
tab
, Accepted
H
0
(n
=
7
8,
α
=0
,
0
5
;
L
tab=
0
.
114)
Based
on
th
e calcu
l
atio
n
of the n
o
rm
ali
t
y
o
f
th
e d
a
ta,
ob
tained
th
e test
results
as fo
ll
o
w
s:
1. R
e
g
r
essi
on
Y
ˆ
=
95.
64
+
0.
4
1
X
1
,
L
hit
(0.
0
6
4
)
<
L
t
(0.
1
00
) The
n
H
0
acce
pted, data
is
norm
ally
distributed
2. R
e
g
r
essi
on
Y
ˆ
=
122
.6
6
+
1.3
4
X
3
,
L
hit
(0
.06
1
)
<
L
t
(0.
1
0
0
) T
h
e
n
H
0
accep
ted
,
d
a
ta
is
no
rm
ally
d
i
strib
u
t
ed
3. R
e
g
r
essi
on
Y
ˆ
=
74.
39
+
0.
5
3
X
4
,
L
hit
(0.
0
9
3
)
<
L
t
(0.
1
00
) The
n
H
0
acce
pted, data
is
norm
ally distributed
4. R
e
g
r
essi
on
X
ˆ
4=
86
.7
8
+
0.
41
X
1
,
L
hit
(0
.06
3
)
<
L
t
(0.
1
0
0
) T
h
e
n
H
0
accep
ted
d
a
ta
is
no
rm
ally
d
i
strib
u
t
ed
5. R
e
g
r
essi
on
X
ˆ
4=
67
.6
1
+
0.
64
X
2
,
L
hit
(0
.09
2
)
<
L
t
(0.
1
0
0
) T
h
e
n
H
0
accep
ted
d
a
ta
is
no
rm
ally
d
i
strib
u
t
ed
6. R
e
g
r
essi
on
X
ˆ
4=
11
6.59
+
1.
21
X
3
,
L
hit
(0
.0
56)
<
L
t
(0.1
00
) T
h
en
H
0
accep
ted
d
a
ta
is
no
rm
ally
distrib
u
ted
Th
us
we
ca
n concl
ude
t
h
at
t
h
e
err
o
r
est
i
m
ates
fo
r
t
h
e
re
gre
ssi
on
e
q
uat
i
on
of
Y
on X
1
,
Y
on X
3
,
Y
on
X
4
, X
4
on
X
1
, X
4
on X
2
, X
4
on
X
3
th
at is
Y=
a
+
bX
i=
1
,
2
,
3
,
4
,
norm
a
l
l
y
d
i
strib
u
ted.
In
ad
d
ition
,
co
m
p
arison
of
L
hit
or
L
t
presen
ted
with Ltab
p
r
esen
ted
in
T
a
b
l
e 1,
b
e
lo
w t
h
e
resu
lt
summary
.
Gi
v
e
n
the path coef
ficient
calculation
proces
s
testi
ng
usi
n
g
soft
w
a
re
l
i
s
rel
8.8
0
F
u
l
l
V
e
rs
i
on,
w
h
i
c
h
requ
ires
un
i
v
ariate an
d
m
u
lti
v
a
riate
no
rm
al
ity tes
t
s,
th
en
as ad
d
ition
a
l
in
fo
rm
atio
n
com
p
le
men
t
s
th
e error
no
rm
al
it
y
t
e
st
r
e
sul
t
s
abo
v
e
e
s
t
i
m
a
t
e
s
can be
e
xpl
ai
ne
d
t
h
e
test resu
lts
referred
to
as
presen
ted
in
App
e
nd
ix
6.
Based
on
un
i
v
ariate
n
o
rm
al
ity
test
resu
lts
X
1
,
X
2
,
X
3
,
X
4
,
Y
indicates that
the
data
i
s
no
rm
al
ly
di
st
ri
b
u
t
e
d
u
n
i
v
a
riate
p
r
ob
ab
ility
sho
w
n
b
y
Ch
i squ
a
re
at
th
e sk
e
w
ness
and
ku
rt
o
s
is
(P
>
0.
05
)
.
B
a
sed
on
t
h
e
s
e
t
e
st
resu
lts,
th
e
test
in
g requ
irem
en
ts
h
a
v
e
m
e
t
th
e
stru
ctural
equ
a
tio
n
m
u
lti
v
a
riate
norm
a
l
ity
ass
u
m
p
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Th
e
Effect o
f
Lea
d
e
rsh
i
p
,
Orga
n
i
za
tion
a
l
C
u
ltu
re, Emo
tiona
l In
telleg
e
n
c
e, and
.... (Muha
mma
d Ilya
s)
16
1
T
a
b
l
e
1
.
Su
mmary
o
f
T
e
st for Esti
m
a
tio
n
Erro
r Norm
al
ity
R
e
su
lt
Re
gr
ession
L
hit
L
tab
0,
0
5
Conclusio
n
E
xplanation
Y
on
X
1
0.
064
0.
100
H
0
accepted
Nor
m
al
Y
on
X
3
0.
061
0.
100
H
0
accepted
Nor
m
al
Y
on
X
4
0.
093
0.
100
H
0
accepted
Nor
m
al
X
4
on
X
1
0.
063
0.
100
H
0
accepted
Nor
m
al
X
4
on
X
2
0.
092
0.
100
H
0
accepted
Nor
m
al
X
4
on
X
3
0.
056
0.
100
H
0
accepted
Nor
m
al
3.2.
T
e
st f
o
r
L
i
nea
r
i
t
y
and
Si
gn
i
f
i
c
ance
o
f
Regr
e
ssi
on
3.2.1.
