The concept of emotional intelligence was coined by Salovey and Mayer (1990) and was popularized in 1995 with Goleman’s best selling publication. Since then, the field has been developed greatly and become a focus for research. Theoretically, emotional intelligence refers to array of such skills as self control, persistence, self-motivation and sensitivity to the feelings of self and others. The concept of emotional intelligence was defined and explained by different scholars in the form of models consisting of a set of emotional skills. Salovey and Mayer (1990) defined emotional intelligence as the ability to monitor individual’s emotions and feelings. Goleman (1995) refers emotional intelligence as the ability to understand own’s feelings and other people feelings, self-motivating and managing good emotions while interacting with others. Emotional intelligence guide individual to understand and manage the complex human feelings of self and others (Abisamra, 2000). In addition, it also helps individual to differentiate emotions and to use the knowledge to assist actions and individual thinking (Salovey, Bedell, Detweiler and Mayer, 2000). Bar-On (2000) relates success in individual life with their personality traits.

Emotional intelligence consists of a series of non-cognitive skills and abilities which affect individual to handle and cope up with challenges and stress. Emotional intelligence may be important predictor of success at work. Goleman (1995), Schutte.et.al (1998), and Ciarrochi et.al. (2003) opined that both emotional and social competencies of individual are acquired and learned. Boyatzis and Sala (2004) defined emotional intelligence as set of abilities or competencies to recognize and use emotional information about oneself and others that leads to or cause effective and superior performance. Emotional intelligence like cognitive intelligence is broad concept. It had been defined by different researchers based on different dimensions. In general emotional intelligence is the ability to effectively deal with emotions of individual. Boyatzis and Sala (2004) defined emotional intelligence as set of abilities or competencies to recognize and use emotional information about oneself and others that leads to or cause effective and superior performance

