C2 General 

 

 

 

Evaluating the impact of a leader’s emotional intelligence on 
organisational performance within a South African telecoms firm 

 

 

 

Mfanafuthi Shongwe 

WITS Business School 

 

 

 

Thesis presented in partial fulfilment for the degree of Master of 
Business Administration to the Faculty of Commerce, Law, and 

Management, University of the Witwatersrand 

 

April 2021 

 

 



 i 

DECLARATION 

 

I Mfanafuthi Shongwe declare that this research report entitled ”Evaluating 
the impact of a leader’s emotional intelligence on organisational 
performance within a South African telecoms firm” is my own unaided 

work. I have acknowledged, attributed and referenced all ideas sourced 

elsewhere. I am hereby submitting it in partial fulfilment of the requirements of 

the degree of Master of Business Administration at the University of the 

Witwatersrand, Johannesburg. I have not submitted this report before for any 

other degree or examination to any other institution. 
 

Mfanafuthi Shongwe  

Signed at Johannesburg on 30th May 

2022 

 

 

Name of candidate Mfanafuthi Shongwe 

Student number 2326991 

Telephone numbers 0829946762 

Email address andrias.shongwe@vodacom.co.za 

First year of registration 2019 

Date of proposal 

submission 
31 October 2020 

Date of report submission 10 June 2022 

Name of supervisor Portia Heynes 

 

 

mailto:andrias.shongwe@vodacom.co.za


 ii 

DEDICATION 

 

This study is dedicated to my darling wife, Pamela Shongwe, and our three 

“Champs”: MfanakaJesu, Mpumelelo and Nkanyezi Shongwe for their 

support and encouragement, and for allowing me to sacrifice crucial hours of 

being a husband and father to concentrate on my educational sojourn.  

Thank you Fam! 

 

To God be the Glory! 



 iii 

ABSTRACT  

 

The ability of leaders to understand their own emotions as well as the emotions 

of those with whom they work is a key indicator of improved business 

performance and long-term growth (Ferrar, 2009). According to Ferrar (2009), 

as service-oriented businesses grow, leaders are expected to not only 

manage, but also lead with sensitivity. 

Companies are realising that in order to succeed, they need leaders who have 

an innate ability to improve group cohesion and morale through shared 

emotional experiences (Augusty and Mathew 2020). According to Goleman 

(1998), this ability is assumed to be based on emotional intelligence (EI), which 

is consistent with the current research aim.  

The aim of the current study was to develop a conceptual framework towards 

a sustainable organisation design that could address the impact of EI of the 

leader on organisational performance and sustainability. The study examined 

the link between EI and effective leadership and the impact it may have on 

organisational performance and sustainability.  

To investigate the relationship between EI and organisational performance and 

sustainability, a survey research design was used. According to the current 

study, EI has a strong positive relationship with organisational performance. 

Keywords: Emotional intelligence; effective leadership; organisational 

performance; organisational sustainability 

Author: Mfanafuthi Shongwe Supervisor: Portia Heynes 

Thesis title: Evaluating the impact of leader emotional intelligence  

on organisational performance within a South African 

telecoms firm 

 

Johannesburg, April 2021 



 iv 

TABLE OF CONTENTS 

 

DECLARATION ............................................................................................... i 

Dedication ………………………………………………………….……………..ii 

Abstract ………………………………………….…………………………….iii 

Table of contents ........................................................................................... iv 

List of tables ……………………….……………………………………………...vii 

List of figures..... …………………………………………………………………..viii 

Acknowledgements ........................................................................................ ix 

Definition of key terms and concepts .............................................................. x 

1. Introduction to the research ..................................................................... 1 

1.1. Background and context ................................................................. 1 

1.1.1. Telecoms sector in South Africa ........................................... 1 

1.1.2. Leadership and emotional intelligence ................................. 2 

1.2. Conclusion ...................................................................................... 3 

1.3. Research conceptualisation ............................................................ 4 

1.3.1. The research problem statement .......................................... 4 

1.3.2. The research purpose (aim and objectives) statement ......... 7 

1.3.3. The research questions ...................................................... 10 

1.4. Delimitations and assumptions of the research study ................... 11 

1.4.1. Limitations of the study ....................................................... 11 

1.4.2. Key research assumptions ................................................. 11 

1.4.3. Ontology/research paradigm .............................................. 11 

1.5. Significance of the research study ................................................ 15 

1.6. Preface to the research report ....................................................... 16 

2. Literature review .................................................................................... 17 

2.1. Introduction ................................................................................... 17 

2.2. EI definition and models ................................................................ 17 

2.2.1. EI definitions ....................................................................... 17 



 v 

2.2.2. Emotional intelligence models ............................................ 18 

2.2.3. Mayer and Salovey’ model ................................................. 18 

2.2.4. Goleman’s model of EI ....................................................... 20 

2.2.5. Bar-On model of emotional-social intelligence (ESI) .......... 20 

2.2.6. Conclusion .......................................................................... 21 

2.3. EI and effective leadership ............................................................ 22 

2.3.1. Conclusion .......................................................................... 23 

2.4. EI and performance ....................................................................... 24 

2.4.1. EI and organisational performance ..................................... 25 

2.4.2. EI and organisational sustainability .................................... 26 

2.5. Conclusion .................................................................................... 28 

3. Research strategy, design, procedure and methods ............................. 29 

3.1. Research strategy ......................................................................... 29 

3.2. Data collection and analysis .......................................................... 30 

3.2.1. Sample design .................................................................... 31 

3.2.2. Sampling method ................................................................ 31 

3.2.3. Collection techniques ......................................................... 32 

3.2.4. Survey questionnaire .......................................................... 33 

3.2.5. Data analysis procedures ................................................... 33 

3.2.6. Data reliability ..................................................................... 34 

3.2.7. Data validity ........................................................................ 35 

3.3. Ethical concerns ............................................................................ 35 

3.4. Researcher biases ........................................................................ 36 

3.5. Methodological limitations ............................................................. 36 

3.6. Conclusion .................................................................................... 37 

4. Presentation of research results ............................................................ 38 

4.1. Introduction ................................................................................... 38 

4.2. Sample characteristics .................................................................. 38 

4.3. Results Interpretation .................................................................... 46 



 vi 

5. the Discussion of research findings ....................................................... 48 

5.1. Introduction ................................................................................... 48 

5.2. Findings discussion ....................................................................... 48 

5.3. Implications for employees and employersError! Bookmark not 
defined. 

5.4. Research question and result discussion ...................................... 49 

6. Summary, conclusions, limitations, and recommendations ................... 53 

6.1. Summary ....................................................................................... 53 

6.2. Conclusions ................................................................................... 53 

6.3. Recommendations ........................................................................ 54 

References ………………………………………………………………………55 

Appendices ………………………………………………………………………63 

Appendix 1.1:   Data collection instrument(s) ............................................... 64 

Appendix 2.1:  One-page bio of the researcher including declaration of interest 

in the research and funders, if any .......................................... 65 

Appendix 3.1:  Dully filled in data collection instrument(s) ........................... 66 

Appendix 2.2:  Ethic documentation ............................................................. 67 

 

 

 

 



 vii 

LIST OF TABLES 

 
Table 1: A framework of emotional competencies (Goleman, 1998) ....................................... 5 

Table 2: Research framework (Author’s own) .......................................................................... 8 

Table 3:  Philosophical assumptions through objectivism and subjectivism perspectives, 

derived from Goodwin & Darley (2008) and Saunders et al. (2016) ...................... 13 

Table 4:  Research philosophies and associated research methods, derived from  

Carson et al. (2006), Barney et al. (2007), Merriam (2014), and Saunders et al. 

(2016)...................................................................................................................... 14 

Table 5: Gender distribution…………………………………………………..……………………41 

Table 6: Age distribution…………………………………………………………………………....42  

Table 7: Period of stay in the organisation………………………………………...……………..43 

Table 8: Composition of academic qualification..................................................................... 40 

Table 9: Self-Awareness (SA) ................................................................................................ 41 

Table 10: Self-Management ................................................................................................... 42 

Table 11: Social Awareness (SOA) ....................................................................................... 43 

Table 12: Relationship Management (RM) ............................................................................ 44 

Table 13: Organisational performance ................................................................................... 45 

Table 14: Survey results of the current study (Author's own)……………………………..……49 

 

 

 



 viii 

LIST OF FIGURES 

 
Figure 1: Conceptual framework (adapted from Goleman, 1998) ........................................... 7 

Figure 2: The Four-Branch Model of Emotional Intelligence (Mayer & Salovey, 1997)......... 19 

Figure 3: The Concept of Business Sustainability (HBS: Online, 2018) ................................ 28 

Figure 4: Research methodology, derived from Sreejesh et al. (2014) ................................. 29 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 ix 

ACKNOWLEDGEMENTS 

 

I would like to express my heartfelt gratitude to God Almighty, for granting me 

wisdom, favour and the ability to begin and complete this research study. Not 

to mention the following individuals for their invaluable contributions and 

assistance. 

 

My lovely wife (Pamela) and kids: 
 For their love and care 

 For their prayers and morale support 

 

Ms Portia Heynes (Supervisor): 
 For her guidance and expertise 

 For taking time out of her busy lecturing schedule to review and edit my 

research. 

 
Dr Wotela, Wits Business School 
 For his guidance through the ARP steps 

 For sharing his deep and valuable research knowledge  

 
My Employer, Vodacom 
 For supporting my academic journey 

 For funding my MBA studies 

 
My parents and parents-in-law 
 For their morale support and prayers 

 For their encouragement 

 
All my fellow 2019/20 MBA students 
 For knowledge sharing 

 For their encouragement 
 



 x 

DEFINITION OF KEY TERMS AND CONCEPTS 

 

Emotional intelligence: Can be defined as the ability to recognise, 

understand and regulate one’s own emotions; and to recognise, understand 

and influence the emotions of others. 

Organisational performance: The output or results of an organisation as 

measured against its goals and objectives. 

Effective leadership involves setting the tone and culture of the organisation, 

and influencing the behaviour of followers to execute the organisation’s vision. 

Organisational sustainability: Having the leadership, talent and strategies in 

place to be able to rise to the unique challenges that face organisations 

nowadays. 

