Exploring the influence of leader emotional intelligence on faculty engagement in Ethiopian higher education

Abstract Emotional intelligence is increasingly recognized as a key factor in identifying and developing potential leaders. However, there is little empirical support for the application of EI for leadership in higher education. This study explores faculty perceptions of leader EI behavior and its impact on engagement. We used semi-structured interviews and a qualitative descriptive design to analyze the effect of EI leadership on faculty engagement. The study revealed that emotional intelligence is a crucial skill for academic leadership. Findings also indicate that relationship management, empathy, self-management, and self-awareness are critical EI abilities for academic leadership, leading to more staff engagement. We, therefore, encourage university administrators and policymakers to consider emotional intelligence as a criterion for leadership selection and placement in higher education.


Introduction
Once seen as the great equalizer of society, higher education (HE) has now become a battleground for a wide range of competing interests.Some push it to develop into an entrepreneurial institution with its budget; while others want it to become a "world-class" institution that can compete in international rankings (Rehbock, 2020).Additionally, HE institutions must serve the interests of a wide range of stakeholders, including students, staff, and employers.Given these competing interests, the future of contemporary higher education hangs in the balance.Employee engagement becomes a crucial component in maintaining an organization's competitive edge under such difficult circumstances.Higher education institutions must actively pursue strategies that increase staff engagement because it is a key factor in organizational performance.
Employee engagement is the extent to which employees are invested in their work and put in the necessary effort to get a job done (Bakker et al., 2011).Engaged employees are more driven and effective than their counterparts.They are more likely to remain loyal to the organization, perform better, and act as advocates of the organization.Their motivation goes beyond personal factors, making them more driven and focused than their disengaged coworkers.Veshne and Munshi (2020) argued that engaged workers are excited, energized, and fully immersed in their tasks.They perform better, have a positive attitude and strong enthusiasm toward their duties, are entirely devoted to their work, and won't have any intentions of quitting.Similarly, George et al. (2022) found that higher employee engagement levels are associated with higher productivity, lower staff turnover, and higher levels of customer satisfaction.
Despite employee engagement is frequently cited as a critical component of organizational success, a recent Gallup survey (2023) revealed that only 15% of employees are actively engaged in their work, with 67% not engaged and 18% disengaged.This disparity is consistent across countries and remains unchanged despite economic conditions.South Asia has the highest engagement (33%), followed by the US and Canada (31%), Latin America, and the Caribbean (21%).Engagement is lowest (15%) in the Middle East and Africa (Gallup, Inc, 2023).Some of the most startling findings of lower staff engagement come from the higher education sector.A recent study in the UK shows that 67% of higher education professionals are not fully dedicated to their careers; with 20% being completely disengaged (Wasilowski, 2018).Similarly, a Kenyan university study by Kiplangat et al. (2017) revealed that the higher education sector in Africa is associated with lower staff engagement, turnover, and productivity.
Disengagement is a major challenge in Ethiopian higher education institutions too.It leads to lower job satisfaction, higher staff turnover, and a decline in institutional culture and morale (Belay & Lehal, 2019).In Ethiopia, as in the majority of African countries, HE is a relatively recent phenomenon that only dates back a few decades (Kassahun & Raman, 2021).Despite this, it has experienced significant growth and expansion, with a substantial increase in academic and administrative staff.However, a recent study found that the sector has the lowest level of staff engagement compared to other sectors.Research shows that only 33% of employees are fully engaged, with 53% feeling partially engaged and 14% disengaged (Kassahun & Raman, 2021).Another comparable research by Belay and Lehal (2019), also revealed that up to 80% of academic staff in Ethiopia don't commit to their jobs, and 20% have "mentally quit" to move to other institutions.Kassahun and Raman (2021) argue that Ethiopian HEIs suffer from low staff engagement due to poor leadership, working conditions, and lack of growth opportunities.Effective leadership influences employees' capacity to meet and exceed expectations, driving high staff engagement.Leaders' attitudes and behaviors are crucial, and understanding necessary traits and competencies is essential.
One variable that has recently grown in popularity as a potential factor for effective leadership and higher staff engagement is the construct of emotional intelligence (Bryman, 2007;George et al., 2022;Quang et al., 2015).Emotional intelligence (EI) refers to a person's ability to understand and manage their own and others' emotions effectively.Managing one's emotions as a leader has a huge impact on how one manages employee demands, inspires them, and influences how they "feel" at work (Deshwal, 2015).These leaders are better able to read nonverbal cues and pay close attention to what others are saying so they can understand their points of view.Employees are more likely to put in extra effort, use their creativity at work, and advocate for their organization if they feel that their leaders genuinely care about them as individuals.Scholars have suggested that EI leaders are more adept at navigating their surroundings, motivating others, and evoking good emotions in people to encourage engagement and creativity at work (George et al., 2022;Udod et al., 2020).
Despite its popularity, research on EI leadership's impact on employee engagement is limited, particularly in higher education, and the extent to which EI contributes to effective leadership is not well understood.This study will bridge knowledge and practice gaps in Ethiopia regarding these issues.Our study is expected to significantly influence policy decisions regarding the recruitment, selection, and development of academic leaders in Ethiopian higher education and beyond.We also strongly believe that our study will add to EI studies and the wider literature by highlighting the value of EI in academic leadership practice.The study aims to explore faculty perceptions of leader EI behavior and its impact on their engagement at work.Specifically, the study seeks to address the following research questions: • How do faculty members perceive the emotional intelligence of their leaders?
• What competencies do leaders with higher EI display, and how does that affect staff engagement?
The remainder of this article is structured as follows.Section 2 provides a condensed review of theoretical and empirical literature, followed by a detailed discussion on methodology, findings, implications, and conclusion.