1.2. REVIEW OF RELATED LITERATURE:

Studies on emotional intelligence in relationship with demographic factors like age, gender, education, marital status, income and experience are gaining importance in present scenario. A wide number of studies were intended to find out the relationship between demographic profile and emotional intelligence of an employee. However, the finding of these studies doesn’t reaches to similar conclusions but, have reported significance relationship between demographic profile and emotional intelligence of an individual. Studies showing such relationship are as follows, Age: According to Salovey and Mayer, (1990) emotional intelligence of individual develops with increase in age and experiences. Researchers report that emotional maturity of an individual is positively related to physiological maturity. Goleman (1996) opined that emotional intelligence is not innate rather it can be learned, developed and increased with age and life experiences. Boyatzis, (2000) through a series of longitudinal studies found that individual can change their emotional competences over two to five years. Mayer et al. (2000) proved emotional intelligence as an ability rather than a personality trait through a series of studies revealing emotional intelligence increases with age and experience. Wong and Law (2002) found that, age is positively correlated with emotional intelligence. Akras and Porter (2003) opined that as the age of individual increases emotional intelligence also develops higher as compared to lower age. Kafetsios (2004) found that people with higher age scored high in emotional intelligence, on contrary Tyagi (2004) measured relationship between age and emotional intelligence among secondary school teachers concluded that emotional intelligence is independent of age. Van Rooy, Alonso and Viswesvaran (2005) observed that emotional intelligence score increases with age. Gowdhaman and Murugan (2009) studied the relationship between age and emotional intelligence among B.Ed. teacher trainees found that there exists statistically significant relationship between age and emotional intelligence. Contrary to the study, Jacues (2009) had revealed that that age did not influence emotional intelligence among a sample of college students. It is a natural phenomenon as we grow older our skill and our experience increases. Gender: Thingujam and Ram (2000) found that women scored higher than men. Mohanty and. Ciarrochi, Chan and Bajgar (2001) found that emotional intelligence was higher for females than males. Charbonneau and Nicol (2002) through study the relationship between emotional intelligence and sex differences that girls scored higher emotional intelligence score than the boys. Mishra and Ranjan (2008) opined gender difference significantly affects the emotional intelligence of adolescent boys and girls as boys scored higher as compared to girls. Bayrami.et.al (2009) through his study on university student revealed that gender influences emotional intelligence. The study indicate that females mean score were higher than males mean score in social awareness (consciousness) whereas men mean score were high in (in general state) self motivation, self awareness, social skills, and self control as compared to females. Nasar and Nasar (2008) observed emotional intelligence levels of undergraduate male and female college student and found that females scored high as compared to male. Brackett, Mayer and Warner (2004) concluded that women scored higher in emotional intelligence than men. Uma Devi and Rayal (2004) in a study based on gender revealed that seventy six percent of girls whereas, eighty one percent of boys have scored their emotional intelligence above average. Thus, concluded that boys have scored slightly higher on their emotional intelligence as compared to girls. Tyagi (2004) conducted a study to measure the relationship between emotional intelligence and gender among secondary teacher revealed that emotional intelligence is independent of gender. Mathur, Malhotra and Dube (2005) concluded that there is no difference among emotional intelligence of boys and girls. Educational qualification: Goleman (1995) and Bayrami et.al. (2009) observed that education level has influence on emotional intelligence. Predicting emotional intelligence on demographic variables (age, gender, educational level, ethnicity, number of family members, birth order, employment, being married and housing condition) revealed that 11% of emotional intelligence was accounted by these variables. Mathur, Dube and Mallhotra (2003) studied the relationship between emotional intelligence and academic achievement found that emotional intelligence compliments academic achievement. Parker (2004) studied the relationship between emotional intelligence and academic achievement found strong association between emotional intelligence and academic achievement. Parker, Creque, Barnhart, Harris et al (2004) studied the relationship between emotional intelligence and academic achievement among high school students and concluded that academic success was strongly associated with emotional intelligence. Austin, Evans, Goldwater and Potter (2005) observed small and not statistically significant evidence for a relationship between emotional intelligence and academic performance. Dey (2009), examined the influence of emotional intelligence on academic self-efficacy and achievement. He concludes that emotional intelligence and academic self-efficacy were significantly correlated with academic achievement. There is close relation between emotional intelligence and educational achievement in various age groups, and among boys and girls so that one variable increases or decreases there is change in other variable. Educational level has reciprocal relationship with emotional intelligence. Likewise study reveals that there exist relationship between emotional intelligence and Marital status Joshi and Thingujam (2009) examined the relationship between emotional intelligence and marital adjustment over and above personality dimensions and social desirability, which revealed that cohesion and overall marital adjustment were related to all the sub-scales and overall emotional intelligence. Hasani.et.al (2012) concluded that scores of all the variables of emotional intelligence and marital satisfaction showed statistical meaningful relationship. Dildar.et.al (2012) concluded that emotional intelligence is positively correlated with marital adjustment. Moreover, income has also relationship with emotional intelligence forexample, Gowdhaman and Murugan (2009) examined the effect of monthly income on level of emotional intelligence among B.Ed. teacher trainee, which showed that the socio economic status or monthly income do not cause any significant effect on the emotional intelligence. Similarly Jacues (2009) studied the relationship between emotional intelligence and socio economic status among college students and found that the socio economic status doesn’t affect emotional intelligence. On the above backdrop, in order to conduct the present study following methodology was used.

RESEARCH METHODOLOGY

1.3. Objective of the Study

Following were the objectives of the study:

To assess the level of emotional intelligence of bank employees in selected banks under study.

To examine the relationship between emotional intelligence and demographic variables of selected bank employees under the study.

1.4. Hypothesis

Based on above objectives following null hypothesis were formulated:

H₀₁ There exist no significant relationship between age and emotional intelligence of employees of selected banks under the study.

H₀₂ There exist no significant relationship between gender and emotional intelligence of employees of selected banks under study.

H₀₃ There exist no significant relationship between educational qualification and emotional intelligence of employees of selected banks under the study.

H₀₄ There exist no significant relationship between marital status and emotional intelligence of employees of selected banks under the study.

H₀₅ There exist no significant relationship between income and emotional intelligence of employees of selected banks under the study.

H₀₆ There exist no significant relationship between experience and emotional intelligence of employees of selected banks under the study.

1.5. Sample

It is not possible to collect data from entire population. For the purpose of study, a total of 100 respondents (bank employees) were randomly selected from 4 banks out of which 2 were public and remaining 2 were from private sector bank. And from each bank 25 employees were randomly selected which constitute sample for the study.

1.6. Data Collection

Both primary and secondary data were collected for the study. Primary data were collected with the help of structured schedule/questionnaires from the bank employees. Secondary data were collected through government reports, journals, books, newspapers etc. In order to collect data, emotional intelligence scale developed by Schutte.et.al (1998) was used. Schutte.et.al scale contains self-reported items to measure emotional intelligence. The scale developed by Schutte.et.al (1998) was based on Salovey and Mayer (1990) original conceptualization of emotional intelligence. It consists of 33 items to measure emotional intelligence. The scale measures emotional intelligence based on four dimensions: appraisal and expression of emotions, managing emotions in self, managing emotions in others, and utilization of emotions. The scale was measured by 5 point likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The scale value ranges from 33-165 score. The reliability of the scale was found to be 0.824 (Cronbach’s alpha).

1.8. Analysis and Interpretation

In order to find out the relationship between age and emotional intelligence

Table-1: Age profile and Emotional intelligence of Employees of Selected Banks under the Study

Variables	Mean EI Score	Standard Deviation (SD)	Z value
Between 20-25	113.9	9.180293	-82.44
Between 26-30	127.1935	12.00482
Between 31-35	128.9231	14.02059
Between 36-40	127.3333	17.61628
Above 40	122.75	9.192388

H₀₁ There exist no significant relationship between age and emotional intelligence among bank employees. The null hypothesis was rejected at 95% level of confidence because p value < 0.0001 hence, there exist significant relationship between age and emotional intelligence of bank employees. The statistical score shows that employees with age group between 31-35 yrs (Mean 128.92, SD 14.02) are high in their emotional intelligence. Therefore it can be concluded that emotional intelligence of an employee varies with age.

Table-2: Gender Profile and Emotional Intelligence of Employees of Selected Banks under the Study:

Variables	Mean EI Score	Standard Deviation (SD)	Z value
Male	125.4043	12.04663	-83.6676
Female	122.125	10.05236	-83.6676

H₀₂ There exist no significant relationship between gender and emotional intelligence among bank employees. The null hypothesis was rejected because, at 95% level of confidence the p value < 0.0001 hence, there exist significant relationship between gender and emotional intelligence of bank employees. The statistical score shows that male employees (Mean 125.4, SD 12.04) are more emotionally intelligent as compared to female. Therefore it can be concluded that emotional intelligence of an employee varies across gender.

Table-3: Educational Qualification Profile and Emotional Intelligence of Employees of Selected Banks under the Study

Variables	Mean EI Score	Standard Deviation (SD)	Z value
Diploma	105		-82.7491
Graduation	124.84	10.53528
Post Graduation	128.1316	12.09014
Above P.G	-	-

H₀₃ There exist no significant relationship between educational qualification and emotional intelligence among bank employee. The null hypothesis was rejected at 95% level of confidence because p value < 0.0001 hence, there exist significant relationship between educational qualification and emotional intelligence of bank employees. The statistical score shows that employees with post graduation (Mean 128.13, SD 12.09) are more emotionally intelligent. Therefore it can be concluded that emotional intelligence of an employee varies as the educational qualification changes.

Table-4 Marital Status Profile and Emotional Intelligence of Employees of Selected Banks under the Study

Variables	Mean EI Score	Standard Deviation (SD)	Z value
Married	127.5588	11.6572	-83.5211
Unmarried	125.3571	12.03764	-83.5211

H₀₄ There exist no significant relationship between marital status and emotional intelligence among bank employees. The null hypothesis was rejected at 95% level of confidence because p value < 0.0001. Hence there exist significant relationship between marital status and emotional intelligence of bank employees. The statistical score shows that employees being married (Mean 127.55, SD 11.65) are more emotionally intelligent. Therefore it can be concluded that married employees are more emotionally intelligent as compared to unmarried employees.

Table-5 Income profile and Emotional intelligence of Employees of Selected Banks under the Study

Variables	Mean EI Score	Standard Deviation (SD)	Z value
Below 1	114	12.72792	-82.4449
Between 1-2	128.625	12.75866
Between 2-5	124.2667	10.30388
Above 5	130.9286	12.65801

H₀₅ There exist no significant relationship between income and emotional intelligence among bank employees. The null hypothesis was rejected at 95% level of confidence because p value < 0.0001 hence, there exist significant relationship between income and emotional intelligence of bank employees. The statistical score shows that employees between income group above 5lakh (Mean 130.92, SD 12.65) are more emotionally intelligent. Therefore it can be concluded that emotional intelligence of employee varies with the change in income level.