 

 

 

 

 

 

 

 

 

 

 



 1 

1. INTRODUCTION TO THE RESEARCH 

 

1.1. Background and context 
 

More generally, this research evaluates the impact of leaders’ emotional 

intelligence on organisational performance within a South African telecoms 

firm. Before getting to the research conceptualisation (Section 1.2), however, 

we briefly introduce the terms and concepts that we have used in 

conceptualising this research in Section 1.1, while Section 1.2 provides a more 

specific and detailed discussion on the research context. The research 

conceptualisation section provides for the research problem statement 

(Section 1.3.2) and, consequently, the purpose of this research (Section 1.3.2) 

as well as the research questions (Section 1.3.3). The delimitations and 

assumptions of the research study are in Section 1.3, while we discuss the 

significance of the research study in Section 1.4 and provide a preface to the 

research report in Section 1.5. 

Telecoms sector in South Africa 

Telecoms in South Africa plays an important supporting role in socio-economic 

development and the digital advancement of industries (Accenture, 2020). The 

telecoms sector is an important part of modern lifestyles and has a significant 

impact on the country's economic growth as it strengthens productivity levels.  

Despite the economic challenges facing the nation, South Africa's telecoms 

sector has continued to grow. Mobile subscriptions, internet penetration and 

other related services are all increasing. South Africa's fibre network and data 

centre markets are rapidly expanding (Accenture, 2020). While the local 

telecoms sector continues to expand, more needs to be done to strengthen 

the sector, expand its reach and reduce service costs. This will improve the 

well-being of citizens, while also promoting economic development and growth 

(Accenture report, 2020).  

According to an Accenture report (2020), improving telecom operators' 

competitiveness in a variety of areas, such as the delivery of new services and 



 2 

the support of innovation, will be critical. The role of effective leadership would 

be essential in this regard. To that end, Augusty and Mathew (2020) believe 

that to achieve effective leadership, key competencies and skills ought to be 

identified and to ensure that training of future leaders centres around these 

key areas.  

Emotional intelligence (EI), according to Goleman (1998), is essential for 

effective leadership. Goleman argued in his 1998 article, "What Makes a Great 

Leader", that without EI, a person could have the best training in the world, an 

incisive, analytical mind and an endless supply of smart ideas, but still be 

ineffective as a leader. 

Law, Song and Wong (2004) posited that EI is increasingly becoming an 

essential component of how leaders handle the intricacies of the problems they 

face in the business world today. Leaders appear to be confronted with unique 

challenges on regular basis, and an effective leader in today's organisation 

must be capable of adapting to these evolving issues. For example, leaders 

who are unable to discern and self-assess their emotions may fail to recognise 

certain cues from their co-workers or subordinates. According to Law, Song 

and Wong (2004), findings indicate that EI leaders outperform their 

counterparts. 

The world of business has accepted the concept of EI as pertinent to 

organisational performance and as a competitiveness tool (Dabke, 2016), 

thereby supporting the aim of the current research study, which is to assess 

the impact of the EI of a leader on organisational performance and 

sustainability.  

 

 

Leadership and emotional intelligence 

Due to increasing competition in the telecoms sector, telecoms companies 

place greater emphasis on organisational performance, which involves 

pressuring leaders with the task of making correct decisions in complex and 

difficult situations towards achieving a set target in line with effective and 



 3 

efficient utilisation of resources (Lee, 2014;). Leaders are required to not only 

manage, but also to lead with sensitivity in today's service-oriented companies. 

(Ferrar, 2009). 

The telecoms industry is among the most competitive in the world and 

managing organisational performance in that sector could mean improving 

various complex issues that relate to achieving organisational objectives 

(Radha & Prasad, 2013). EI of leaders is expected to provide an added 

advantage through self-awareness and social awareness (Manisha, 2012; 

Shahhosseini et. al. 2012).  

A study by Gryn (2010) posited that there is a positive relationship between 

organisational performance and EI. According to Gryn (2010), the emotional 

tone set by an enterprise's executive or presumed leader can determine its 

success or failure. They contended that leaders must be able to connect with 

others in the organisation, not only intellectually, but also emotionally.  

The argument being made here is that there is a positive relationship between 

the EI of a leader and organisational performance. Thus, the current research 

study aims to evaluate whether the EI of a leader can predict organisational 

performance in a South African context. The findings can be used to improve 

training and mentoring programmes in the telecoms and other South African 

industries. 

1.2. Conclusion 
 

A brief introduction was provided of the terms and concepts used in 

conceptualising this research. The background of the current study was given, 

highlighting the state of the telecom industry in South Africa, and how it can 

remain competitive and position itself for future challenges. The importance of 

EI and effective leadership was highlighted. The current study aims to examine 

the impact of leaders’ EI on organisational performance. 

 



 4 

1.3. Research conceptualisation 
The research problem statement 

Against the above background, the research problem investigated within the 

ambit of this research study reads as follows: “Evaluating the impact of leaders’ 

emotional intelligence on organisational performance and sustainability within 

South African Telecoms firm.”  

It is critical to understand how a leader's EI influences organisational 

performance and sustainability. Little research has been conducted to 

determine this effect, which is why the current study was conducted. 

Due to increasing competition in the telecoms sector, telecoms companies 

place greater emphasis on organisational performance, which involves 

pressuring leaders with the task of making correct decisions in complex and 

difficult situations towards achieving a set target in line with effective and 

efficient utilisation of resources (Lee, 2014). 

The influence of EI on effective organisational leadership remains relatively 

unknown (Ngirande & Timothy, 2014). Further, the authors are of the opinion 

that there is a lack of research (conducted or published) to support the 

relationship between EI and effective leadership despite the interest it has 

garnered. Ashkanasy and Daus (2002) further argue the inadequate 

connection between EI and employee satisfaction.      

According to the Harvard Business Review (2004), emotional intelligence is a 

significant variable that influences organisational performance (Mayer, Goleman, 

Gutstein, 2004). Thus, the study is being conducted to evaluate whether a 

leader’s EI skills have a significant influence on organisational performance and 

sustainability in the selected South African telecoms companies. The study 

would then develop a conceptual framework based on Goleman’s (1998) model 

of EI as illustrated in Table 1. It would also attempt to examine the impact of the 

EI of a leader on organisational performance and sustainability. 



 5 

Table 1: A framework of emotional competencies (Goleman, 1998) 

 

Goleman (1998) believed that EI comprises four fundamental abilities: Self-

awareness, social awareness, self-management and social skills. Specific sets 

of competencies are depicted in the diagram above. 

According to Bradberry and Greaves (2014), EI consists of four core skills that 

can be classified into two primary competencies: personal competence and 

social competence. 

Personal competence 

Personal competence is defined as the ability to manage your behaviour and 

emotions while remaining emotionally aware (Bradberry & Greaves, 2014). It 

refers to an individual's ability to manage himself or herself. It focuses on you 

as an individual rather than your interactions with others. As a result, it entails 

both self-awareness and self-management (Goleman et al., 2002). Emotional 

self-awareness, accurate self-assessment and self-confidence are all aspects 

of self-awareness. It describes how people understand and deal with their own 

emotions. 

• Self-awareness is the capacity to correctly interpret and remain 

conscious of your feelings when they occur. Self-aware people are 

capable of recognising and expressing their own feelings (Goleman, 

1998).  



 6 

• Self-management is the ability to remain resilient and positively steer 

your actions by becoming mindful of your emotions. A person can 

control their emotions while focusing on a task at hand, allowing them 

to positively influence the decision-making process. Emotional self-

control, transparency, adaptability, achievement, initiative and optimism 

are all aspects of self-management. (Goleman, 1998).  
 

Social competence  

Social competence is an attribute that is comprised of social awareness and 

relationship management. Social awareness includes having empathy, 

organizational awareness, and being of service (Bradberry & Su, 2006). The 

most important being empathy, which refers to being aware of others' feelings 

without their utterance. Empathy in the workplace also entails detecting and 

comprehending the issues or concerns that underpin co-workers' emotions. To 

get the best out of others, a leader must demonstrate empathy – the human 

touch (Goleman, 2000).  

• Social awareness is the ability to accurately sense and pick up on other 

people's emotional signals and react in an empathetic manner 

(Goleman, 1998). 

• Relationship management is the ability to use emotional awareness 

(in oneself and others) to successfully manage interactions. According 

to Goleman (1998), some of the components of relationship 

management include inspiring leadership, influence, developing others, 

catalysing change, managing conflict, and teamwork and collaboration.  

The conceptual framework adopts Goleman's (2001) model, which 

emphasises EI as a broad set of competencies and skills that drive leadership 

performance. Self-awareness, self-management, social awareness and 

relationship management are the four core EI frameworks outlined in the 

model. Within each construct of EI, Goleman provides a collection of emotional 

competencies, and indicates that emotional competencies are learned 

capabilities that must be developed to achieve exceptional performance.  



 7 

 

Figure 1: Conceptual framework (adapted from Goleman, 1998) 

 

While EI can improve performance in a variety of areas, including achievement 

and close relationships (Goleman, 1995; Salovey & Mayer, 1990), it is believed 

that it may also play a key role in leadership effectiveness. The current study 

proposes that the four aspects of EI as described by Goleman (2001) 

contribute to effective leadership, which in turn influences organisational 

performance and sustainability. 

The research purpose (aim and objectives) statement 

The purpose of the current study is to establish a relationship between EI and 

effective leadership and how likely can the two constructs influence 

Organisational performance and sustainability. 

 

The study would follow the qualitative research method. In qualitative 

research, data analysis is performed with the aim of generating direct 

interpretations of meanings and functions of a phenomenon under 

investigation (Hedge, 2015).  Upon collection of all the data from participants 

and respondents, a researcher would employ proper procedures to analyse 

the data. Analysing the research data properly helps the researcher gain 

insights from it and draw informed conclusions (Sreejesh et al., 2014).  



 8 

Table 2: Research framework (Author’s own) 

 

 

1.3.1.1. Research aim 

The current study aims to develop a conceptual framework towards a 

sustainable organisation design that could address the impact of EI of the 

leader on organisational performance and sustainability. 

According to Ngirande and Timothy (2014), there has been insufficient 

research conducted and published to support the relationship between EI and 

effective leadership despite the interest shown. Ashkanasy and Daus (2002) 

further highlight the inadequate connection between EI, effective leadership 

and organisational performance. 