Emotional intelligence
Emotional intelligence or EI is the ability to understand and manage one's emotions as well the emotions of others.Researchers John Mayer and Peter Salovey are thought to have coined the phrase in 1990.However, it has become more popular after the publication of Daniel Goleman's bestseller book "Emotional Intelligence" in 1995.This study was guided by Goleman's mixed model of emotional intelligence (Goleman, 2001).In his model that integrates mental abilities and personality traits, Goleman (2001) identified five EI components classified as personal skills and social competencies.The five components were eventually updated, and Boyatzis and Goleman (2007) present the current version with four components (Self-awareness, Self-management, Social awareness, and Relationship management) and twelve competencies.
Self-awareness is the ability to acknowledge our emotions, understand our ingrained emotional reactions to situations, and acknowledge how our emotions impact our behavior and performance.Self-management is the capacity to effectively regulate one's own emotions; is captured in emotional self-control, achievement orientation, positive outlook, and adaptability.On the other hand, social awareness has to do with identifying and understanding other people's feelings as they are shown in organizational awareness and empathy.Finally, relationship management is the application of emotional understanding in interpersonal interactions.It is encapsulated in five competencies: influence, coach and mentor, conflict management, inspirational leadership, and teamwork (Boyatzis & Goleman, 2007).
Recently, researchers have begun to wonder what causes some people to adopt effective leadership styles and whether emotional intelligence plays any role in leadership.As a result, numerous studies (Cote, 2017;George et al., 2022;Goleman, 2001) that examined the relationship between emotional intelligence and leadership found that effective leaders were able to recognize their own emotions as well as those of others, to communicate those emotions to others, to use their emotional intelligence to solve problems, and to effectively manage their emotions.

Employee engagement
Employee engagement has been defined using different phrases in the literature.One of the first thinkers to theorize work engagement was Kahn (1990).According to Kahn, engaged workers are those who are "cognitively, emotionally, and physically connected with their work roles" (p.692).Other scholars (e.g., Harter et al., 2002) asserted that engagement involves the individual's involvement and satisfaction with as well as excitement for work.Built on the work of Kahn (1990), for this research, employee engagement is described as the level of enthusiasm and commitment a person has for their work.It refers to how much effort individuals put out to create positive organizational results on a cognitive, emotional, and behavioral level.They are driven to do their jobs well and committed to doing them well.Engaged workers care about their jobs and the success of the organization, and believe that their contributions matter.
When workers are engaged, they are emotionally connected to one another and cognitively alert to the team's direction.As Bakker et al. (2011) rightly put it, employees become engaged when they have a clear understanding of what is expected of them, the tools necessary to do their work, the chance to grow professionally and receive constructive criticism, and a sense of having a major impact on the organization.Nevertheless, only 15% of the global workforce is thought to be engaged (Gallup, Inc., 2023), despite mounting evidence suggesting that engaged employees are consistently more productive, profitable, safe, healthier, and less likely to leave their jobs (Bakker et al., 2011;Quang et al., 2015;Udod et al., 2020).
According to research, disengaged employees in higher education had 37% higher absence rates, 18% lower productivity rates, and 15% lower profitability rates (Wasilowski, 2018).In the Ethiopian HE context, just 33% of the workforce is actively engaged, while 53% feel moderately engaged, and 14% feel disengaged (Kassahun & Raman, 2021).A similar study conducted in 2019 by Belay & Lehal also showed that 80% of faculty and staff were either completely disengaged from their profession or, at best, emotionally distant and apathetic about it.In recent years, emotionally intelligent leadership has been recognized as a critical strategy to raise employee engagement.In the next section, we will discuss how EI affects leaders' interaction with their staff and the degrees of engagement those staff members experience.