Re
gressi
on
Y
on
X
1
a.
R
e
gressi
o
n
e
q
uat
i
on
f
o
r
per
f
orm
a
nce and
leaders
h
ip
(
) is
=9
5.
64
+
0.
41
X
1
. Fr
om
the
cal
cul
a
t
i
on obt
ai
ned
F
hit
=
9
.13 and si
gnificance level
α
=0
.05
ob
tain
ed
F
tab
=3.
96 t
h
u
s
F
hit
=9.13 >
F
tab
=3.96;
then t
h
e
regres
sion equatio
n i
s
ve
ry
si
g
n
i
f
i
c
a
n
ce.
b.
Li
near
ity
test
f
o
r
perfo
r
m
an
ce and l
e
ad
er
sh
ip
can b
e
seen
in t
h
e rab
l
e below, ob
tained
F
hi
t
=0.78 wher
eas
si
g
n
i
f
icance level
α
=0. 05 (
3
3;
43)
ob
t
a
i
n
ed
F
ta
b
=1.
6
5
;
the
n
F
hi
t
< F
tab
,
l
i
near regressi
on
.
3.2.2.
R
e
gr
es
si
on
Y
o
n
X
3
a.
Regr
essi
on eq
uat
i
on for perf
or
m
a
n
ce
and
e
m
o
t
ional
i
n
t
e
ll
eg
en
ce (
=a +
bX
3
) is
=122.66 + 1.34
X
3
.
Fro
m
t
h
e
cal
cula
ti
on
obt
a
i
n
ed
F
hi
t
=8.08 an
d sign
i
f
ican
ce
l
e
vel
α
=0. 05 obtai
ned
F
ta
b
=3.96 t
h
us
F
hi
t
=8.08
> F
ta
b
=3.9
6;
t
h
en t
h
e
regression
equ
a
ti
on i
s
ver
y
sign
i
f
ican
ce.
b.
Li
nearity
test
for perfor
m
an
ce
and e
m
o
t
i
o
nal
i
n
telleg
e
n
c
e c
a
n be s
e
en
in th
e tab
l
e
be
low, ob
tain
ed
F
hi
t
=
1
.13. Whe
r
eas
si
gni
f
i
cance
le
ve
l
α
=0.05 (24;
52)
obt
ai
n
e
d F
ta
b
=1.72
;
the
n
F
hi
t
< F
ta
b
, lin
e
ar
regr
ession.
3.2.3.
Re
gressi
on
Y
on
X
4
a.
Regr
essi
on
eq
uat
i
on for p
e
r
f
or
m
a
n
c
e an
d
e
m
o
t
ional
i
n
tell
eg
en
ce (
=a +
bX
4
) is
=74.39 + 0.53X
4
.
Fro
m
t
h
e calcu
l
a
ti
on o
b
tained
F
hi
t
=26.8
8
and si
gn
i
f
icance level
α
=0.05 ob
t
a
i
n
ed
F
ta
b
=3
.96 thus
F
hi
t
=26.8
8
>
F
ta
b
=3.9
6; t
h
en
the r
e
gr
ession e
quati
on
i
s
v
e
r
y
significan
ce.
b.
Li
nearity
test
for perfor
m
an
ce
and e
m
o
t
i
o
nal
i
n
telleg
e
n
c
e c
a
n be s
e
en
in th
e tab
l
e
be
low, ob
tain
ed
F
hi
t
=
0
.15. Whe
r
eas
si
gni
f
icance
l
e
vel
α
=0
.05 (36
;
40)
obtai
ned F
ta
b
=1.68;
Th
en F
hi
t
< F
ta
b
, li
nea
r
regr
ession.
3.2.4.
Re
gressi
on X
4
on
X
1
a.
Regr
essi
on
eq
uat
i
on for job
sati
sf
act
ion d
a
n leader
sh
i
p
(
4
=a
+
bX
1
)
is
4
=86.78
+ 0.4
1
X
1
. Fro
m
th
e
ca
l
c
u
l
at
io
n
o
b
ta
in
ed
F
hi
t
=10.08 an
d si
gn
i
f
icance
lev
e
l
α
=0
.0
5
o
b
ta
in
e
d
F
tab
=3.96 t
h
us
F
hi
t
=10.0
8
>
F
ta
b
=3
.9
6
;
th
en
th
e r
e
g
r
e
s
s
i
o
n
eq
u
a
tio
n
is v
e
ry
s
i
g
n
if
ic
an
ce
.
b.
Li
nearity
test
for job sati
sfacti
o
n
and
lead
ersh
ip
c
a
n be
se
en in th
e tab
l
e b
e
low, o
b
tained
F
hi
t
=
0
.51
wh
er
e
a
s s
i
g
n
if
ic
an
c
e
lev
e
l
α
=0.05 (33
;
43) obtai
ned
F
ta
b
=1.65;
Th
en F
hi
t
< F
ta
b
, li
n
e
ar
regressi
on.
3.2.5.
Re
gressi
on X
4
on
X
2
a.
Regr
essi
on
eq
uat
i
on for job
sati
sf
act
ion d
a
n leader
sh
i
p
(
4
=a
+
bX
2
)
is
4
=67.61
+ 0.6
4
X
2
. Fro
m
th
e
ca
l
c
u
l
at
io
n
o
b
ta
in
ed
F
hi
t
=18.86 an
d si
gn
i
f
icance
lev
e
l
α
=0
.0
5
o
b
ta
in
e
d
F
tab
=3.96 t
h
us
F
hi
t
=18.8
6
>
F
ta
b
=3
.9
6
;
th
en
th
e r
e
g
r
e
s
s
i
o
n
eq
u
a
tio
n
is v
e
ry
s
i
g
n
if
ic
an
ce
.
b.