EI is becoming more of an important feature in how leaders handle the intricate 

nature of the problems they are faced with in their work environment (Wong & 

Law, 2002). The authors further note the constantly changing challenges 

leaders are confronted with and propose that a successful leader in today’s 

organisation ought to adapt to these evolving issues. For example, leaders 

who don’t have discernment and self-assessment may miss certain cues from 

their co-workers or subordinates.  

 



 9 

1.3.1.2. Research objectives 

In order to lead effective teams and ensure company sustainability, Goleman 

(2001) outlined essential components of EI that leaders must develop. 

Goleman (2001) went on to say that, leaders must be self-aware in order to 

perceive emotions as they arise in response to various business situations and 

be aware of their own strengths and weaknesses. 

Generally, EI can be categorised into four core competencies. For one to 

improve one’s EI, Landry (2019) notes that one requires an in-depth 

understanding of each competency. 

• Self-awareness is central to everything. It describes one’s ability to 

understand one’s strengths and weaknesses, as well as one’s ability to 

recognize one’s emotions and their effect on one’s and one’s team 

performance.  

• Self-management entails managing one’s emotions, especially under 

stressful circumstances, as well as maintaining a positive outlook 

despite any difficulties experienced. Leaders who lack self-

management tend to be reactive and find it difficult to control their 

impulses.  

• Social awareness describes one’s ability to recognise other people’ 

emotions and the dynamics in effect in one’s organisation. Leaders who 

are highly socially aware are empathetic. They put effort in 

understanding their colleagues’ feelings and points of view, thus 

allowing them effective communication and collaboration with their 

peers. It is also important to be able to read a room. 

• Relationship management refers to one’s ability to influence, coach, 

be a mentor, and resolve conflict in an effective manner.   

The current study seeks to establish the influence of the above EI 

competencies on leaders and how likely it is to promote positive feelings 

among subordinates, which according to Allen and Meyer (1990) and Amjad 

(2018) tend to increase participation, cooperation and improved organisational 

performance and sustainability.  



 10 

The following research objectives and research questions would help guide 

the current study: 

 Objective 1 (Literature review): To critically analyse the key concepts 

of EI of leaders, and organisational performance and sustainability. This 

objective would support the main construct of the study’s literature 

review. 

 Objective 2 (Data collection): To explore the constructs of EI and how 

it relates to organisational performance and sustainability. This 

objective would assist the current study with data collection. 

 Objective 3 (Data analysis): To establish the themes and extent to 

which organisational performance is impacted by EI and its contribution 

to the sustainability of the organisation. 

 Objective 4 (Synthesis/aim): To develop a conceptual framework 

towards a sustainable organisation design that could address the 

impact of EI of the leader on organisational performance. 

 

 

The research questions  

1.3.1.3. Primary research question 

The research question posed within the ambit of this dissertation, reads as 

follows: “How will developing a conceptual framework towards a sustainable 

organisation design, address the impact of EI of the leader on organisational 

performance?” 

1.3.1.4. The research sub-questions 

The investigative questions researched in support of the research question are 

as follows: 

 What are the key concepts of EI of leaders influencing organisational 

performance and sustainability? 



 11 

 What is the impact of EI of leaders on organisational performance and 

sustainability? 

 What are the themes that emerge for the development of the conceptual 

framework towards a sustainable organisation? 

 How could the conceptual framework address the research problem 

and be modified towards a sustainable organisational design? 

The attributes contained in the above research questions, i.e., EI, effective 

leadership, organisational performance and sustainability, would form the 

basis of the data-collection questionnaires. 

1.4. Delimitations and assumptions of the research study 
 

Limitations of the study  

The participants in this study were restricted to employees within the 

researcher's current employer and included team leaders and managers from 

various departments within the Enterprise Business Unit environment. Fellow 

MBA students and individuals known to the researcher also formed part of the 

research study. To reduce bias, objective questions on standardised survey 

questionnaires were used, ensuring that participants remained anonymous 

after contributing to the study. 

Key research assumptions  

The study's relevance and accuracy of the findings are dependent on the 

sincerity of those who participated. As a result, a basic assumption is that those 

who took part provided correct information and were entirely truthful when 

answering questions. 

Ontology/research paradigm 

A research paradigm, or philosophy, refers to a system of beliefs, and 

ontological and epistemological assumptions, that a researcher may subscribe 

to regarding the development of knowledge (Rajasekar, 2013; Saunders et al., 

2016). In this research study, two ontological observations were made: 

• Humans are the weakest link in the information and cybersecurity chain. 



 12 

• Existing information and cybersecurity framework models are largely, 

and mainly, techno-centric (as opposed to being socio-technically 

equivalent to strengthen the weak socio/human link). 

 

Saunders et al. (2016) distinguished the philosophical assumptions through 

the objectivism and subjectivism perspectives as shown in Table 3.  

  



 13 

Table 3: Philosophical assumptions through objectivism and subjectivism perspectives, 

derived from Goodwin & Darley (2008) and Saunders et al. (2016) 

Philosophical 
assumption 

Typical questions Objectivism  
perspective 

Subjectivism 
perspective 

Ontology 

(nature of 
being, or 
reality) 

What makes humans 
the weakest link in 
security chain? What 
are security 
frameworks like? 

Perspective based 
on: One true reality 
or universalism; 
granular things; 
externalities; order 

Perspective based on: 
Multiple realities or 
relativism; convention; 
social 
constructionism; 
flowing processes; 
chaos 

Epistemology 

(nature of 
knowledge) 

How do we know, and 
accept, that humans 
are the weakest link in 
the security chain? 
How do we know, and 
accept, that existing 
security framework 
models are largely 
techno-centric? 

Through numbers, 
facts, 
generalisations, 
observation of 
phenomena, and 
assumptions of a 
natural scientist 

Through opinions, 
narratives, attributed 
meanings, context 
specifics, and 
assumptions of 
humanities and the 
social scientist 

 

With reference to Table 4, the ontological position of this research study is 

subjectivism. This is because the two ontological and epistemological 

assumptions, although somewhat previously quantified by various 

researchers, are still subjective and based on opinions, context specifics and 

social constructions of different social actors (people) (Goodwin & Darley, 

2008; Saunders et al., 2016). Hence, it is very difficult to attain a definitive state 

of adequate security. There are various types of research philosophies 

(epistemological perspectives), as shown in Table 4.  

 

  



 14 

Table 4: Research philosophies and associated research methods, derived from Carson et al. 
(2006), Barney et al. (2007), Merriam (2014), and Saunders et al. (2016) 

Philosophy type Philosophy type 
description 

Associated 
research 
approach 

Associated  

research 
methodology 

Associated 
research 
strategy 

Positivism 

(post-positivism) 

Researcher keeps 
objective posture, 
is independent 
and detached 
from what is being 
researched 

Deductive and 
highly 
structured 

Quantitative Surveys, 
experiments 

Critical realism Acknowledgement 
of bias by 
researcher, but 
tries to be as 
objective as 
possible to reduce 
it and any errors  

Retroductive Any method 
appropriate for 
study  

at hand 

Action 
research, 
ethnography 

Interpretivism 

(constructivism) 

Researcher is 
subjective, part of 
what is being 
researched, and 
interpretations 
critical to 
knowledge 
contribution 

Inductive Qualitative Case study, 
ethnography; 
grounded 
theory 

Postmodernism 

(post-structural) 

Researcher and 
phenomena 
embedded in 
power relations. 
Certain narratives 
of research 
suppressed at 
expense of others 

Any suitable 
research 
approach 

Qualitative Any strategy 
appropriate 
for study at 
hand  

 

Pragmatism 

 

Researcher’s 
doubts and beliefs 
initiates this type 
of research 

Any suitable 
research 
approach, 
including 
abductive. 
The emphasis 
is on practical 
outcomes  

Any suitable 
methodology, 
including 
qualitative, 
multiple, 
quantitative or 
mixed 

Any suitable 
strategy. 
This is 
driven by the 
nature of a 
research 
problem 

 

With reference to Table 4.5, the research paradigm adopted in this study leans 

toward both interpretivism/constructivism and pragmatism. In this study, the 

two research paradigms are not mutually exclusive. Rather, they are 

complementary since the emphasis of the study is to find pragmatic ways to 

address the impact of EI of leaders on organisational performance. 



 15 

Pragmatists acknowledge that there are various means of interpreting the 

world around us and that all facts affect our actions (Shariatinia, 2016).  

However, in the end, the objective of a pragmatist’s research study is to 

contribute practical solutions that can inform future, and hopefully improved, 

organisational practices (Saunders et al., 2016). 

The researcher has more than 10 years’ experience in the telecoms industry, 

mainly working in the technology and engineering environment. Over the 

years, the researcher has observed that most employees, including managers, 

in the technical environment do lack some emotional competencies that are of 

vital importance in the workplace. This lack of emotional competency may be 

detrimental to organisational effectiveness.  

Employees working at a telecom’s environment have typically technical 

abilities, therefore they would need to learn and develop emotional 

competence (a learned capability based on EI) in order to achieve high 

performance at work as described by Raza and Kashif (2011). Goleman (2004) 

suggests that EI is a skill whereby those who own it try to control their life with 

self-awareness, improve it with self-management, and perceive its effects 

through sympathy or by managing relations to improve their own or others’ 

morale. 

The researcher is of the view that emotional competency is essential for 

employee performance and organisational effectiveness. It is an integral tool 

for an efficient workforce and organisational success. This is in line with the 

aim of the current research study. 

1.5. Significance of the research study 
 

The significance of this research study is vested in the possibility that the 

results obtained, and reciprocal recommendations, can be applied to the 

research problem, and alleviate in the short term the current inefficiencies that 

exist in the organisation where the researcher is working. From a long-term 

perspective, the recommendations could be implemented to the benefit of 

other organisations in South Africa. 



 16 

 

1.6. Preface to the research report 
 

To this end, the report has six chapters. Following this introductory chapter, 

Chapter 2 provides a literature review covering the problem, the past studies, 

the explanatory framework and the conceptual framework. Chapter 3 

discusses the research strategy, design, procedures, reliability and validity 

measures as well as limitations. Chapter 4 presents and discusses the 

findings, to interrogating the research questions, while Chapter 5 and 6 

summarise and conclude the research. 