Table-6 Experience Profile and Emotional intelligence of Employees of Selected Banks under the Study

Variables	Mean EI Score	Standard Deviation (SD)	Z value
Below 1	124.2857	7.609518	-82.7091
Between 1-5	125.5333	12.42282
Between 5-10	129.0625	12.68841
Above 10	127.3333	11.51086

P value < 0.0001 in every case

H₀₆ There exist no significant relationship between experience and emotional intelligence among bank employees. The null hypothesis was rejected at 95% level of confidence because p value < 0.0001 hence, there exist significant relationship between experience and emotional intelligence of bank employees. The statistical score shows that employees with experience between 5-10yrs (Mean 129.06, SD 12.68) are more emotionally intelligent. Therefore it can be concluded that emotional intelligence of employee varies with experience.

FINDINGS AND CONCLUSIONS:

There exist significant relationship between age and emotional intelligence of bank employees. Employees belonging to age group 31-35 yrs (Mean 128.92, SD 14.02) are found to score high in emotional intelligence. There exist significant relationship between gender and emotional intelligence. The male employees (Mean 125.4, SD 12.04) scored high as compared to female employee which can concluded that male employees are more emotionally intelligent as compared to female employees. There exists significant relationship between educational qualifications and emotional intelligence. The employees who have completed their post graduation (Mean 128.13, SD 12.09) found to score high in emotional intelligence. There exist significant relationship between marital status and emotional intelligence. Employees who are married (Mean 127.55, SD 11.65) scored high as compared to the employees who are unmarried. Significant relationship between income and emotional intelligence was found. The employees of income group above 5lakh (Mean 130.92, SD 12.65) scored high in their emotional intelligence. There exist significant relationship between experience and emotional intelligence. Employees with experience between 5-10yrs (Mean 129.06, SD 12.68) scored high in emotional intelligence. Results of the present study reveal that the entire demographic variable shows significant relationship with emotional intelligence hence, it can be concluded that demographic variable are important predicator of emotional intelligence. The results are consistent with some former studies and also contradictory to some studies. The results of present study is supported by the findings of Nasir and Iqbal who examined the relationship of demographic variables with emotional intelligence among university students and found demographic variable accounts 19 percent variance in emotional intelligence. The results of the study revealed significant relationship between age and emotional intelligence which is supported by the studies of Van Rooy, Alonso and Viswesvaran (2005), Gowdhaman and Murugan (2009) who observed that emotional intelligence score increases with age. On contrary Tyagi (2004) measured relationship between age and emotional intelligence among secondary school teachers concluded that emotional intelligence is independent of age. Also, Harrod and Scheer (2005) and Balci-Celik and Deniz (2008) did not find any relationship between age and emotional intelligence in the study conducted among adolescent. The present study reveals that gender have significant relationship with emotional intelligence and found that male employees are more emotionally intelligent as compared female employee. The present study was supported by Mishra and Ranjan (2008) opined gender difference significantly affects the emotional intelligence of adolescent boys and girls as boys scored higher as compared to girls. On contrary Adeyemo (2008) found a significantly high emotional intelligence in female employees, however, no significant relationship was found between age, marital status, educational qualification and emotional intelligence. Also Singaravelu (2007) found there was no significant difference in emotional intelligence of male and female teacher. The present study reveals that there exists relationship between educational qualification and emotional intelligence. In addition, it was found that as the educational qualification of employee becomes higher they score high in their emotional intelligence. The study was supported by the findings of Chamundeswari (2013) who find that there was positive and significant relationship between emotional intelligence and academic achievement. On contrary Austin, Evans, Goldwater and Potter (2005) observed small and not statistically significant evidence for a relationship between emotional intelligence and academic performance. The present study result reveals that there exist significant relationship between marital status and emotional intelligence of bank employees. The employees who are married scored high in emotional intelligence as compared to unmarried. The result of the present study was supported by the findings of Joshi and Thingujam (2009) who examined the relationship between emotional intelligence and marital adjustment and found overall marital adjustment were related to emotional intelligence. Bricker (2005) found that emotional intelligence was significantly correlated with marital satisfaction in self reported study. The present study reveals that there exist significant relationship between income and emotional intelligence of bank employees. The finding of the study was supported by Harrod and Scheer (2005) showing the effect of income on emotional intelligence was indirect through family environment. On contrary Gowdhaman and Murugan (2009) and Jacues (2009) found that the relationship between income and emotional intelligence was statistically insignificant. Summarizing the above discussion, it can be concluded that demographic variables are significant predictors of emotional intelligence and play an important role in the development of emotional competencies. It can be concluded that emotional intelligence is a developing ability and life experiences add to this ability.

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Received on 10.01.2014 Modified on 21.01.2014

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