Li
near
ity
test for
job satisfacti
o
n and organizati
on
al
c
u
lture
ca
n
be
seen
in t
h
e
t
a
ble bel
o
w,
obta
i
n
ed
F
hi
t
=0.99
wh
er
ea
s sign
ific
an
c
e
le
ve
l
α
=0
.05
(26; 50) ob
tained
F
ta
b
=1
.67
;
Th
en
F
hit
< F
ta
b
, l
i
nea
r
m
o
de
l
a
cce
pt
ed.
3.2.6.
R
e
gr
es
si
on
X4
o
n
X
3
a.
Regr
essi
on
eq
uat
i
on for job
sati
sf
act
ion an
d e
m
o
t
ional
i
n
t
e
lleg
e
nce (
4
=a +
bX
3
) is
4
=1
1
6
.59 + 1.21X
3
.
Fro
m
th
e ca
lcu
l
a
t
ion
ob
ta
in
ed
F
hi
t
=7.01 and si
g
n
i
f
icance l
e
vel
α
=0.05 ob
tained
F
ta
b
=3
.9
6 t
hus
F
hi
t
=7.
0
1 >
F
ta
b
=3
.9
6
;
th
en
th
e r
e
g
r
e
s
s
i
o
n
eq
u
a
tio
n
is v
e
ry
s
i
g
n
if
ic
an
ce
.
b.
Li
nearity
test
for job sati
sfacti
o
n
and
e
m
oti
o
n
a
l
i
n
tellegen
ce
can be seen in t
h
e
Table 2, ob
tained
F
hi
t
=1.22
wh
er
ea
s s
i
g
n
if
ic
anc
e
lev
e
l
α
=0.0
5.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
15
8 – 1
6
4
16
2
T
a
bl
e
2.
Sum
m
a
ry
of Si
g
n
i
f
i
c
ance
an
d R
e
gr
e
ssi
on
Li
neari
t
y
T
e
st
R
e
sul
t
Re
gr
ession
Signif
i
cance T
e
st
Linearit
y
T
e
st
Explanitation
F
hit
F
ta
b
F
hit
F
ta
b
Y
on
X
1
9.
13
3.
96
0.
78
1.
65
R.E.M
Y
ˆ
=
95.
64
+
0.
41X
1
Signi
ficant dan
L
i
near
Y
on
X
3
8.
08
3.
96
1.
13
1.
72
R.E.M
Y
ˆ
=
122.
6
+
1.
34X
3
Signi
ficant dan
L
i
near
Y
on
X
4
26.
88
3.
96
0.
15
1.
68
R.E.M
Y
ˆ
=
74.
39
+
0.
53X
4
Signi
ficant dan
L
i
near
X
4
on
X
1
10.
08
3.
96
0.
51
1.
65
R.E.M
X
ˆ
4=
86.
78
+
0
.
41X
1
Signifi
cant dan
L
i
near
X
4
on
X
2
18.
86
3.
96
0.
99
1.
67
R.E.M
X
ˆ
4=
67.
61
+
0
.
64X
2
Signifi
cant dan
L
i
near
X
4
on
X
3
7.
01
3.
96
1.
22
1.
72
R.E.M
X
ˆ
4=
16
6
.
59
+ 1
.
21X
3
Significant dan
L
i
near
3.
3.
Hyp
h
otesis
T
es
ti
ng
Th
e h
ypho
tesis
testin
g
w
a
s don
e b
a
sed
on
linear
ity
an
d
signif
i
can
ce
o
f
r
e
gressio
n
test, th
e
no
r
m
alit
y
o
f
th
e
d
a
ta. Bef
o
r
e
testin
g
the
f
i
r
s
t hypo
th
esis
testin
g
b
a
sed
on
str
u
ctu
r
al
equ
a
tio
n
m
o
d
e
ls (
S
EM)
t
h
at
h
a
v
e
b
een
b
u
ilt. Table 3
sho
w
s th
e
su
mm
ary o
f
h
y
p
h
o
t
esis test resu
lt em
p
l
o
y
ed
SEM.
T
a
b
l
e
3
.
Su
mmar
y
o
f
H
ypho
tesis
T
e
st Resu
lt
f
o
r
Stru
ctur
al
Equ
a
tio
n
M
odel
1
M
odel
Unstandardized Coef
f
i
cien
ts
Standardized
Coef
f
t Sig.
B Std.
Error
Beta
Constant
29.
502
14.
988
1.
968
0.
002
X
1
0.
248
0.
123
0.
198
1.
968
0.
002
X
3
0.
728
0.
207
0.
207
3.
511
0.
001
X
4
0.
319
0.
107
0.
306
2.
982
0.
004
The
structural
equations
a
r
e a
s
foll
o
w
s:
St
ruct
ural
E
q
u
a
t
i
on one:
Y
=
β
Y
1
X
1
+
β
Y
3
X
3
+
β
Y
4
X
4
+
St
ruct
ural
E
q
u
a
t
i
on
t
w
o:
X
4
=
β
4
1
X
1
+
β
4
2
X
2
+
β
4
3
X
3
+
3.
4.
Dis
c
uss
i
on
St
udy
o
n
t
h
e p
e
rf
orm
a
nce
do
es
not
st
a
nd
al
one
a
n
d
is al
w
a
ys
associated
w
ith
lead
ersh
i
p
,
em
o
tio
n
a
l
in
tel- lig
en
ce an
d
jo
b
satisf
actio
n
.