 



 17 

2. LITERATURE REVIEW 

2.1. Introduction 
 

The literature review is a critical part of any research study. According to Gill 

and Johnson (2003, p. 26), “a critical review of the literature should provide the 

reader with a statement of the state of the art and major questions and issues 

in the field under consideration.” Merriam (as cited in Collis and Hussey, 2003, 

p. 109) stated that a literature review should be “an interpretation and synthesis 

of published research”. 

In this chapter, an in-depth literature review is conducted on the primary theme 

of the dissertation, problem statement and research objectives. The purpose 

of this literature review is to critically analyse the key concepts of EI of leaders, 

and organisational performance and sustainability.  

2.2. EI definition and models 

This section of the research study will explain EI and its different models, why 

it is important, and how to best apply it in the workplace to maximise 

organisational performance.  

EI definitions 

Each definition describes EI in a slightly different way. Similarly, to how the 

definition of cognitive intelligence has shifted over the last decade, the concept 

of EI has shifted based on who describes it (Ackley, 2016).  

According to Ackley (2016), each definition has its own merits. He believes 

that settling on a universally accepted definition at this point is premature and 

probably unnecessary. Diverse perspectives on EI inspire various lines of 

research and practice, all of which foster learning (Ackley, 2016). 

 



 18 

The definitions provided by the three models under consideration are as 

follows: 

1. Lewis (2019) defines EI as one’s ability to perceive emotions, to assist 

thought through accessing and generating emotions, to comprehend 

emotions and emotional knowledge, and to be able to regulate emotions 

in a thoughtful manner so as to grow emotionally and intellectually.  

2. The Goleman model describes EI as one’s capacity to recognise one’s 

own feelings and those of others, the ability to motivate oneself, and to 

successfully manage one’s emotions as well as those of others. 

Effective work performance can be enhanced by exhibiting emotional 

competence which is a learned skill based on EI (Lewis, 2019).  

3. According to Bar-On (1997), EI is a set of non-cognitive abilities, 

competencies and skills that influence one's ability to cope with 

environmental demands and pressures. 

Emotional intelligence models 

The three models that currently dominate the EI landscape were developed by 

(1) Peter Salovey and Jack Mayer, and refined in collaboration with David 

Caruso, (2) Daniel Goleman, and (3) Reuven Bar-On. 

 

Mayer and Salovey’ model 

John Mayer and Peter Salovey were the first to develop a comprehensive 

model of EI, beginning with the concept of "emotional information processing”. 

They first defined EI as “the ability to monitor one's own and others' feelings 

and emotions, to discriminate among them, and to use this information to guide 

one's thinking and action” (Salovey & Mayer, 1990). 

Years later, Mayer and Salovey (1997) refined their definition to mean "the 

ability to perceive emotions, integrate emotions to facilitate thought, 

understand emotions, and regulate emotions to promote personal growth". EI 

is defined as the ability to perceive, assimilate, comprehend and regulate 

emotions. Emotions, according to them, are “internal events that coordinate 



 19 

many psychological subsystems such as physiological responses, cognitions, 

and conscious awareness” (Mayer, Caruso & Salovey, 2000, p.180). 

Emotions are intertwined with thoughts; the ability to understand and use them 

to aid in thinking and behaviour is critical. Emotional information is regarded 

as necessary and valuable. According to Mayer and Salovey, “emotional 

intelligence is a set of interconnected skills that enable people to process 

emotionally relevant information efficiently and accurately” (Salovey & Grewal, 

2005).  

According to Mayer and Salovey (1997), there are four levels of EI: Emotional 

perception; the ability to reason with emotions; the ability to understand 

emotions; and the ability to manage emotions. Their working model 

categorises skills or abilities into four categories, which they refer to as 

branches, as shown in Figure 2. 

 

Figure 2: The Four-Branch Model of Emotional Intelligence (Fiori & Vesely-Maillefer, 2018). 

Branch 1: Perceiving emotions entails being mindful of and responsive to 

others' feelings. It relates to the capability to detect and decode emotional 

signals to identify emotions accurately (yours and others') (Papadogiannis, 

Logan, & Sitarenios, 2009). 

Branch 2: Facilitating thought using emotions entails integrating one’s 

emotions in order to facilitate thought. This is achieved by analysing, attending 

to, or reflecting on emotional information, which, in turn, facilitates higher-order 

cognitive activities including reasoning, problem solving, decision-making, and 

considering other people's perspectives (Mayer & Salovey, 1997; Mayer, 

Salovey, & Caruso, 2002; Papadogiannis et al., 2009).  



 20 

Branch 3: Understanding emotions is the ability to interpret how different 

emotions relate to one another and how, over time and situations, emotions 

can fluctuate (Rivers, Brackett, Salovey, & Mayer, 2007).  

Branch 4: Managing emotions involves being able to successfully manage 

one’s own and others’ emotions. Being able to manage emotions allows one 

to maintain, shift, and cater emotional responses to any possible situation 

whether positive or not (Rivers et al., 2007).  

Goleman’s model of EI 

Moore (2019), citing Goleman’s (1998) research on emotional intelligence 

states that leadership and managerial abilities are often linked to EI skills.  

Moore (2019) further states that Goleman’s (1995) model is based on five 

critical factors that determine a person’s EI: 

1. Emotional self-awareness – this skill, known to be similar to Mayer and 

Salovey's Perceiving Emotions skill, is the ability to have an awareness 

of your feelings and how those feelings affect people around you. 

2. Self-regulation – similar to Facilitating Thought and Managing 

Emotions, refers to an individual’s ability to manage their emotions and 

what effect those emotions may have. 

3. Motivation – refers to perseverance in the face of adversity. 

4. Empathy – the ability to detect the emotions of others.  

5. Social skills – an individual’s ability to manage their relationships with 

others and to evoke responses from them.  

 

Bar-On model of emotional-social intelligence (ESI) 

According to Moore (2019), a recent contribution to EI literature, the ESI Model 

by Bar-On’s (2006), groups EI, social skills and their facilitators together. Bar-

On (2006) observed that the construct has important interpersonal and 

intrapersonal components, and thus prefers the term “emotional-social 

intelligence” or ESI. The model is made up of five interconnected 

competencies, skills and behaviour clusters identified from academic literature. 

They were specifically considered because they were all perceived to have an 

impact on our well-being and performance as humans (Bar-On, 2013). 



 21 

Bar-On (2006) identified 16 factors as skills that can be learned and improved 

upon. Those 16 skills have been grouped into five composites similar to the 

other two models. The five composites and definitions thereof are listed below: 

1. Self-perception comprises self-regard (having respect and confidence 

in oneself), self-actualisation (the pursuit of meaning and self-

improvement), and awareness (and understanding) of one’s own 

emotions.  

2. Self-expression comprises emotional expression (expressing emotions 

constructively), assertiveness (communicating feelings and beliefs 

respectfully), and independence (under one’s own control, without 

attachment to emotions).  

3. Interpersonal consists of interpersonal relationships that are mutually 

beneficial, empathy (understanding and sharing the feelings of others), 

and social responsibility (awareness of social issues, extending a 

helping hand).   

4. Decision-making comprises of solving problems (where emotions are 

concerned), reality testing (being able to see things objectively), and 

impulse control (to resist or delay the urge to act).    

5. Stress management involves being flexible (where emotions, thoughts, 

and behaviours are involved), having stress tolerance (coping under 

stressful situations), and being optimistic (positive attitude and 

confidence in the future).  

Conclusion 

Each model has value, but none appears to be complete. Each researcher had 

a different starting point, where they made their figurative cuts. Initially, 

Salovey and Mayer (1997) wanted to expand our comprehension of 

intelligence. Goleman (1998) was interested in bridging the divide between 

psychology and the workplace, so he focused on factors that addressed that 

problem. Bar-On's (2006) study was inspired by the need to look beyond 

conventional assumptions about IQ to see what other factors contribute to 

success. 



 22 

Regardless of which model is preferred, it appears that some interaction 

between native ability and learning is required for a complete understanding of 

EI. Emotional intelligence is the intelligent use of emotions. This integration is 

described in each of the major EI models.  

Some researchers suggested that EI is the most important predictor of life 

success. While this is not always the case, EI has been linked to success in 

life. It has been linked to a variety of skills, including decision-making, 

organisational productivity and academic success, according to research 

(Cherry, 2018).  

The preceding section examined the key concepts of EI and its perceived 

influence on performance (Salovey and Mayer, 1997; Goleman, 1998; Bar-On, 

2006). The following section will look at the influence of EI on leadership and 

organisational performance. 

2.3. EI and effective leadership 
 

This section of the research study seeks to investigate the relationship 

between EI and effective leadership, including the perceived influence on 

organisational performance and sustainability. 

Goleman and colleagues coined the term primal leader (Schoo, 2008) in 

relation to the concept of priming – the primary role a leader occupies in an 

organisation. Goleman (1998) believed that effective leadership required both 

leadership and EI.  

Leadership, by definition, includes a social component. Individuals who are 

better able to assess and adjust to social conditions are likely to be leaders 

(Kobe et al., 2001). Individuals who increase a company's productivity in a 

sustainable manner are regarded as examples of effective leaders.  

Managers with higher EI are better able to facilitate effective working 

relationships with others (Mayer et al., 2008). Such qualities are much more 

important in the workplace, where individuals engage with a large number of 

people, and leaders in particular are frequently responsible for the well-being 

of large groups of people while attempting to achieve goals. 



 23 

High levels of EI indicate a higher likelihood of success (Mayer & Cobb, 2000). 

For example, rather than overall intelligence (IQ), the level of EI is more likely 

to predict a manager's ability to effectively lead their department (Gilio & 

Dorsey, 2016). Higher levels of EI in leaders may be characterised by greater 

self-awareness and empathy (Goleman, 1998b). These people will collaborate 

well with others, connect with their team members and motivate others in 

difficult situations.  

Leaders with high EI are more likely to be aware of their own and others' needs, 

as well as how to make the best decisions to meet everyone's needs. Most 

importantly, these abilities can be learned. Some of the most important traits 

identified build on an individual's innate personal qualities. Many researchers 

and practitioners agree that EI characteristics can be learned and improved 

through practice and training (Kreitz, 2009). 

