The relationship between dimensions of emotional intelligence, friendship network centrality, team cohesion and job performance of teachers

This study explores Job Performance (JP) among faculty members in Newly Established Local Undergraduate Universities (NELUU) in China. With increasing concerns about teacher effectiveness, this research examines the roles of Emotional Intelligence (EI), Friendship Network Centrality (FNC), and Team Cohesion (TC) in influencing JP. While numerous studies address educational challenges, there is limited research on how related social and emotional factors impact teacher performance, particularly in emerging institutions. The study's objective is to determine how EI, FNC, and TC impact JP while investigating the mediating role of TC. The hypothesis suggests that EI and FNC positively affect JP and that TC strengthens this relationship by enhancing collaboration and communication. A quantitative approach was adopted, utilizing structured surveys to collect data from 422 faculty members at Guangdong University of Petrochemical Technology (GDUPT). Statistical analysis was conducted using SPSS and Smart PLS 3.3.2 to test hypotheses, validate models, and interpret significant findings. Data collection focused on understanding interpersonal relationships, emotional awareness, and teamwork dynamics. The results indicate that EI and FNC significantly improve JP. TC acts as a key mediator, reinforcing the impact of EI and FNC on JP. Specifically, faculty members with high EI manage stress better and interact more effectively with students, while strong friendship networks provide essential academic and emotional support, leading to higher job performance. This study contributes to theory by combining psychological and social network aspects in the study of job performance. Practically, it provides guidance for university administrators to improve lecturer performance through emotional intelligence training and structured networking programs. The findings help enhance university policies, faculty development, and overall education quality.