V
a
riou
s
th
eo
ries
ha
v
e
been s
u
ggest
ed
by
e
xpe
rt
s
as
L
y
l
i
Spen
c
e
r
a
n
d
Sig
n
e
Sp
en
cer
,
Co
lqu
it,
Iv
an
ce
v
i
ch
, Gibso
n
stated
that
lead
ersh
i
p
,
e
m
o
tio
n
a
l
in
tellig
en
ce, an
d
job
sat
i
s
f
act
i
on
af
f
ect
perf
orm
a
nc
e
[1]
-
[
3]
.
Fi
el
d
fi
ndi
ngs
i
n
t
h
i
s
st
udy
al
so pr
od
uce
t
h
e
sam
e
f
act
s as
st
at
ed
by
t
h
e
t
h
eo
ri
st
s
a
b
o
v
e
. T
h
e
fi
n
d
i
n
gs of
t
h
i
s
s
t
udy
st
at
ed
det
e
rm
i
n
ant
of
0
.
45
i
ndi
cat
es
t
h
at
t
h
e
cont
ri
b
u
t
i
on o
f
lead
ersh
ip
,
emo
tio
n
a
l
in
telligen
ce an
d
j
o
b
satisf
actio
n
to
w
a
rd
t
h
e
p
e
rfo
r
man
ce of
45
%. Th
at
is
th
e
v
a
riab
ility
of t
h
e
per
f
o
r
m
a
nce
can
be e
x
pl
ai
ned
by
45
%
by
t
h
e t
h
ree
v
a
ri
a
b
l
e
s
abo
v
e.
Th
us
w
h
at
has
bee
n
p
r
o
p
o
se
d
b
y
L
y
li Spence
r
a
n
d
Signe
Spencer
, C
o
lq
ui
t
,
I
v
ance
vi
ch,
Gi
bs
on
has
bee
n
pr
o
v
e
n
em
pi
ri
cal
l
y
[
1
]
-
[
3
]
.
Ne
wstrom
and Da
vis
stated t
h
at
leadership
is
an
atte
m
p
t
to
influe
nce
and e
n
courage
e
v
e
r
y
em
plo
y
e
e
to en-
thusiastically
willing
to
w
o
rk
to ac
hie
v
e
the goals
set by m
e
m
b
ers
of t
h
e or
ganiza
tion,
because
without
lead
ersh
ip
, an
or
gan
i
zatio
n
will e
x
p
e
rien
ce
co
nfu
s
ion
and
all
m
e
m
b
ers
o
f
th
e or
gan
i
zation
are no
t ab
le to
w
o
rk
.
Ne
w
s
t
r
om
and
Da
vi
s [
4
]
st
at
em
ent
im
pl
i
e
s
that
i
n
fl
uence
d
perform
a
nce
leaders
h
ip.
T
h
is
is
in
acc
orda
nc
e
with
the
fi
ndi
ngs
of
studies that
cla
i
m
there is
a
di
rect
po
siti
v
e
ef
fect
of th
e leader
shi
p
t
o
w
a
r
d
p
e
rf
orm
a
nce.
Findi
ngs
the
direct positi
v
e
ef
fect of
lea
d
ershi
p
to
w
a
rd
perform
a
nce
w
a
s also s
u
pporte
d
by
the
ar
gum
ent
Gibs
on stressed
that
the
performance of
the
e
m
plo
y
ee’
s
duties
are determ
ined
by the m
a
na
ge
r
(l
eader
)
w
h
o r
out
i
n
el
y
su
-
pe
rvi
s
e i
ndi
vi
d
u
a
l
t
h
ro
ug
h t
h
e e
v
aluation
proc
ess
(perform
ance), especially in
the
cont
e
x
t
o
f
det
e
rm
i
n
i
ng
t
h
e sal
a
ry
i
n
creas
e,
pr
om
ot
i
on,
and rem
une
rat
i
on
of ot
he
r a
v
ai
l
a
bl
e
wi
t
h
i
n
t
h
e
or
gan
i
zatio
n.
L
y
le
Sp
en
cer
an
d
Sign
e Sp
encer
in
K
e
ssler
says th
e
sa
m
e
th
in
g wit
h
Gibso
n
th
at th
e
syste
m
p
e
rform
a
n
ce is
lar
g
ely
d
e
termin
ed
b
y
f
act
o
r
s
o
f
l
eade
r
shi
p
t
h
at
i
n
cl
udes
t
h
e t
a
sk of
m
oni
t
o
ri
ng
a
nd
di
rect
i
n
g
:
(1) w
o
rk
p
l
an
, resp
on
si
b
ilitie
s
and
e
x
p
ectat
io
n
s
of th
e
w
o
rk,
obj
ec-
ti
v
e
s
o
r
go
als
p
e
ri
o
d
i
c (2
)
to
m
a
n
a
ge
feed
bac
k
an
d
sup
p
o
rt
,
st
r
e
n
g
t
heni
n
g
per
f
o
r
m
a
nce
t
h
r
o
u
g
h
out
t
h
e peri
od
and
(
3
)
t
h
e
pe
rf
orm
a
nce
app
r
ai
sal
,
fo
rm
al
perf
orm
a
nce
e
v
al
uat
i
o
n
at
t
h
e
e
nd of
t
h
e
pe
ri
o
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Th
e
Effect o
f
Lea
d
e
rsh
i
p
,
Orga
n
i
za
tion
a
l
C
u
ltu
re, Emo
tiona
l In
telleg
e
n
c
e, and
.... (Muha
mma
d Ilya
s)
16
3
Th
e research
find
ing
s
sho
w
th
at
em
o
tio
n
a
l
in
tellig
en
ce
h
a
s
a
d
i
rect
p
o
s
iti
v
e
ef
fect
to
w
a
rd
p
e
rform
a
n
ce.