Danguah (2014) explains that the success of relationship employees and how 

it affects service quality, customer satisfaction and organisation performance 

can be supported by Goleman’s (1995) model of mixed EI. The model argues 

that emotional competences are not innate but rather can be taught and 

therefore learnt. According to Goleman’s (1995) model, education can 

influence an individual’s EI. Goleman’s (1995) model remains the most 

accepted model for social inter-relational and business relationships though its 

credibility has been questioned conceptually (Mayer et al., 2001).  

Conclusion 

This section attempted to examine the relationship between EI and effective 

leadership and its perceived impact on organisational performance. While EI 

can improve performance in a variety of areas, including achievement and 

close relationships (Goleman, 1995; Salovey & Mayer, 1990), it is believed that 

it may also play a key role in leadership effectiveness. The current study 

proposes that the four aspects of EI as described by Goleman (1995) – 

namely, self-awareness, self-management, social awareness and 

relationships management – contribute to effective leadership, which in turn 

influences organisational performance and sustainability. The following 



 24 

section would investigate the link between EI and organisational performance 

with an aim to further support the research goal. 

2.4. EI and performance 
 

The outcome or effect of an individual's actions over a given period of time is 

referred to as performance managing employee performance and is important 

for an organisation to achieve its objectives (Shahzad, 2010). In the overall 

strategy of the company, assessing an employee's competency and evaluating 

his productivity is critical. Pacing oneself in terms of output is vital, and this 

cannot be achieved unless the employee's potential and ability to succeed are 

evaluated.  

According to Shahzad (2010), the efficiency and effectiveness of a company 

are inextricably linked to the performance of its employees. Better employee 

performance contributes to several positive outcomes, including improved 

employee cohesion, high-quality productivity and workplace engagement 

(Ashford & Black, 1996).  

Emotional competence, which according to Goleman (1998, p.2) is a "learned 

skill based on emotional intelligence", is equally essential for achieving 

outstanding results. This illustrates that in order to be a star performer, workers 

must possess high interpersonal and intrapersonal competencies in addition 

to professional skills and abilities (Golemen, 1998). 

EI was tested alongside 33 other important workplace skills by TalentSmart 

and, according to Bradberry and Greaves (1995), was discovered as a best 

predictor of performance, accounting for 58 per cent of success in all types of 

jobs.  

Through his work, Goleman has shown that EI is closely related to job 

effectiveness particularly for individuals holding higher positions in the 

workplace; however, this has come as a shock to the business sector (Lee, 

2014). EI and its role in the organisation is widely covered in literature related 

to performance in the workplace (Lee, 2014). Literature shows that a great 

leader not only has intellect, but EI which influences decision-making (Lee, 

2014). 



 25 

While there have been objections to the findings of EI having an effect on job 

performance, the majority of other research findings show that EI and job 

performance have a positive relation (Lee, 2014).  

According to Shahzad (2010), the efficiency and effectiveness of a company 

are linked to the performance of its employees. Better employee performance 

contributes to several positive outcomes, including improved employee 

cohesion, high-quality productivity and workplace engagement (Ashford & 

Black, 1996).  

EI and organisational performance 

There is a growing body of research that suggests that EI ought to be 

considered as playing a key role (as opposed to being an additional factor to 

consider) in the effective performance of managers in the workplace since 

performance is not only influenced by mangers’ knowledge and skills but also 

their emotions and personality traits (Kim, 2020).    

According to Kim (2020), many recent studies support the positive relationship 

between a manager’s EI and performance of the company. One of those 

studies suggests that a manager with high EI is able to improve the 

effectiveness of his job performance while also being aware of the company's 

financial position. 

According to Oyewunmi, Oyewunmi and Oludayo (2015), emotionally 

intelligent leaders perform better in the workplace, appear to be happier and 

committed to their employer, show more success in the workplace, apply a 

positive outlook when seeking to improve the organisation’s performance, and 

make employees feel included, enthusiastic, trusted and needed through 

strong interpersonal relations.    

A leader’s ability to positively influence the emotions of employees has the 

potential to improve employee performance (Humphrey, 2002). The 

application of these rare qualities combined with the ability to influence 

subordinates towards task completion will in the end lead to organisational 

growth and performance (Oyewunmi et al., 2015).    



 26 

Wong and Law (2002) discovered that EI has a positive effect on performance. 

Managers' EI can have a significant impact on their subordinates' 

performance.  

 

Ezzi, Azouzi and Jarboui (2016) assert the role of EI in conflict management 

among workers. In their research, those authors confirmed a positive 

relationship between emotion management, emotion understanding, and 

customer service performance. In determining the long-term performance of 

employees, personal emotions appear to have a higher significance as 

opposed to their intellectual abilities (Ezzi et al., 2016). According to Cheng 

and Chang (2009), emotionally intelligent leaders who are adaptable to 

changing environments are likely to be more effective at solving problems and 

strategy development in comparison to those who are only able to focus on 

one dimension or orientation.  

According to Porter (1980), changes in the environment determine a firm’s 

performance, wherein threats may appear unexpectedly, and opportunities 

may be scarce. To that end, a firm’s ability in responding to changes in the 

environment will tend to be more subjective (Akram, Goraya, Malik & Aljarallah, 

2018). 

According to Akram, et. al (2018), organisational performance can be viewed 

from different standpoints such as the firm’s capabilities, quality, profits gained 

from the selling of goods and services, return on investments, and its ability to 

reduce operational costs. In order to be sustainable under these realms, 

organisations are obliged to lead their business in a manner in which they are 

not only socially responsible, but also environmentally capable (Akram et. al, 

(2018).  The next section will cover organisational sustainability in detail.  

 

EI and organisational sustainability 

EI has recently emerged as an important component of reforming the 

landscape of organisational behaviour practices to support corporate 

sustainability (Rivero, 2014). 



 27 

Sustainability in business involves having a minimal impact (or positive effect) 

on the environment, community, or society in general (Spiliakos, 2018). It 

addresses mainly two categories viz the effect of business on the environment, 

and the effect of business on society. 

There are distinct parts concerned with corporate sustainability according to 

Rivero (2014). Organisations are concerned with ecological and sociological 

issues from an external environmental standpoint. For example, a company 

might be concerned about government legislation or the physical environment, 

both of which could have an impact on overall operations (Rivero, 2014). 

Trustworthiness in the workplace can be fostered by leaders who model a good 

attitude among subordinates thus creating open lines of communication 

between management and staff (Rivero, 2014). It is just as important for 

leaders to have good social skills to promote effective communication with 

subordinates. In the same token, effective EI leaders are more likely to treat 

their employees well, thus building trustworthiness in the workplace (Rivero, 

2014). 

In a similar study, leaders with a high level of EI were seen to have self-

awareness, were able to self-manage, have empathy, and good social skills. 

(Goleman, 2011). Other studies have suggested that emotionally intelligent 

leaders are high performers in comparison to other leaders who did not exhibit 

EI behavioural traits (Rivero, 2014). 

When making business decisions, sustainable businesses consider a variety 

of factors such as environmental, economic and social factors and monitor the 

impact their operations have to avoid short-term profits resulting in long-term 

liabilities (Spiliakos, 2018). 

 



 28 

 

Figure 3: The Concept of Business Sustainability (HBS: Online, 2018)  

The Brundtland Commission defined sustainability as "meeting the needs of 

the present without jeopardising future generations' ability to meet their own 

needs" (WCED, 1987). Most definitions of sustainability propose three focus 

areas of economic sustainability, social sustainability and environmental 

sustainability (Elkington &  Fennell, 1998).  

2.5. Conclusion 
 

Analysis of the three models of EI to find out how they differ from one another 

shows that they are complementary rather than contradictory albeit, debate 

surrounding certain controversial aspects (a variety of definitions and 

constructs of EI) remains (Raza & Kashif, 2011). 

Research finds significant relationships among all the three models of EI, by 

recognising the co-dependence of both cognitive and non-cognitive factors.  

The next chapter identifies and describes the research approach, design, 

procedure and methods that will be used in this research to collect, process 

and analyse empirical evidence.  



 29 

3. RESEARCH STRATEGY, DESIGN, PROCEDURE 
AND METHODS 

3.1. Research strategy 
 

At the centre of a research design are research questions, which specifically 

outline what needs to be investigated (Maxwell et al., 2013). A research design 

is the necessary steps of how a researcher will go about addressing these 

questions (Saunders et al., 2016). In essence, it provides a framework and 

detailed roadmap for the collection and analysis of data (Barney et al., 2007; 

Sreejesh et al., 2014). Figure 2 illustrates a research design employed in the 

current study. 

  

Research Design

Exploratory Causal

Secondary 
Data

Qualitative 
Data

Qualitative & Quantitative 
Data

SurveysIn-depth Interviews 
and/or Focus Groups Observations

Research Problem

Descriptive

Direct Indirect

Model Results 
Through Deployment

Model 
Validation

 

Figure 4: Research methodology, derived from Sreejesh et al. (2014) 

Although Sreejesh (2014) only discusses three research purposes 

(exploratory, descriptive and causal), it is very important to highlight that this 

research study subscribes to the view of Saunders et al. (2016) that there are 

more research purposes than shown in Figure 4. According to these 

researchers, those are exploratory, descriptive, explanatory or causal 



 30 

(Sreejesh, 2014) and evaluative. A research methodology refers to the specific 

procedures used to carry out research (Hegde, 2015). 

According to Denzin and Lincoln (2011), a qualitative research methodology is 

often associated with an interpretive research paradigm. This is because 

researchers need to make sense of the socially constructed and subjective 

meanings given to phenomenon under investigation (Saunders et al., 2016). 

Ultimately, the goal of qualitative research is to find and explain patterns and 

their relationships in the data of phenomena being studied (Jabareen, 2009). 

It can be inferred, therefore, that positivism and critical realism (see Table 4) 

are both not suitable for the current study.  