Leader emotional intelligence and employee engagement
Emotional intelligence and employee engagement are the two factors that have the greatest impact on the success of organizations.Knowing their own emotions and being able to control them can help leaders operate more effectively and efficiently, resulting in high levels of staff engagement and productivity.Several studies (e.g., George et al., 2022;Quang et al., 2015;Veshne & Munshi, 2020) have shown that in leadership, managing emotions responsibly can positively affect how one responds to the needs of others, motivate staff members, and affects how they feel and engage at work.Other studies (e.g., George et al., 2022;Goleman, 2001), have also documented that relationship with managers plays the most influential role in predicting employee creativity and engagement.Leaders who can better understand and manage their own and other people's emotions have more satisfied and engaged employees.Organizations that have engaged employees enjoy a variety of important benefits, including higher motivation among staff, decreased absenteeism, less staff turnover, higher customer satisfaction, and increased productivity (Deshwal, 2015;Veshne & Munshi, 2020).This scientific evidence suggests the potential use of leaders' emotional intelligence in fostering employee engagement at work.However, little is known regarding the relationship between EI and work engagement in the context of higher education, especially in Ethiopia.The internal environment, including workloads, research outputs, student troubles, and administrative issues, among others, frequently puts HE faculty and staff under stress (Belay & Lehal, 2019).This is made worse by the external environment, which includes things like public funding, autonomy issues, and transformation, to name a few.As such, it's interesting to note that most academic staff members in HE are not motivated and actively engaged at work (Kassahun & Raman, 2021).Additionally, Kasssahun and Raman contend that interpersonal connections would become tenser due to the stress academic and support personnel must endure.This leads to serious disengagement of higher education staff in Ethiopia.With staff engagement being a critical driver of organizational success, HEIs need to develop strategies that enhance faculty and staff engagement levels.This study examines faculty perspectives of leader behavior and its impact on their engagement at work.

Methodology
A qualitative descriptive design was used to better understand faculty members' perceptions of their leaders' behavior and how it influences and shapes their sense of engagement at work.It is an effective approach to obtaining detailed and nuanced insights into the perceptions and experiences of the faculty members.In her study on research methodologies, Sandelowski (2010) characterizes qualitative description as the most effective method to obtain comprehensive and straightforward descriptions of the phenomena, especially in fields where little is known about the subject under investigation.Similarly, Creswell (2021) endorses qualitative description as the best approach for providing analysis and interpretation of the findings that remained data-near and representative of the responses of participants.In a nutshell, by using a qualitative design, we were able to collect information-rich data on faculty members' perceptions of leader behavior and its impact on their job engagement.

Sample and sampling procedures
Eleven full-time faculty members/instructors/from Hawassa University were selected and included in this study using purposive sampling.Choosing cases that can offer information-rich data is the goal of purposeful sampling.Creswell (2021) argues that purposive sampling allows the researcher to choose the most suitable and pertinent individuals for the study.We identified 15 potential participants from two colleges (College of Education and Social Science and Humanities) who satisfied the requirements for inclusion: (a) full-time faculty member and (b) at least two years of experience working with the current leaders.This is because the rater needs to have a sufficient observation of the competency or performance of the leader he/she is going to rate; otherwise, the rating could be a simple estimation.Additionally, the researchers chose the Colleges of Education and Social Sciences, and Humanities because they were the most convenient for them to reach.
The researchers extended an email invitation to all 15 participants outlining the goals of the study, assuring their anonymity and confidentiality, and providing contact information.Only eleven instructors agreed to participate in this study (73%) and signed a written informed consent form.The participants had a range of backgrounds and experiences as faculty members and worked in four distinct departments (Educational Leadership and Management, Psychology, Geography, and Adult Education).The ages of the participants ranged from 28 to 54.The amount of time in the current organization varied from 5 to 18 years.

Data collection
In-depth semi-structured interviews were conducted with selected participants (faculty members) to gather rich and detailed data about faculty perceptions of leader behavior and its impact on their engagement.The researchers preferred this approach because it allowed us to prepare interview questions in advance.This enables the interviewer to be well-prepared and appear competent during the interview.In support of this claim, Creswell (2021) suggested that semistructured interviews give informants a more structured and organized environment in which to freely express their opinions.By using semi-structured interviews, we were able to gain a thorough understanding of participants' everyday experiences and viewpoints on how leader behavior influences and shapes their workplace engagement.
The interviews were conducted in person.Each interview lasted on average 35 minutes.
Participants were asked a wide range of questions including their perceptions of the relevance of emotional intelligence for academic leadership, leader-employee interaction at work, traits exhibited by leaders with higher EI, and its impact on their workplace engagement.Some of the interview questions included the following: What do you think effective leadership is?What things do you value in a leader?Can you give an example of good or effective leadership?Do you think emotional intelligence is relevant for academic leadership?How does your manager respond when something at work irritates him/her?What abilities and skills are exhibited by leaders with higher emotional intelligence?Do you think your manager better handle his/her emotions when engaging with the staff at work? Do you believe emotionally intelligent leaders have more engaged staff?Can you give examples of someone who has shown great emotional intelligence?And how they demonstrate this emotional intelligence?
The interviews were audio recorded and transcribed verbatim.Each transcript was read several times to understand the meaning of the phenomenon.We have taken several steps to ensure the consistency and reliability of the interview process.For example, we used the same set of interview questions for every interviewee and the same interviewer carried out all interviews.Furthermore, we were able to reduce unconscious bias during the interview process by using a structured interview approach that entails posing the same questions to every participant and utilizing objective criteria to evaluate their responses.

Data analysis
The present study employed inductive analysis, which generally means that categories, themes, and patterns come from data (Thomas, 2006).These categories, themes, and patterns, according to inductive analysis, have to be inductively generated from the data (i.e.in-depth interview in our case) rather than being imposed before data collection.In tandem with this procedure, we identified themes by carefully studying the interview transcripts, recordings, and other printed and verbal materials.The researchers developed a coding scheme based on the two major categories explored in the interviews: faculty perceptions of leader EI behavior in the workplace and faculty perceptions of feeling engaged in the workplace.Post-it notes in various colors were used to code data segments deemed pertinent to newly emerging notions and ideas during the analysis of the transcripts.
To ensure rigor and accuracy in the analysis process and produce trustworthy results, the study employed various quality enhancement methods, including member checking, data audit, rigorous review, and rechecking.Member checking, also called respondent validation is a qualitative research technique where researchers and study participants collaborate to ensure data credibility (Creswell, 2021).