Th
is
is
in
acco
r
d
a
n
ce
with
t
h
e
La
w and
Glov
er
state
m
en
t:
“em
o
tio
n
a
l
li
terac
y
,
e
m
o
tio
n
a
l
fit
n
ess
,
em
ot
i
onal
dept
h,
a
n
d
em
ot
i
onal
al
chem
y
”
i
s
a cor
n
erst
one
m
odel
e
m
p
at
can
m
a
k
e
a p
e
rs
o
n
w
ho
i
s
p
e
rform
i
n
g
[5
].
Th
at
is a p
e
rfo
rm
er
will
g
e
n
e
rate
id
eas
th
at h
a
v
e
a
goo
d
w
o
rk
eth
i
c, also
h
a
s th
e
ab
ility
to
ad
ap
t
to
en
v
i
ro
n
m
en
tal
co
nditio
n
s
with
th
e tea
m
,
is
u
s
eful
to
im
p
r
o
v
e
th
e inn
e
r
w
o
rk
i
n
g
s
of e
v
eryd
ay
life
wh
ich
in
cl
u
d
e
s
e
m
o
tio
n
a
l an
d
so
cial
sk
ills.
Em
o
tio
n
a
l i
n
tellig
en
ce is
th
e
ab
ility
to
read
th
em
selv
es
an
d
ot
he
rs
s
o
t
h
at
t
h
e
y
can put
t
h
e
m
sel
v
es
i
n
t
h
e
si
t
u
at
i
on
of ot
h
e
rs
a
nd al
s
o
be
abl
e
t
o
co
n-
t
r
ol
hi
m
s
el
f,
so as
t
o
re
gul
at
e
e
v
ery
act
i
on
an
d
reac
t
i
on
a
r
e c
ont
r
o
l
l
ed
by
(
1
) sel
f
-
c
ont
rol
,
(2
) t
h
e
spi
r
i
t
,
(
3
)
pe
rs
i
s
t
e
nce,
(4
)
a
g
o
o
d
personality
and polite
that le
d
to
su
ccess
in the runni
ng
of daily
life
or in
the w
o
rkplac
e.
The
n
,
be able
to
ap
p
l
y h
i
s/h
e
r sk
ill
to
m
a
n
a
g
e
t
h
e
w
o
rk
.
Th
is
sh
o
w
s th
at
em
o
tio
n
a
l
in
tellig
en
ce
po
siti
v
e
ly
af
fect
s
per
f
o
r
m
a
nce.
Accord
ing
to
Gin
a
n
j
ar em
o
t
i
o
n
a
l
in
tellig
ence
as a set
o
f
sk
ills,
co
m
p
etence,
an
d
ob
scen
ity
wh
en
n
on
cogniti
v
e
af
fec
t
s
one
’
s
a
b
ility to
succee
d
in
carrying
ou
t the task.
C
ope
with e
n
vi
ronmental
dem
a
n
d
s
and
p
r
essures,
ad
ap
t
to
p
e
o
p
l
e
aroun
d
in
order
to
ach
ie
v
e
the goal.
T
h
e
researc
h
s
fi
ndings
stated
that
job
sat
i
s
f
act
i
on
ha
s
di
rect
posi
t
i
v
e
ef
fect
s t
o
w
a
rd per
f
o
r
m
a
nce.
T
h
i
s
fi
n
d
i
ng
i
s
s
u
p
p
o
rt
e
d
by
t
h
e
opi
n
i
on of
Jasso
n
A.
C
o
l
qui
t
whi
c
h
st
a
t
es
t
h
at
job
sa
t
i
s
f
act
i
on has
a
st
ro
ng
i
n
fl
ue
nce
o
n
t
h
e
pe
r
f
o
r
m
a
nce [1]
.
Job
satisf
actio
n
is
fo
cused on
em
p
l
o
y
ee
attitu
d
e
s
to
w
a
rd
t
h
eir
job
s
.
Jo
b
satisf
action
is reflected
in
th
e attitu
d
e
o
f
a p
e
rson
and
p
r
o
d
u
c
ed
b
a
sed
on
t
h
e
p
e
rcep
tio
n
of
a
p
e
rson
th
rou
gh
self-actu
a
lizatio
n
or
b
u
sin
e
ss n
eeds
to
m
a
x
i
mize th
e
cap
abilit
y
,
sk
ills
an
d
p
o
t
en
tial as
well
as
to
ada
p
t
them
- selv
es
to the
w
o
rk
en
vironment.
Job
satis
f
action
has
a t
h
ree
-
dim
e
nsional
ge
nerally
accepted
b
y
Gib
s
o
n
,
et
al.
(199
6), n
a
m
e
ly:
(1
)
j
o
b
sati
sf
actio
n
is
an
em
o
t
io
n
a
l
respon
se
t
o
th
e
w
o
rk
situ
atio
n
[3
].
W
ith
d
e
m
i
-g
ro
wing
,
j
o
b
satisf
action
can
b
e
v
i
e
w
ed
an
d pred
ictab
l
e;
(2
) job
satisf
actio
n
is o
f
ten
d
e
term
in
ed
b
y
ho
w
well the
re
sult
s
achie
v
e
d
or e
x
ceede
d
e
x
pe
cta-
tions;
and (3) job satis
f
action
re
pre
s
e
n
ts
se
v
e
ral
rel
a
ted
attitu
d
e
s.