3.2. Data collection and analysis  
 

A research data collection and analysis strategy refers to techniques and 

procedures of how a researcher will go about collecting and analysing data in 

answering their research questions (Saunders et al., 2016). In general, there 

are a number of research data collection strategies a researcher can adopt 

depending on the nature of study inquiry. These strategies include the 

following (Sahu, 2013; Sreejesh et al., 2014; Hedge, 2015; Saunders et al., 

2016): 

• Census/sample survey 

• Experiment 

• Case study 

• Archival and documentary research  

• Action research 

• Ethnography 

• Grounded theory 

• Narrative inquiry 

As shown in Figure 2, the survey research strategy can be employed by both 

the qualitative and quantitative modes of inquiry, regardless of the exploratory 

or descriptive nature of the study. The current study, however, pursued the 

exploratory inquiry mode through the qualitative research methodology to 

validate the conceptual framework. The data collection strategy therefore 



 31 

found to be appropriate is the sample survey through questionnaires. A survey 

is a research data collection strategy used to gather data from respondents 

usually through questionnaires (Sreejesh et al., 2014).  

It is a comparatively easy data collection strategy to explain and understand 

(Saunders et al., 2016). Moreover, exploratory research studies are usually 

associated with qualitative research methods as adopted in this study (Berndt 

& Petzer, 2011). Saunders et al. (2016), however, argued that the survey data 

collection strategy is also associated with a deductive approach, which is 

linked to descriptive and quantitative research studies. 

Sample design 

According to Maxwell (2013), whenever a researcher is faced with a choice 

about what data sources to pay attention to or whom to talk to, a sampling 

decision needs to be made. A sample refers to a representative part of a 

population (Sahu, 2013), whereas sampling denotes a process where a small 

part of the population is selected as participants (sample elements) for a 

survey (Berndt & Petzer, 2011). A population in this case, according to 

Saunders et al. (2016), refers to the full set of elements or cases from which a 

sample is taken. Since it may be difficult, if not impractical, for the researcher 

to know, or even have access to, all the sample elements of the information 

and EI practitioners and researchers (Saunders et al., 2016), Kolb (2010) 

emphasises the importance of defining a target population in order for the right 

survey participants to be selected. 

The survey participants were selected on the basis of their experience, 

knowledge and relationships with the subject matter (Freedman et al., 2007). 

In addition to experience and knowledge, the willingness and availability to 

participate in a study, as well as the ability to express opinions and experiences 

in a reflective manner cannot be overemphasised (Bernard, 2011). 

Sampling method 

There are, generally, two types of sampling methods, namely, probability (or 

representative) sampling and non-probability (non-random) sampling 

(Sreejesh et al., 2014).  



 32 

For probability sampling, Saunders et al. (2016) states that the chance of each 

case being selected from the target population is known and often equal for all 

cases. The inverse is true however for non-probability sampling and makes it 

impossible to answer research questions that need statistical inferences to be 

made about the characteristics of the population (O'Reilly, 2017).  

Most qualitative researchers, however, employ the non-probability sampling 

technique as their first choice (Merriam, 2014). The most common type of non-

probability sampling in qualitative research is called purposeful (Patton, 2002) 

or purposive sampling (Merriam, 2014). In purposive sampling, participants are 

specifically identified and chosen for the study due to some interesting 

association to the researcher and his/her research topic (Ferrar, 2009). 

Maxwell (2013) concurred that purposive sampling techniques involve 

particular persons or contexts that are intentionally chosen to provide 

information that cannot otherwise be obtained as greatly from other data 

sources.  

Collection techniques 

A well-designed data collection plan requires the insight and creativity of a 

researcher, not a blind conversion of research questions into collection 

techniques (Maxwell, 2013). Qualitative modes of inquiry rely generally on the 

seamless integration of information from various sources of data and collection 

techniques, a principle referred to as triangulation (Denzin, 2017). 

Maxwell (2013) posited that this technique can minimise the potential 

limitations or biases in a study conclusion due to the adoption of a particular 

method, and can also empower the researcher to attain acceptable levels of 

validity and abstraction of the explanations developed (Maxwell, 2013). In 

general, data collected for research purposes can either be primary or 

secondary (Sahu, 2013). Primary data are new data collected directly from 

participants using data collection techniques such as the survey (Sreejesh, 

2014; Hedge, 2015; Saunders et al., 2016): 

• Interviews 

• Questionnaires 

• Measurements 



 33 

• Direct observation 

• Tabulation 

• Internet-mediated data collection 

 

Survey questionnaire  

Although there are multiple views on what a survey questionnaire is, in this 

study it represented a data collection technique where each participant was 

asked the same set of questions in a pre-determined sequence (De Vaus, 

2014), regardless of whether it was self-administered, completed face-to-face 

or by telephone. According to Brace (2008), the key objective of a survey 

questionnaire is to extract the data essential for the researcher’s research 

objectives and questions.  

Punch (2003) argued that this could be achieved by designing a questionnaire 

that asks for the kind of information required to answer the research questions. 

Oppenheim (2000) and Bell and Waters (2014), however, were of the opinion 

that it is very difficult to develop a good survey questionnaire. According to 

Saunders et al. (2016), a good survey questionnaire must ensure that the 

researcher collects the right data to answer his/her research questions. 

Data analysis procedures 

Upon collection of all the data from participants and respondents, a researcher 

must employ proper procedures to analyse the data. Analysing the research 

data properly helps the researcher to gain insights from it and draw informed 

conclusions (Sreejesh et al., 2014). In qualitative research, data analysis is 

performed with the aim of generating direct interpretations of meanings and 

functions of a phenomenon under investigation (Hedge, 2015).  

Saunders et al. (2016) recommended that the analysis of data be performed 

simultaneously with data collection as it can reveal to the researcher some 

important data patterns, themes and relationships. This worked well for the 

current study’s personal and focus group interview data-collection technique 

as it allowed the researcher to decide how to test emerging themes in the data 

progressively (Maxwell, 2013). Indeed, the interactive nature of concurrently 



 34 

collecting and analysing data allowed the researcher to adjust future data-

collection procedures to determine whether related data exist in cases where 

research was planned (Corbin & Strauss, 2008). 

There are three main procedures for qualitative data analysis (Maxwell, 2013), 

namely, categorising procedure, connecting procedure, and memos and 

displays. The current study has adopted the data categorising procedure as it 

involves qualitative data preparation (Merriam, 2014) such as transcribing and 

editing interview data, coding, entering, cleaning and performing thematic 

analysis on the data (Sreejesh et al., 2014; Maxwell, 2013). Figure 5 

summarises the qualitative data analysis procedure adopted in the current 

study.  

 

Code Data

Cleanse Data

Transcribe Audio 
Recordings
(Edit data)

Enter Data

Perform 
Thematic Analysis on Data

• Search for themes and patterns in the data and 
recognise relationships

• Refine the data themes
• Evaluate the data themes

 

Figure 5: Qualitative data analysis procedure, derived from Saunders et al. (2016) & Sreejesh 

et al. (2014)  

Data reliability  

Internal reliability refers to ensuring consistency of the collection and analysis 

of the data (Merriam, 2014). One way of achieving this is by using multiple data 

collectors. Since the study adopted a mixed-methods approach to data 

collection, as well as a diverse sample of participants to increase the internal 

reliability of the data, it was not necessary to use multiple data collectors. 

External reliability, on the other hand, is more concerned with the replicability 

and consistency of the study results (Malhotra, 2012). Saunders et al. (2016), 

however, contended that qualitative research is not necessarily intended for 



 35 

replication since participants’ interpretations are socially constructed in a 

specific setting at the time it is conducted.  

Nonetheless, the researchers emphasise that a rigorous description of the 

study context, research design and methods is still necessary as it may help 

other researchers should they wish to replicate a similar study. In the previous 

sections of this chapter, a rigorous description of the adopted research 

methods, approach and strategy was provided. These should enhance the 

reliability of the research findings and conclusions of the study. While it is 

necessary, data reliability is not the only key characteristic that ensures good 

quality research (Saunders et al., 2016). Data validity is also essential 

(Sreejesh et al., 2014).  

 Data validity 

Data validity is acknowledged to be a key factor in research design (Maxwell, 

2013). It refers to the ways in which validity threats are avoided and 

appropriate measures are taken to ensure accuracy of the collection and 

analysis of data (Saunders et al., 2016). As stated by Maxwell (2013), some of 

the best strategies for data validity include intensive interviews and 

triangulation, as adopted in the current study. Ethical concerns of the data as 

well as the participants providing it must also be addressed when conducting 

research. 

3.3. Ethical concerns 
 

Ethical concerns did arise as the researcher sought access to individuals and 

organisations, and collected, analysed and reported on the data. As noted by 

Sekaran and Bougie (2017), ethics in the context of research refers to the 

expected code of conduct or societal norms of behaviour by a researcher with 

regard to the rights of the study participants. To ensure that those who are the 

subject of the research study, or directly affected by it, have their rights 

protected, an ethics approval request to conduct the study was granted by the 

Research Ethics Committee of the University of Witwatersrand, Wits Business 

School. The same ethical considerations were accorded to the survey 

questionnaire respondents. 



 36 

3.4. Researcher biases 
 

One of the threats to validity of the qualitative data (Maxwell, 2013), and its 

reliability (Saunders et al., 2016), is researcher bias. As noted by Maxwell 

(2013), researcher bias refers to any factor such as a researcher’s 

preconceptions, values, or theory that may distort the collection and analysis 

of the data. For example, a researcher’s preconceptions or subjective views 

about phenomena may negatively influence the way interview recordings are 

transcribed and survey questionnaire responses interpreted.  

According to Hammersley & Atkinson (2007), it is impossible to totally eliminate 

the researcher’s influence. Rather, what we can do is to understand it and use 

it ethically and productively to answer the research questions (Maxwell, 2013). 

This was accomplished by consciously keeping the researcher’s bias towards 

certain response items over others in check while editing the interviews and 

questionnaire data (Hedge, 2015). 

3.5. Methodological limitations 
 

The two main limitations worth acknowledging are sample size and time 

horizon. Although Saunders et al. (2016), Merriam (2014), Sahu (2013) & 

Palinkas et al. (2013) argue that there are no rules for qualitative research data 

sample size, only saturation is important. In addition, Saunders et al. (2016), 

Creswell (2013) and Palinkas et al. (2013) contend that 5 -25 participants 

suffice for semi-structured and in-depth interviews as adopted in this study. 

However, the researcher is of the opinion that the sample size of the current 

study was a bit low.  

The second methodological limitation is time horizon of the research study. 

This was a cross-sectional study, which means there was time constraint. Had 

this been a longitudinal study, the researcher is of the opinion that multiple 

direct personal interviews and focus group interviews would have yielded even 

better results of the study.  