Ethical considerations
This study was approved by the College of Education Ethics Review Committee at Hawassa University.Informed consent was obtained from the participants before starting the data collection process, including permission for publication of the results obtained from interview transcripts.Participation in the study was completely voluntary, and they were free to withdraw at any moment if they so wished, without having to give a reason or deal with any negative consequences.Participants were also guaranteed that the information would be kept confidential and anonymous.To maintain confidentiality during the transcription and analysis of the interview data, each participant was given a numerical identifier (e.g., #P01. . .P02.P03. ..P04, etc.)

Findings
The results of this study were presented and discussed based on the following two major themes explored in the interviews: faculty perceptions of leaders' EI behavior and their feeling of engagement in the workplace (See Figure 1).

Faculty perceptions of academic leaders' EI behavior
Questions were posed to the participants regarding how they perceived the behavioral characteristics of leaders with higher levels of emotional intelligence and how that impacts their feelings of engagement in the workplace.Every participant in the case study acknowledged that emotional intelligence (EI) is a highly relevant and important requirement for academic leadership.This was a reflection of the literature (e.g., Bryman, 2009;Rosete & Ciarrochi, 2005;Spendlove, 2007) demonstrated the significance of EI for leadership in higher education.Participants identified emotional intelligence abilities related to self-awareness, responsible self-management, empathy, and a focus on relationship management as most applicable for academic leadership resulting in high staff engagement in the workplace.

Self-awareness
Participants valued leaders who are conscious of their feelings, thoughts, and actions during interaction and can adapt based on how other people respond.Participants also showed strong approval of university leaders who were able to identify employees' emotions during social interactions and could respond in a cordial and empathetic manner.A participant commented: I have always admired leaders who are aware of their own emotions and how they affect and shape the work experiences of their team members.Self-aware leaders actively listen others to improve the attitudes and spirits of those around them.Self-conscious leaders are also aware of what others are saying and change their behavior depending on how it is received.I believe self-conscious leaders are better connected with the people they lead because they are sensitive to others' needs.(P01) Another female participant concurred with this idea and described her leader's behavior in the following way: [My manager] is always aware of the emotions he is experiencing and why.He is quick to pinpoint the causes of adverse responses while speaking with staff.He is aware of the connections between his feelings, thoughts, actions, and the performance of his team members.Every time I speak with him, I always feel at ease.The majority of us get along well with our leader because he is adaptable, actively listens to us, and can change work schedules based on our needs.He is also incredibly perceptive and displays humility toward others in a variety of social and professional contexts.(P04) Participants also talked about how much they admired their managers for being open to personal and professional growth, which was demonstrated by his enrollment in leadership training programs.Participants' comments include: Our leader is open to new things and learning new skills.He doesn't hesitate to acknowledge, "Hey, I am weak in this area," so I need [training] that enables me to bring out my strengths.He is candid about his shortcomings and has demonstrated a commitment to grow as a person and a leader.It's incredible.(P02) Similar views were shared by a senior male lecturer about the necessity of self-awareness in leaders to meet the needs of their workforce and manage challenging situations more skillfully.He asserts that self-aware leaders are conscious of their weaknesses and strengths and work to improve any shortcomings that might limit their capacity to lead.(P05).Overall, participants felt that leaders who are mindful of their own emotions, behaviors, and actions while interacting with others have a huge impact on faculty members' workplace engagement.

Self-regulation
More than three-fourths of the participants (8 out of 11) expressed a distinct admiration for leaders who can manage their own feelings, words, and deeds when interacting with others.
Participants stated that they felt more motivated and engaged at work when their leaders were able to control disruptive emotions and impulses, uphold high standards, serve as a positive role model, and foster professional relationships.Comments recognizing the importance of leaders managing themselves appropriately include: I would argue that self-management is the most important skill leaders need to possess if they want to be effective.The more and the better leaders can understand and manage the emotional and social interactions of working with people, the better off they'll be.To me, it is completely absurd to think that a leader in higher education could ignore the emotional dimensions of staff interactions.(P06) Another participant agreed with this notion and described a department head who possesses this emotional balance as follows: Our boss controls his emotions quite well.His feelings are constant; they don't fluctuate.Because he is a well-balanced person, everyone can read him very well and knows what to expect from him and what they will get.(P03) The participants further reported that calm and collected leaders inspire and motivate their teams to work harder and with more loyalty.Leaders who possess higher levels of emotional intelligence have a substantial impact on organizational success, just as those with lower EI can hinder its achievements.This can be attributed to a number of factors linked to emotional intelligence including, improved communication between leaders and their staff, healthier relationships that have more positive effects on employees' well-being, and empathy, which enables emotionally intelligent leaders to understand others' points of view and take into account how certain actions will make staff feel.Each of these variables has an impact on staff engagement, which ultimately translates into a more productive workforce and better results.
A different participant also respected his manager's capacity to remain emotionally in check and express his feelings to others even under challenging circumstances.
I wish I could be as cool-headed and collected under pressure as [my manager].He has good control over his voice as well as his facial and language expressions.Whenever I have a conversation with him, he keeps his cool and waits before responding, which lets me see things differently.I think self-regulation is an essential leadership quality, even though I'm not sure if it can be taught.(P06) These results suggest that leaders with good emotional self-management can enhance their interaction with employees, build trust, and minimize conflict, and use this in a positive way to boost levels of employee engagement.The present results corroborate with previous research findings (Coco, 2011;George et al., 2022;Goleman, 2001).