Gib
s
o
n
’
s
[6
]
op
in
ion
sho
w
s
t
h
at job
satisf
actio
n
h
as a
direct im
pact on
pe
rform
a
nce.
Furt
herm
ore,
Gi
bs
on
st
at
ed
t
h
at
there are
fi
v
e
dim
e
nsions
that
ha
v
e
be
en form
ulated
and use
d
to
measu
r
e
jo
b
satisf
actio
n
,
n
a
mely:
(1
) th
e
job
itself.
In
th
e
case wh
ere
is
th
e
w
o
rk g
i
v
e
s an
in
terestin
g
task
,
opport
unities for learning,
a
n
d the o
pport
unity to
accept
respon
si
bility;
(2)
salary
. T
h
i
s
m
e
a
n
s
a
m
ount
of
w
a
ges
recei
v
e
d
and the de
gre
e
to whic
h t
h
is
can
be
see
n
a
s
it is considered
a
p
propriate
com
p
ared
to ot
hers
in
th
e or
gan
i
zatio
n
;
(3
) pro
m
o
tio
n
o
ppo
rtunities
[3
].
Th
e
op
portun
ity
to
adv
a
n
ce
with
in
t
h
e or
gan
i
zation
;
(4
)
m
o
n
ito
rin
g
. Th
i
s
me
a
n
s t
h
e
ab
ility
o
f
th
e
su
p
e
rv
isor
to
pro
v
id
e
techn
i
cal
assistan
ce
and
su
ppo
rt
b
e
ha
v
i
or;
and
(5)
co-w
ork
e
rs. It m
eans the
de
gree
t
o
whic
h
c
o
w
o
rk
ers
techn
i
cally
p
r
o
f
icien
t
and so
cially
su
pp
orti
v
e
.
The fi
ft
h
di
m
e
nsi
o
n
of j
ob s
a
t
i
s
f
act
i
on
as descri
bed
abo
v
e
im
pl
i
e
s
a
st
ron
g
i
n
fl
ue
nce
on
t
h
e
f
o
rm
at
ion
o
f
per
f
o
r
m
a
nce.
Port
e
r
an
d La
wl
er
i
n
V
e
i
t
hz
al
and
Ded
d
y
,
em
phasi
zes
t
h
at
hi
gh
em
plo
y
ee
pe
rf
orm
a
nce
i
s
d
e
term
in
ed
b
y
ho
w m
u
ch
th
e
a
w
ard
is
gi
v
e
n
,
t
h
e welf
are
syste
m
,
an
d th
eir
fu
ll v
a
lu
e
ob
tain
ed
is
an
i
ndi
cat
o
r
o
f
j
o
b
sat
i
s
f
act
i
on.
Th
us t
h
e
fi
n
d
i
ngs
o
f
resea
r
c
h
a
r
e
c
o
nfi
r
m
i
ng
t
h
e
posi
t
i
v
e
di
rect
e
f
fect
o
n
t
h
e
per
f
o
r
m
a
nce
of
j
o
b
sat
i
s
f
act
i
o
n has
a t
h
e
o
ret
i
cal
basi
s,
a
s
su
gge
st
ed
by
e
x
p
e
rt
s
ab
o
v
e
.
Stu
d
i
es
on
jo
b satisf
actio
n
ha
v
e
b
e
en
carried
ou
t and
the
resu
lts
state
d
th
at jo
b
satisf
actio
n
i
s
in
flu
e
n
c
ed
b
y
se
v
e
ral
f
actors n
a
m
e
ly lead
ersh
i
p
,
or
gan
i
zatio
n
a
l
cu
lture, and
em
o
tio
n
a
l
in
tellig
en
ce.
Th
e
find
ing
s
of
th
i
s
research
of
jo
b satisf
actio
n
in
d
i
cate
th
at the v
a
riab
ility
e
x
p
l
ain
e
d
b
y
th
ree
v
a
riab
les
o
v
e
r
th
e
rem
a
i
n
i
ng
3
6
%
i
s
e
xpl
ai
ned
by
ot
he
r
v
a
ri
a
b
l
e
by
64
%.
The fi
ndi
ngs
o
f
t
h
i
s
st
u
d
y
st
at
ed
t
h
at
t
h
e p
o
si
t
i
v
e
direct ef
fect of
leadership
to
w
a
rd
j
o
b
satisf
a
ction.
This has according
to
the theory
proposed
by
Herse
y
and
Blanchard
that
the success
of the
or
ga
niz
a
tion
can be seen
from
the
ef
fecti
v
ene
s
s
of
leaders
h
ip
and
leaders
h
ip dy
nam
i
cs
within
m
e
m
e
-influenced
a
n
d
di
rected
his follo
wers
or
an
y
indi
vidual in
the
or
ga
nization.
Se
v
e
ral f
actors
m
e
m
p
e at
infl
uenci
ng
a
n
d
directing
is
to c
r
eate
a
com
f
ortable
w
o
rking
atm
o
sphe
re,
de
v
e
l
opi
ng
a
wel
f
are
sy
st
em
t
h
at
i
s
i
n
l
i
n
e
wi
t
h
e
x
pect
at
i
ons
of em
pl
o
y
ees,
enha
nce
t
h
e
di
gni
t
y
of
em
pl
o
y
ees,
and r
e
wa
rd
em
pl
o
y
ee
pe
rf
or
m
a
nce. Thr
o
ug
h
th
ese f
acto
r
s
th
en
au
to
m
a
ti
cally
lead
ersh
ip
will
af
fect
t
h
e
de
gree
of job
satisf
action
of em
plo
y
ees
or teac
he
rs.
Gib
s
o
n
stated
th
at
j
o
b
satisf
actio
n
is
an
em
o
t
io
n
a
l
resp
on
se
to
th
e em
p
l
o
y
m
e
n
t
situ
atio
n
arising
fr
om
a
pr
oces
s-pi
nan
k
e
pem
i
m
t
h
at
m
e
et
the e
x
pect
a
tions
of the em
plo
y
ee
or em
plo
y
ees
[3].
Thus
,
job
satisf
actio
n
is in
fl
u
e
n
c
ed
b
y
lead
ersh
ip
app
lied
.
Al
d
e
rfer
st
ates that whe
n
the
leader
sh
ip
with
in
an
or
gan
i
zatio
n
can m
eet the
needs
of
indi
vi
dual
em
pl
o
y
ees
can
th
en
au
to
m
a
tically
b
u
ild
t
h
e sel
f-satisf
a
ctio
n
of th
e em
p
l
o
y
ees
th
em
selv
es.
Thu
s
,
th
e lead
ersh
ip
af
fect job
satisf
actio
n
.
The res
earc
h
findings
stated
that or
ganiza
tional
cu
ltu
re h
a
s
po
siti
v
e
dir
ect ef
fect to
w
a
rd
job
satisf
actio
n
.
Th
is
is
co
nsisten
t
with
th
e
theo
ry
p
u
t
fo
rw
ard by
Deni
s
o
n w
h
i
c
h
st
at
es
t
h
at
o
r
g
a
ni
zat
i
onal
culture
af
fects
the
satisf
action
of
its
m
e
m
b
ers’
satisf
actio
n
to
w
a
rd
s
th
e
w
o
rk
bein
g
d
o
n
e
i
n
th
e
or
ga
nization. Kirk
L.
ca
vity
stated
th
at
th
e
cu
ltu
re
o
f
th
e
or
gan
i
zati
on pro
v
idi
n
g
guida
n
ce
to
em
plo
y
ees
t
o
p
e
rcei
v
e
k
a
rak-teristik
or
ganizatio
n
’
s sh
ared
v
a
lu
es
, val
u
es which
are
neede
d
em
plo
y
ees
in
the
w
o
rk,
in
teract
with
th
e g
r
o
u
p
,
Ad
imin
istrasi
syste
m
,
an
d
in
teract with
h
i
s
b
o
s
s.
Kirk
i
m
p
licatio
n
s
of
th
i
s
state
m
en
t in
d
i
cate th
at
or
gan
i
zatio
n
a
l
cu
lt
u
r
e
af
fects j
ob
satisf
actio
n
.
Po
siti
v
e
attitu
d
e
t
o
w
a
rd
s
w
o
rk
i
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
15
8 – 1
6
4
16
4
a
w
ak
en
ed
from
th
e
v
a
lu
es
wh
ich
are b
u
ilt in
to
th
e
or
gan
i
zatio
n
o
f
w
o
rk it
self.
Th
e findin
g
s
o
f
t
h
e
research
state
th
at
em
o
t
io
n
a
l
i
n
tellig
ence
h
a
s a d
i
rect
p
o
siti
v
e
ef
f
ect
to
w
a
rd
jo
b sat
i
sf
actio
n
.
Th
is
is co
n
s
isten
t
with
th
e th
eory
pu
t
forw
ard
Sch
e
i
n
th
at t
h
rou
g
h
th
e ab
ility
to
p
e
rcei
v
e
th
e v
a
l
u
e,
e
xpressing
e
m
o
tio
n
s
,
feelin
gs
access
or
m
o
v
e
as neede
d
ca
n
increase
sa
tisf
a
ction
with the w
o
rk perform
e
d.
Accord
ing
Ne
wstro
m
[6
],
th
at j
o
b
satisf
actio
n
is
on
e’
s p
e
rson
al
attitu
d
e
s
th
at are
sp
ecial b
ecau
s
e
of
j
o
b
satisf
action
p
a
rt o
f
life satisf
actio
n
.
Lo
ck
e i
n
Lu
t
h
an
s
pro
v
id
e
a
co
m
p
reh
e
n
s
i
v
e
d
e
fin
ition
,
that
j
o
b
satisf
actio
n
is a
reaction
o
r
attitu
d
e
o
f
co
gniti
v
e
,
af
fecti
v
e,
an
d
e
v
al
u
a
ti
v
e
and
stated
that j
o
b
satisf
act
io
n
is
”an
em
ot
i
onal
st
at
e
t
h
at
i
s
happ
y
or
p
o
si
t
i
v
e
em
ot
i
ons
deri
v
e
d f
r
o
m
t
h
e
assessm
ent
of
a
pers
o
n
’
s
j
ob
or
w
o
r
k
e
x
p
e
rien
ce.
Th
u
s
it
can
b
e
kn
o
tted-k
a
n
th
at
e
m
o
tio
n
a
l
in
tellig
en
ce
h
a
s an
in
flu
e
n
ce
to
w
a
rd
j
o
b
satisf
actio
n.
4.
CO
NCL
USI
O
N
Th
e fi
n
d
i
n
g
s
of th
e stud
y
is as
fo
llo
ws:
1.
There
is
a
direct positi
v
e
ef
fect of
the
lea
d
er
s
h
ip t
o
w
a
rd
perform
ance.
Th
at is,
t
h
e g
ood
/con
du
ci
v
e
lead
ersh
ip
t
o
direct
su
bo
rd
in
ate
task
s,
ru
n
t
h
e po
wer /
resp
on
si
b
ilities
e
q
u
itab
l
y
,
creati
n
g
cond
itio
n
s
of
f
a
ir
co
m
p
etitio
n
,
resp
ect th
e
op
in
ion
and
objecti
v
ely
carry
o
u
t
o
v
e
rsigh
t
will
i
m
p
r
o
v
e
th
e
p
e
rfo
r
m
a
n
c
e
o
f
h
i
gh
schoo
l
teach
e
r
s
in
P
a
lopo.