 37 

3.6. Conclusion 
 

The study assumed a subjectivism ontological position wherein reality of 

phenomena is socially constructed by different social actors. As a 

consequence, the pragmatic social constructivism research philosophy was 

adopted. The study subsequently employed the deductive approach, which is 

descriptive in nature, to review critically the leadership, EI and organisational 

performance literatures to describe what the possible causes of the gaps could 

be. In addition, the study employed the inductive approach, which is 

exploratory in nature, to understand why gaps in the selected frameworks.  

In this regard, the qualitative research methodology, associated with an 

interpretive research philosophy, was adopted. The main objective of selecting 

the qualitative research approach as the leading method of research was to 

find and explain the themes, patterns and their relationships in the conceptual 

frameworks. 



 38 

4. PRESENTATION OF RESEARCH RESULTS 

4.1. Introduction 
 
In this chapter, detail is provided pertaining to the data collected for the 

research. Furthermore, the data must be analysed using descriptive or 

inferential analysis method. Thereafter, the analysed data will be interpreted 

and mapped to the literature review. 

Procedure 

The survey was conducted using the online platform Qualtrics. This procedure 

was used because it was more convenient for the participating organisations 

and their employees. The questionnaires were distributed to more 120 

participants, and 104 responded. This accounts for a response rate of 87%. 

Thus, the results can be generalised to the entire population given the high 

response rate. 

4.2. Sample characteristics 
 

Gender Distribution 

In terms of the gender composition, the study found that 59% of the 

respondents were male, while 41% were female, as shown in Table 2 below. 

Table 5: Gender distribution 

# Answer % Count 

1 Male 58.95% 56 

2 Female 41.05% 39 

3 Prefer not to disclose 0.00% 0 

 Total 100% 95 

 

  



 39 

Age Distribution 

In terms of the age distribution of respondents, the study found that most (57%) 

of the respondents were aged between 30 and 39 years, 24% were aged 

between 40 and 49 years, 12% were aged between 20 and 29 years, and the 

rest (7%) were 50 years and above. The percentage in this table shows that 

the allocation of questionnaires to various groups was in no way influenced by 

bias. It is a true reflection of the researcher’s impartiality in the distribution of 

questionnaires. 

 
Table 6: Age distribution 

# Answer % Count 

1 20 - 29 11.58% 11 

2 30 - 39 56.84% 54 

3 40 - 49 24.21% 23 

4 50 and above 7.37% 7 

 Total 100% 95 

 

Period of stay in the organisation 

The study found that most of the respondents had been in their respective 

organisations for a period of between one and five years (53%), while 23% had 

been in their organisations between six and 10 years, and the rest (24%) had 

been in their organisations for more than 10 years. These results are 

summarised in the table below. 

 

 

 

 



 40 

Table 7: Period of stay in the organisation 

# Answer % Count 

1 1 - 3 years 29.79% 28 

5 4 - 5 years 22.34% 21 

6 6 - 10 years 23.40% 22 

7 More than 10 years 24.47% 23 

 Total 100% 94 

 

Academic qualifications 

The study found that most (41%) of the respondents had achieved either 

Degree or Honours level in their academic qualification, while 32% had 

achieved a master’s or PhD level, and the rest (25%) had achieved up to higher 

certificate or Diploma level. 

 

Table 8: Composition of academic qualification 

# Answer % Count 

1 Higher Certificate / Diploma 27.37% 26 

3 Degree / Honours 41.05% 39 

4 Masters / PhD 31.58% 30 

 Total 100% 95 

 

 

 

 

  



 41 

SA - Emotional Intelligence (Self-Awareness):   

Table 9: Self-Awareness (SA) 

 

# Question 
1 

(never) 
 

2 
(rarely) 

 
3 

(sometimes) 
 

4 
(often) 

 
5 

(always) 
 Total 

1 

I recognize 

how my 

feelings 

affect my 

performance. 

2.41% 2 2.41% 2 19.28% 16 46.99% 39 28.92% 24 83 

2 

I am aware 
of my 

strengths 

and 

weaknesses 

0.00% 0 1.23% 1 12.35% 10 50.62% 41 35.80% 29 81 

3 

I am 

decisive, and 

able to make 

sound 

decisions 

despite 

uncertainties 

and 

pressures. 

0.00% 0 2.41% 2 31.33% 26 53.01% 44 13.25% 11 83 

4 

I am 
reflective and 

try to learn 

from 

experience. 

1.22% 1 0.00% 0 10.98% 9 41.46% 34 46.34% 38 82 

5 

I am open to 
candid 

feedback, 

new 

perspectives, 

continuous 

learning, and 

self-

development. 

0.00% 0 1.25% 1 12.50% 10 37.50% 30 48.75% 39 80 

SA – Seem to be high at over 65%) 

 



 42 

SM - Emotional Intelligence (Self-Management):     

SM - Detailed responses (SM seem to be high at over 55%) 

Table 10: Self-Management 

# Question 1 
(never)  2 (rarely)  3 (sometimes)  4 (often)  5 (always)  Total 

1 

I think clearly 
and stay 
focused 
under 
pressure. 

0.00% 0 0.00% 0 28.40% 23 50.62% 41 20.99% 17 81 

2 

I consistently 
act ethically 
and am 
considered 
to be above 
reproach. 

0.00% 0 0.00% 0 12.50% 10 48.75% 39 38.75% 31 80 

3 

I am 
organized 
and careful 
in my work 

0.00% 0 0.00% 0 17.50% 14 45.00% 36 37.50% 30 80 

4 

I maintain my 
composure, 
even during 
stressful 
times 

1.23% 1 1.23% 1 23.46% 19 53.09% 43 20.99% 17 81 

5 

I seek out 
fresh ideas 
from a wide 
variety of 
sources. 

0.00% 0 3.70% 3 16.05% 13 45.68% 37 34.57% 28 81 

 

 

  



 43 

SOA - Emotional Intelligence (Social Awareness):     

SOA – detailed responses (SOA seem to be high 70%) 

Table 11: Social Awareness (SOA) 

# Question 1 
(never)  2  3 

(sometimes)  4  5 
(always)  Total 

1 
I show sensitivity 
and understand 
others’ perspectives. 

0.00% 0 1.23% 1 13.58% 11 38.27% 31 46.91% 38 81 

2 
I seek ways to 
increase customers’ 
satisfaction and 
loyalty. 

0.00% 0 3.70% 3 23.46% 19 33.33% 27 39.51% 32 81 

3 

I offer useful 
feedback and 
identify people’s 
needs for 
development. 

0.00% 0 3.70% 3 19.75% 16 39.51% 32 37.04% 30 81 

4 
I respect and relate 
well to people from 
varied backgrounds. 

0.00% 0 0.00% 0 12.66% 10 29.11% 23 58.23% 46 79 

5 
 I help based on 
understanding other 
people’s needs and 
feelings. 

1.27% 1 1.27% 1 20.25% 16 35.44% 28 41.77% 33 79 

 

 

 



 44 

RM - Emotional Intelligence (Relationship Management):   

(RM seem to be high at over 65%)  

Table 12: Relationship Management (RM) 

# Question 1 
(never)  2 

(rarely)  3 
(sometimes)  4 

(often)  5 
(always)  Total 

1 
I encourage debate 
and open 
discussion. 

0.00% 0 0.00% 0 21.95% 18 41.46% 34 36.59% 30 82 

2 

I listen well, seek 
mutual 
understanding, and 
fully welcome 
sharing of 
information. 

0.00% 0 2.44% 2 13.41% 11 36.59% 30 47.56% 39 82 

3 

I step forward to 
lead as needed, 
regardless of 
position. 

0.00% 0 2.50% 2 15.00% 12 50.00% 40 32.50% 26 80 

4 

I model team 
qualities like 
respect, 
helpfulness, and 
cooperation. 

0.00% 0 0.00% 0 8.75% 7 43.75% 35 47.50% 38 80 

5 I promote a friendly, 
cooperative climate. 0.00% 0 0.00% 0 6.17% 5 32.10% 26 61.73% 50 81 

 

 

  



 45 

Organisational Performance     

Table 13: Organisational performance 

# Question 
1 

(strongly 
disagree) 

 
3 

(Somewhat 
agree) 

 
5 

(strongly 
agree) 

 4 
(agree)  2 

(disagree)  Total 

1 

Employees 
are 
prepared to 
go an extra 
mile for the 
company. 

2.44% 2 41.46% 34 20.73% 17 31.71% 26 3.66% 3 82 

2 

Employees’ 
trust into 
leadership 
is high. 

0.00% 0 26.83% 22 12.20% 10 41.46% 34 19.51% 16 82 

3 

Trust 
among 
employees 
themselves 
is strong. 

2.44% 2 41.46% 34 12.20% 10 32.93% 27 10.98% 9 82 

4 

The number 
of customer 
complaints 
within the 
last period 
has 
decreased 
strongly. 

4.88% 4 37.80% 31 1.22% 1 40.24% 33 15.85% 13 82 

5 

We deal 
with 
customer 
complaints 
faster than 
our 
competition. 

2.53% 2 39.24% 31 7.59% 6 36.71% 29 13.92% 11 79 

 

 

 

 

 



 46 

4.3. Results Interpretation 
 

According to the conceptual framework depicted in Figure 1, the relevant EI 

factors have a virtual correspondence with organizational performance 

(Goleman, 1998). Furthermore, the mean value was significantly higher than 

average, as shown in Table 9, based on the test statistics in Table 10. 

According to the statistical findings, EI has a significant positive relationship 

with organizational performance. This finding supports the findings of Cherniss 

(2001); and Cherniss and Goleman (2001), who discovered a positive 

relationship between EI and organizational effectiveness, as well as a 

significant positive relationship between EI and workplace success. 

Table 14: Survey results of the current study (Author's own) 

Summary : EI Survey Results  

EI factor Mean 
High 
range 

Self-awareness 4.12 > 3.54 

Self-management 4.08 > 4.02 

Social Awareness 4.22 > 4.20 

Relationship management 6.30 > 3.90 

   

Organisational Performance 4.78  

   

 

 



 47 

Table 15: ECI 2.0 EI measurement (Goleman, 1995) 

 
 

Most respondents seem to have some level of EI. There seems to be some 

consistency in the way they responded to the questions regarding the four 

constructs of EI, namely self-awareness, self-management, social awareness 

and relationship management, and the resultant outcome of organisational 

performance. 