Empathy
The case study participants identified empathy as the second most essential emotional intelligence skill for academic leadership practice.They openly shared their thoughts about the importance of empathy in leadership to build strong bonds with their team that lead to better engagement.Nine out of the eleven participants reported that their involvement and sense of well-being at work were significantly impacted by a leader's sensitivity to their feelings and viewpoints and active interest in their concerns.A male instructor described his leader's empathetic and considerate behavior as follows: [My manager] is a very kind-hearted person.He always attempts to put himself in other people's shoes to understand their viewpoints.He listens carefully and pays close attention to emotional clues.He recognizes and honors people for their skills, accomplishments, and personal development.Because of this, the vast majority of the workforce in our department feels motivated, pleased, and rewarded.We feel respected, recognized, and understood in this organization, thus we are less likely to look for work elsewhere.(P11) Another participant shared a memory of his manager's capacity for empathy: "I remember once our colleague lost his mummy accidentally, and our leader felt emotionally moved by that suffering, he is a very compassionate man.He feels deeply for another person as they are going through the ups and downs of life."(P02) This idea was shared by another participant, who added the following observations about the significance of empathy: Imagine, for example, that one of your team members is irritated and upset because he/she delivered an important presentation badly.It's critical to acknowledge their pain, and it's even more important to support their response by exhibiting similar emotional symptoms yourself.The best thing you can do for them is to set aside some time and offer them guidance or help so they can move over the issue and get ready for the next one.(P10) However, a different participant underlined the need for leaders to strike a balance in allowing certain emotional expression in the workplace but also setting limits for workers who confuse personal and professional conduct: He said It depends; if someone enters and vents their ire over a proper grievance that is acceptable!However, if they're going off topic, leaders might want to be a little bit more forceful in their advice and reactions to these types of irritable people.(P07) The comments above in general indicated that empathy is essential for academic leaders because it allows them to forge closer bonds with their team members by attending to their needs and motivations, which in turn boosts morale, engagement, and productivity at work.However, the comments also highlight the necessity for managers to strike a balance between permitting certain emotional expressions and setting limits for employees who act inappropriately at work.

Relationship management
All participants (11 out of 11) ranked relationship management skills as the most crucial emotional intelligence competency for academic leadership practice.Participants believed that employees are more likely to remain engaged in the organization when a leader exhibits highly developed relationship management abilities.A participant commented: In my opinion, academic leaders need strong relationship management capabilities to collaborate with people of different backgrounds and skill sets while still being kind and compassionate.A good leader is someone who can set clear organizational goals and inspire everyone to work together to meet those goals.I believe this is made possible in large part by the leader's ability to manage relationships.(P8) Participants felt that interpersonally competent academic leaders relate to the individuals they manage by being conscious of others' needs.Participants provided instances of good leadership, which they saw as a way to promote harmony between individuals and a positive workplace culture.These examples included being visible, accessible, approachable, and flexible.A female participant spoke about how her manager understood the need to connect and communicate differently with various groups of people and situations: He checks in with every department at least once a day to see how things are going, which is great since it eliminates the need for you to go looking for him when you have a query or any other issue.He will ultimately stop by.(P01) Participants commended their leaders for being willing to be visible and reachable within the organization and for routinely checking in to see how the team was doing and how the teaching, learning, and other academic activities were progressing.This strategy made it easier for the academic manager to get to know his team and allowed them to get to know him, potentially reducing the power dynamics between the manager and subordinates.One participant praising a friendly manager said, "We connect a lot-we take coffee together once or twice a day.Talking to him is quite easy.And it's really simple to approach him with different ideas or thoughts.Additionally, he keeps a really welcoming attitude."(P03) Overall, it is clear from these findings that HEIs require emotionally intelligent leaders who can recognize the impact they have on their team members and use this knowledge to boost engagement, which will lead to better organizational outcomes.

Feelings of engagement in the workplace
Participants stated that aspects of their positions and work environments that they believe would support their sense of engagement include valuing and recognizing others, providing freedom and autonomy, power sharing, and coaching and mentoring.

Being valued and recognized
Participants acknowledged that they perform better at work, have higher morale, and are more engaged when they feel valued and respected by their leaders.They firmly believed that being valued and recognized by their managers keeps them motivated and engaged at work.A female instructor explained: In my experience, when I see my superiors admire and appreciate the work I've done, I frequently continue my outstanding work, set new goals, and feel enthused about the institution's accomplishments.(P01) Another senior instructor went on to say the following on the significance of valuing others to raise levels of engagement at work: I would argue that when we, as faculty members, are treated with respect and trust at work, we are more likely to make individual or collective sacrifices to achieve organizational goals.People enjoy feeling essential to the organization.The managers who make the staff feel important are the ones who get the most out of their employees (P02) Participants mentioned a number of effective leadership techniques that made them feel appreciated, including managers who shared information with them, gave them access to tools and supports, and forged close relationships with staff.One participant stated: For me, effective leaders value and respect people.These leaders see the positive in people, even in negative situations, are more optimistic about the future, and have staff with a higher sense of growth, challenge, and enjoyment in their work.(P10) Another female instructor highlighted the importance of feeling valued not just when outcomes were smooth but also when faced with difficulties at work.She remembered how her managers' kind words of support had buoyed her after a subpar presentation performance: I recall . . . . . ..he said, don't worry; the next presentation will go better because tomorrow is a new day.One poor presentation is not the end of the world.Success doesn't just happen.It involves a lot of effort, tenacity, research, sacrifice, and, most importantly, passion for the task at hand.Just keep a cheerful attitude to yourself.(P07) The aforementioned comments tend to show that faculty members who feel heard and respected at work have higher morale and remain engaged.On the other side, unsatisfied or underappreciated academic staff are frequently less engaged and less productive, which can have a negative impact on the success of HEIs as a whole or the caliber of service provided by institutions.

Freedom and autonomy
Academic leaders who provided autonomy to capitalize on participants' ideas and abilities were perceived to be creating satisfying and engaging work environments for their staff.A little over half of the participants (6 out of 11) felt they had some control over their work; however, the degree and mode of their ability to exhibit creativity and innovation differed.A participant explained how a manager encouraged staff to make independent decisions and expressed confidence in their skills to achieve at a higher level: "We have leeway, freedom to succeed, he is open to suggestions, and I can do whatever I want."(P05)Another participant described the outcomes of autonomy as "the ability to utilize our imagination freely" (P03), and it's incredible how much more pressure you can put on yourself when you're asked to do something rather than being told to.(P06) However, four out of the 11 participants (36.4%) expressed their frustration over the lack of autonomy and freedom in their institution: A participant exclaimed: Working in this institution doesn't make me feel more in control.Our university administrators frequently micromanage us, demonstrating a lack of faith in the individuals they are supposed to lead.And they control outcomes by taking on everything themselves rather than delegating to help others learn, grow, and take on more responsibility.(P10) Another male assistant professor shared this idea and said: Sometimes I feel less motivated because in our university the senior administrators make all the decisions, and we are obligated to follow their orders.They establish controlled, often rigid environments and set the protocols and strategies for their team.The academics and employees are either given little to no involvement or none at all.I genuinely believe that in order for faculty members to challenge leadership, question authority, and generate new ideas, they must have autonomy and freedom in their work.(P08) The opinions expressed above suggest that university leaders who provide their professors and staff members more freedom and flexibility at work foster greater staff engagement and participation.These findings support earlier studies (such as Quang et al., 2015;Udod et al., 2020), which discovered that granting freedom and autonomy boosts workplace engagement.

Power sharing
Over half of the participants (8 out of 11) reported that they perform better at work when managers involve them in decision-making, share information, and provide necessary assistance.One participant commented: I think that in our department, people have more autonomy over choices that affect their jobs or an open-door policy where everyone's opinions are fairly considered.Many departmental decisions are made in consultation with us; our leader does not act solely on his own.Even while he remains in control, the group shares authority and influence.(P03) This sense of shared leadership leads to team cohesion, consensus, and overall satisfaction, based on the collaborative effects.Faculty members generally agreed that when they perceived their superiors exercise shared leadership they felt more engaged in their work.A participant spoke enthusiastically about modeling this style of leadership herself: You must be able to defend the decisions you made.People really value such openness, in my opinion, because it makes them feel involved.Even ask them what they think about your proposals, and why you want to make these decisions.You know make them feel included, be fair and open, and kind of involve them in that.(P09) From the aforementioned remarks, it appears that managers and employees benefit from sharing authority and power since it infuses a deep sense of trust and cooperation.

Coaching and mentoring
The participants saw their senior managers' coaching and mentoring as a crucial experience for advancing their professional development and fostering skill development inside the organization.Successful leaders who possess higher emotional intelligence were seen as providing mentoring, timely coaching, and offering tasks that challenge and develop a person's abilities.A participant noted: In my opinion, successful leaders develop others through timely coaching and mentoring.Mentoring-skilled leaders improve employee engagement by sharing experiences, providing feedback, and identifying development needs.Leaders who are skilled in mentoring could successfully enhance employees' performance and engagement at work.Employees' success can be strongly impacted by their leaders' coaching and mentoring abilities, just as it can be hampered by those who lack it.(P5) Faculty members looked up to a competent and emotionally intelligent leader as a role model who was always willing to give it his/her all to make staff succeed.One professor shared his experience in this regard as follows: My leader sets a good example, therefore I feel more assured in my abilities and more enthusiastic about my work.He gave me the encouragement and direction I required.You see, I realized that without the ability to serve as a mentor, leaders cannot expect their teams to produce results in which they can take pride.(P011) A Female instructor shared how she successfully tackled professional challenges by receiving mentoring from senior management, using specific phrases to describe her experience: My unpleasant emotions of isolation and alienation at work were much alleviated by the coaching and mentoring I received from my leader.I can still clearly recall how the mentorship support I received from my superiors and senior coworkers lifted me up when I occasionally felt lost and things appeared fuzzy.Thanks to the guidance and support of my bosses and colleagues, I have been able to advance both professionally and personally.(P07) The aforementioned comments generally imply that leaders can use coaching and mentoring to increase staff engagement at work.

Discussion
As indicated earlier, the increasing significance of EI as a theory of leadership and leadership practice using emotional intelligence (EI) measures for leadership selection and placement has gained momentum in many organizations.Consistently, our findings showed that emotional intelligence is a highly relevant and crucial requirement for academic leadership practice.The study's findings also indicated that leaders with higher EI have more engaged staff and lead their teams with a better sense of empowerment, voice, and unity.Our results extended the findings of previous studies (e.g., Bryman, 2007;Coco, 2011;Kassahun & Raman, 2021;Quang et al., 2015;Rosete & Ciarrochi, 2005;Veshne & Munshi, 2020) by highlighting that there is a strong relationship between emotional intelligence and leadership leading to more engaged staff.
Participants in the case study expressed that leaders in higher education with strong emotional intelligence were more respected by peers, colleagues, and subordinates and performed more effectively as leaders.These types of leaders are approachable, encouraging, visible, and engaged in face-to-face interaction with their staff, resulting in the successful accomplishment of organizational goals.Employees always support and follow leaders who are self-aware, rational, and open-minded, value others' viewpoints, and who stand by them no matter what happens.Endorsing this idea, George and his associates (George et al., 2022) argued that employees feel valued and respected, and are more engaged under leaders who have a better grasp of their own and others' emotions.Several other studies (e.g., Bryman, 2007;Quang et al., 2015;Spendlove, 2007) also confirmed that leaders with higher EI are better able to deal with unforeseen challenges or stressful situations because they are more adaptive, more relation-oriented, and more prepared for the scenario.This suggests that if leaders can recognize subtle emotional reactions and adjust their management style accordingly, they can facilitate a better sense of engagement, trust, and cooperation at work.
The current study revealed that emotional intelligence competencies related to self-awareness, responsible management of emotions, empathy, and relationship management are most pertinent to academic leadership.Participants ranked relationship management as the most important EI competency for academic leadership practice.They emphasized that when leaders demonstrate highly developed relationship management abilities, faculty members experience a higher propensity to stay engaged in the organization, which results in higher productivity and lower staff turnover.Leaders who work effectively with people of different backgrounds, and skill sets, and are compassionate are examples of people who exhibit this emotional intelligence competency in action.These leaders persuade others of the importance of the strategic direction, and they inspire, guide, and help people realize their part in accomplishing the strategic direction and carrying out the implementation plan.Participants perceived skilled leadership such as being visible, approachable, and flexible, as a means to foster harmony among people and nurture a positive workplace culture.These qualities encourage closer bonds between leaders and their employees, with greater engagement resulting in lower staff turnover, decreased absenteeism, and higher productivity within the organization.This finding corroborates with the results of earlier studies (Udod et al., 2020;Veshne & Munshi, 2020).
Empathy was found to be the second most important emotional intelligence skill for academic leadership.This emotional intelligence competency is related to leaders' ability to accurately identify and understand a person, their concerns, needs, and abilities, and then manage the individual in a way that is consistent with this understanding to promote productivity and success (Goleman, 2001).This EI ability manifests in practice when leaders in consultation with their team, establish realistic and appropriate timeframes and performance targets.They make sure that each member of their team has the tools, abilities, and capacity needed to achieve the agreed-upon objectives.It necessitates the ability of the leader to precisely discern the motivations, passions, concerns, and needs of those in their team.The literature also recognized that empathy is a critical skill for successful leadership in higher education (Bryman, 2007;Coco, 2011;Spendlove, 2007).Participants claim that these leaders manage conflict in a just, timely, and fair manner and create a work environment where people feel free to express their concerns, are supported in doing so, and are encouraged to participate in key decisions.This shows that empathic leaders strive to make sure that every team member respects and values the contributions of others and is likewise respected and valued for their contributions.
The third most crucial EI quality for academic leadership was found to be the leader's capacity for responsible self-management.This emotional intelligence competency included the ability of the leader to restrain impulsive behavior, uphold a high standard of conduct that serves as an example for others, and foster relationships that are respectful and appropriate in interactions with others.Participants in this case study valued and respected a leader with good self-control who can acknowledge a strong emotion and choose a course of action that will have the least negative consequences.Scholars suggested that leaders with good emotional self-control are better at providing clear instructions, creating a positive work environment, acting with integrity, and setting a good example (Deshwal, 2015).This emotional intelligence ability is exhibited in practice when leaders share authority, value and respect others, and grant them freedom and autonomy.These leaders carefully manage their feelings and behaviors to build a good rapport with staff members and subordinates.They are conscious of the effects their actions, ideas, and feelings can have-and frequently do-on other people and the workplace.
Academic leaders must have excellent self-control to properly lead diverse groups of people.However, this skill is underdeveloped in Ethiopian higher education.Participants emphasized the need for academic leaders to remain composed in the face of strong emotions.This shows that leaders must regularly evaluate their behavior and design strategies to improve their self-management skills.
Last, it was discovered that leaders' self-awareness significantly affects staff engagement.Participants in this case study valued leaders who can recognize their emotions, moods, and behaviors as they manifest themselves at work and self-regulate them while interacting.Selfaware leaders are better able to identify and control their own emotions, which can help them react to challenging circumstances and conflicts more skillfully.This can improve their capacity to lead and manage others as they're better able to respond to challenges or change in constructive, less disruptive ways.Self-aware leaders can create a workplace environment that gives access to structural empowerment (information, resources, and support), which in turn provides them with more autonomy and freedom in their work (Boyatzis & Goleman, 2007).
Overall, it is suggested that the four emotional intelligence abilities presented, combined with illustrations of how they could manifest in practice, serve as a strong framework for understanding and cultivating emotional intelligence in higher education.Finally, our research investigation focused only on the relevance of emotional intelligence for effective academic leadership and its impact on faculty engagement.However, it was not clear from the current study which factor-emotional intelligence (EI) or cognitive intelligence (IQ)-is more important for academic leadership.Further research could be carried out to determine whether IQ or EI is more important for academic leadership.

Implications for practice
Our study has several useful implications that are worth considering.The study, in the first place, improved our understanding of the importance of emotional intelligence (EI) for effective leadership in higher education.We strongly believe that our study will have a major policy impact on the recruitment, selection, and development of academic leaders in Ethiopian higher education and beyond.University administrators need to consider and access EI abilities in the selection and placement of academic leaders.Candidates should undergo emotional intelligence testing before being appointed as university leaders (such as presidents, deans, department heads, etc.).If a candidate fails the EI tests, he/she should not be appointed as a leader because research has proven that EI significantly affects a leader's effectiveness.
Second, this study's findings suggest that EI is a skill that can be taught.Therefore, organizations ought to spend money on EI development and training programs.According to Goleman (2001), leaders can learn about emotional intelligence (EI), how to recognize, understand, and manage their own emotions as well as those of others, and how to use this knowledge to inform their decisions.EI training is anticipated to have a positive effect on leaders' and workers' professional and personal outcomes.
Third, our study revealed that self-management is crucial for academic leaders to manage diverse groups effectively.However, this skill is underdeveloped in Ethiopian higher education.Participants highlighted the need for academic leaders to maintain composure in the face of intense emotions.This suggests that in order to connect more effectively with their staff, leaders must regularly assess their conduct and develop plans to enhance their self-management abilities.By introducing organizational policies that promote emotional intelligence, leaders can raise their staff engagement.Finally, we believe that our study contributes to EI studies and the wider literature by highlighting the importance of EI for leadership in a higher education context.

Conclusion
This study examines faculty perceptions of leader behavior and its impact on their engagement at work.Our research showed that emotional intelligence (EI) is an extremely pertinent requirement for academic leadership.It determines how leaders communicate with their staff members and the level of engagement they experience.The results demonstrate that academic leaders who are better at understanding and managing their own as well as others' emotions have more engaged faculty members.Our research expanded on previous research (e.g., Bryman, 2007;Coco, 2011;Kassahun & Raman, 2021;Quang et al., 2015;Rosete & Ciarrochi, 2005) by showing that academic leaders with higher EI have a more favorable effect on staff engagement at work.Leaders in higher education are often assigned to leadership roles because they are thought to have excelled academically or due to research accomplishments, instead of having management or leadership experience or skills.In the past, technical or professional skills have been highly favorable for leaders; however, our study has demonstrated the value of leadership under people with high emotional intelligence too.By drawing on their interpersonal skills, emotionally intelligent leaders can work collaboratively with people of diverse backgrounds and skill sets.They lead with compassion as well.These characteristics foster strong relationships between managers and their staff members and increase engagement levels, resulting in lower staff turnover, decreased absenteeism, and increased productivity within the organization.
In the end, the authors urge university administrators and policymakers to consider emotional intelligence as a key metric for identifying potential leaders and enhancing leadership skills.

Limitations of the study
Despite its contributions, the study has limitations too.First, the small sample size and the fact it was limited to one institution can be seen as a limitation.Data was obtained from one public higher education; hence, the generalization of findings should be done with caution.The researchers have attempted to address the issue of generalizability by ensuring that the samples are representative of the population.Second, researcher bias, and the subjectivity of the data analysis is acknowledged.However, the incorporation of more descriptive and detailed information in the analysis of the findings is proposed as a counterbalance to this limitation.Throughout this study the researchers were mindful of the potential for bias that their role could beget and strived to ensure that they were objective at all times, particularly in regard to data analysis.Future study can be done in other contexts, with larger sample sizes, or using different methodologies to overcome the aforementioned limitations.
Figure 1.Model illustrating the impactof EI on faculty engagement.