2
.
Th
ere is
a
d
i
rect p
o
s
iti
v
e
ef
fect of
th
e
em
o
t
io
n
a
l in
tellig
en
ce t
o
w
a
rd
p
e
rform
a
n
ce. Tho
s
e is,
h
i
gh
e
m
otional intelligence of teacher re
ga
rding the ability to re
cognize, m
a
na
ge em
otions and unde
rstand the
feelin
g
s
of
o
t
h
e
rs,
an
d
estab
lish
a
g
ood
relatio
n
s
h
i
p
o
f
o
n
e
’
s
teach
e
r an
d
do
ing
w
o
rk
acti
v
ities in
a
cont
rolled m
a
nner will
i
m
pro
v
e
the
pe
rform
a
n
ce
of
hi
gh sc
hool
teache
r
s
in P
a
lopo.
3
.
Th
ere
is a d
i
rect
p
o
s
iti
v
e
ef
fect
o
f
th
e
jo
b satisf
actio
n
to
w
a
rd
p
e
rfo
rm
an
ce.
Th
at
is,
the job
satisf
action
of
teachers
m
a
nage
d a
n
d
or
ga
nized, and
t
h
ere
is
no
gu
a
r
ant
ee continuity
,
k
e
rham
oni
san, a
good
c
h
allenge;
th
ere
is
su
ppo
rt
for
th
e b
o
s
s
an
d
co
w
o
rk
ers
i
n
syn
e
r
g
ism
;
a
n
d
there
is
appreciatio
n
fo
r t
h
e acti
v
ities
and
w
o
rk a
p
propri-
ate, can im
pro
v
e
the
pe
rforman
ce a
s
pects
of
high
schoo
l teachers
in
P
a
lopo.
4.
There
is
a
dire
ct positi
v
e
e
f
fe
ct of
leade
r
s
h
ip
to
w
a
rd
jo
b
satisf
actio
n
.
That is,
th
e lead
ersh
i
p
d
i
recting
th
e
su
bord
i
n
a
te
task
s,
run
t
h
e po
wer/resp
on
si
b
ilities
e
q
u
itab
l
y
,
creating
co
nd
itio
ns
o
f
f
a
ir co
m
p
etiti
on,
resp
ect
op
in
ion
s
,
and
to
im
p
l
e
m
en
t
o
b
j
ect-men
t
su
p
e
rv
isio
n-tif,
it can
lead
to
in
creased
jo
b
satisf
action
aspect
o
f
hi
s
hi
gh
sc
h
ool
t
eac
hers
i
n
P
a
l
o
po
.
5.
There i
s
a
di
re
ct
posi
t
i
v
e
ef
fe
ct
of
o
r
g
a
ni
zat
i
onal
cu
lture
to
w
a
rd
j
o
b
satisf
actio
n
.
Th
at
is,
th
e cu
lture
of
t
h
e
o
r
g
a
ni
zat
i
on
t
h
at
o
r
g
a
n
i
zed, re
g
u
l
a
t
e
d,
m
a
naged
a
nd
c
r
eat
ed a
ha
rm
oni
ou
s
i
n
t
e
ract
i
o
n
,
hi
gh
encouragem
ent to
o
v
e
rc
om
e
the
probl
em
o
f
or
gan
i
zatio
n
,
in
n
o
v
a
tion
that
is
v
a
lu
ed
,
sh
ared
d
ecisi
on
m
a
ki
ng
i
n
t
e
nsi
v
e
pa
rt
i
c
i
p
at
o
r
y
and
c
o
nd
uci
v
e, can
lead to
i
n
crease
d
job sa
tisf
action
aspec
t
s.
6
.
Th
ere
is a d
i
rect
po
siti
v
e
ef
fect
o
f
em
o
tio
n
a
l
in
tellig
en
ce
t
o
w
a
rd
job
satisf
actio
n
.
Th
at
is,
th
e
em
o
tio
n
a
l
intel- ligence
of
teachers
w
ho adm
i
nistered
t
h
e ability
to
recognize, m
a
nage
em
otions
and
unde
rstand t
h
e
feelin
g
s
o
f
o
t
h
e
rs,
an
d
estab
lish
a
go
od
relatio
n
s
h
i
p
o
f
o
n
e
’
s
teach
e
r an
d
do
i
n
g
w
o
rk
acti
v
ities in
a
cont
rolled,
ca
n lead to
inc
r
eas
ed
satisf
acti
on
aspect
s k
e
r
j
ag
u
r
u
hi
g
h
sch
o
o
l
s
i
n
P
a
l
o
po
.
REFERE
NC
ES
[1]
C. L
e
pin
e
&
W
e
sson,
“
O
r
g
anizat
ion
b
e
haviour
,” Sing
apore,
McGra
w
-Hill,
2008
.
[2]
J.
M.
Iv
a
n
ce
vic
h
,
et al
.
,
“
O
r
g
an
ization
Bah
a
vior
and
Manag
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m
e
nt,”
Sing
apon
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w
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Intern
ation
a
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2008
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[3]
J. L. Gibson,
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McGra
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2006
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[4]
John W
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et al.
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g
aniz
ation
a
l
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e
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v
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vio
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r
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[5]
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[6]
J. W
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vis,
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g
aniza
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e
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vior
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o
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o
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w
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