The relationship between managers and subordinates, according to Carmeli 

(2003), is dependent on their level of EI (Levitats & Vigoda‐Gadot, 2017; 

Amjad, 2018). A positive relationship between managers and subordinates is 

likely to promote positive feelings, which tend to increase participation, 

cooperation and improved performance (Allen & Meyer, 1990, Amjad, 2018).   

The results of this study align with literature regarding a positive relationship 

between EI of a leader and organisational performance.  



 48 

5. THE DISCUSSION OF RESEARCH FINDINGS 

5.1. Introduction 
  

In this chapter, the research is concluded. The research design and 

methodology, the research process, the research problem, research question, 

and investigative questions and data analysis findings are revisited, and final 

conclusions drawn. In addition, based on the overall research findings, 

recommendations will be made to mitigate the research problem. Furthermore, 

a holistic reflective overview will be provided of the completed research. 

5.2. Finding’s discussion 
 

Several studies have discovered that EI can have a significant impact on a 

variety of human endeavours.  

Goleman's (1995) model emphasizes emotional intelligence as a broad set of 

skillsets that drive performance outcomes. The model defines four major 

constructs of emotional intelligence: self-awareness, self-management, social 

awareness, and relationship management. Within each construct of emotional 

intelligence, he provides a set of emotional competencies, and believes that 

emotional competencies are learned capabilities that must be mastered to 

reach exceptional performance. He believes that people are born with a 

general emotional intelligence that determines their ability to learn emotional 

competencies (Ugoani, Amu, & Emenike, 2015). 

  

According to Goleman (2001), EI assists organisational leaders in developing 

a vision for their organisations, motivating subordinates to commit to the vision, 

and energising them to work enthusiastically to achieve this vision. 

Furthermore, EI may enable leaders to create a distinct identity for their 

organisations, instilling high levels of trust and cooperation throughout the 

organisation while maintaining the flexibility required to respond to changing 

conditions. Both individual and group EI contributes to organisational 

performance and sustainability. 



 49 

In recent years, EI has received a lot of attention in management, human 

resources, organizational behavior, and commitment literature. Many of them 

emphasized the significance of EI as a predictor in critical areas such as job 

performance, academic performance, sales performance, and so on (Lee, 

2014).  

The relationship described in this study between a leader's EI and 

organizational performance would have significant implications not only for 

individuals, but also for organizations in their capacity as employers. This 

would require that organisations rethink their human resource policies and 

career development strategies in order to promote an emotionally intelligent 

workplace (Lee, 2014). 

Employees' personal emotions are more important than their academic talents 

in determining their long-term success, according to Ezzi, Azouzi, Jarboui, 

2016). This implies that emotional intelligence and performance are 

inextricably linked. 

The study's goal was to look at the impact of a leader's emotional intelligence 

(EI) on organizational performance and sustainability in the telecoms industry, 

concentrating on four important areas of EI: self-awareness, self-management, 

social awareness, and relationship management (Shahzad, Sarmad, Abbas & 

Khan, 2011) 

The emotional tone created by the executive or perceived head of a company, 

according to Bipath (2007), can also impact organizational success or failure. 

 

5.3. Research question and result discussion 
 

This study attempted to critically examine EI of a leader and its impact on 

organisational performance and sustainability. Specifically, the following 

research questions were explored in detail:  



 50 

Question 1:  

What are the key concepts that make up EI and their impact on organisational 

performance? 

Self-awareness, self-management, relationship management and social 

awareness are the pillars of managerial skills that predict managerial 

effectiveness and organisational performance. It could be concluded that all 

four EI components are related to EI of a leader and, ultimately, organisational 

performance and sustainability.  

Question 2:  

What is the relationship between EI and organisational performance? 

The current study has revealed that there is a positive relationship between EI 

and organisational performance in accordance with previous studies (Nell & 

De Villiers, 2004). Research findings by Law, Song and Wong (2004) indicated 

that individuals with high EI are likely to perform better than their counterparts. 

Question 3:  

What are the themes that emerge for the development of the conceptual 

framework towards a sustainable organisation? 

According to Dulewicz and Higgs (2003), the need for effective leadership has 

become critical in the 21st century. Changes in the business environment, 

such as market globalisation, technological advancements and an impending 

labour shortage make the selection of leaders a critical task (Harris & Kuhnert, 

2007). Thus, the following EI themes emerged and seem to be key in effective 

leadership and organisational performance and sustainability. 

Self-awareness: According to the current study and other similar research, 

self-awareness appears to be at the heart of organisational productivity and 

sustainability. Self-awareness refers to one’s ability to recognise one’s own 

strengths and weaknesses and the impact of one’s emotions on one’s 

performance as well as those of one’s team. One needs to bring out the best 

in oneself before expecting others to bring out the best in themselves – this is 

the core of self-awareness (Landry, 2019). 



 51 

Social awareness: The current study shows that leaders who practise 

empathy have social awareness. They are receptive to their colleagues’ 

feelings and inputs, in so doing, forges effective communication and 

collaboration. In a separate study, it was shown that managers who were 

perceived as being better performers by their boss, showed more empathy 

toward their direct reports (Landry, 2019). 

According to Ferrar (2009), leaders are expected to not only manage, but also 

to lead with sensitivity, which is why the above themes emerged. 

 

Question 4:  

How would the conceptual framework address the research problem? 

The problem that this study intends to address is the impact of the EI of the 

leader on organisational performance and sustainability.  

EI is defined as the ability to understand and manage your own emotions, as 

well as recognise and influence the emotions of those around you (Mayer & 

Salovey, 1990; Goleman, 1995) 

EI plays an important role in leadership effectiveness, particularly when a 

leader has to deal with teams and workgroup members. Teams can benefit 

from their emotionally intelligent leaders in the following ways: they are inspired 

to work together to achieve team goals, and their leaders have a transformative 

effect on them. Leaders therefore challenge their team members towards 

achieving team effectiveness and performance, facilitate team dynamics, build 

trust among team members, and inspire member to work towards achieving 

the vision (Singh, 2007). To that end, the conceptual framework could be 

utilised in telecoms firms to align with their HR policies and career development 

strategies towards developing and achieving an emotionally intelligent 

workplace. EI models proposed in the current study have the potential to inform 

and equip leaders in the telecoms industry to develop performance evaluation 

framework policies for their employees. 

 



 52 

 

 

Question 5:  

What is the relationship between leader EI and organisational performance? 

This study has revealed that EI of the managers is of immense importance to 

improve the work outcome and work attitude of the subordinates. An 

emotionally intelligent manager is helpful in job enrichment, and useful to 

improve the effective organisational commitment. Connecting with other 

people in the organisation on an intellectual level is not enough, leaders ought 

to also connect with others on an emotional level. Leaders and employees 

would need to learn and develop emotional competence, as supported by 

findings from the current study (Bapath, 2007). The performance factors most 

strongly predicted by EI are decision making, effectiveness and influence. 

These outcomes are critical to leadership, suggesting that EI is most important 

in this domain. It therefore appears that leaders who develop greater EI are 

more likely to succeed. 



 53 

6. SUMMARY, CONCLUSIONS, LIMITATIONS, AND 
RECOMMENDATIONS 

6.1. Summary 
 

Businesses are constantly faced with uncertain futures. Leaders with a high EI 

therefore have the responsibility to apply their skills and knowledge to guide 

the business forward effectively and efficiently as well as to lessen fear of the 

uncertain future within their employers. Because leaders have the power to 

control the direction an organisation takes as well as influence (and therefore 

motivate) their employees to perform well for the company, they can drive the 

company to succeed.   

Decision-making, effectiveness, and influence are the performance factors 

strongly predicted by EI. These outcomes are critical for leadership, implying 

that EI is especially important in this domain. In short, leaders who develop 

greater EI appear to be more likely to succeed. 

According to the third model proposed by Goleman (1995), EI is a mixed 

intelligence that includes both cognitive capacity and personality dimensions.  

6.2. Conclusions 
 

It was shown in the current study that EI is an important tool in achieving 

organisational performance and sustainability. This applies to both managers 

and employees in an organisation. While cognitive ability is an important factor 

to consider when hiring prospective employees, EI is equally important. 

Leaders with a high EI have been shown to be far more successful than those 

who lack this trait (Rivero, 2014).  

• The findings of this study show that to achieve desired results, leaders 

need to accept EI as a trait that drives business success. 

• Research findings from the current study emphasize the impact that 

leaders with a high EI have on their subordinates. Managing one’s 

emotions assists leaders with self-management and ultimately 



 54 

efficiently managing their subordinates with the sole purpose of 

achieving business success.  

• It is concluded therefore that EI significantly contributes towards 

leadership success. 

An emotionally intelligent person ensures that his/her emotions align with other 

people’s behavioural expectations. EI is a crucial attribute for managers as it 

determines their ability to perform leadership and motivation functions. 

In line with the current research study, several studies found a strong association 

between EI, effective leadership and organisational performance and 

sustainability. 

6.3. Recommendations 
 

The findings of the current study are supported by the findings of other 

researchers, who found that EI is an important predictor to job and 

organisational performance (Goleman, 1995; George, 2000; Law et al., 2004; 

Daus & Ashkanasy, 2005; Manley, 2009). 

In this regard, organisations are encouraged to incorporate emotional 

competency into their learning and development strategies. They should invest 

in developing their leaders in the four domains of EI, starting with self-

awareness and social awareness (Shuck & Herd, 2012). Improving such skills 

and abilities will help leaders to develop high-quality exchange relationships 

with their followers, which has been found to be an important factor in 

organisational performance. 

http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2016-60248-001


 55 

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dissonance and emotional intelligence-outcome relationships. The 
Journal of Psychology, 134, 169-184.  

• Accenture strategy: Unlocking digital value in South Africa’s Telecoms 
sector. Retrieved 18 May 2022 from 
https://www.accenture.com/_acnmedia/pdf-105/accenture-dti-
unlocking-digital-value-south-africa-telecoms.pdf. 

• Adeyemo, D. A. & Ogunyemi B. (2005). Emotional intelligence and self-
efficacy as predictors.  

• Akram, M. S., Goraya, M., Malik, A., & Aljarallah, A. M. (2018). 
Organizational performance and sustainability: