European Journal of Open Education and E-learning Studies
ISSN: 2501 - 9120
ISSN-L: 2501 - 9120
Available on-line at: www.oapub.org/edu
10.5281/zenodo.59486
Volume 1│Issue 1│2016
EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF
LIBRARIANS IN PUBLIC UNIVERSITIES IN NIGERIA:
A CORRELATIONAL APPROACH
Japheth Abdulazeez Yaya1,
Oluseyi A. Akintayo2, Chioma Euriel Uzohue3
1
Nigerian Baptist Theological Seminary, P.M.B. 4008, Ogbomoso, Oyo State, Nigeria,
Senior Assistant Registrar, Babcock University, Ilishan-Remo, Ogun State, Nigeria
2
Chief Librarian, Nigerian Institute of Medical Research, Yaba, Lagos State, Nigeria
3
Abstract:
This study investigated emotional intelligence as correlates of productivity of librarians
in Nigerian public universities. A correlational survey research design was adopted.
The study population consisted of 1,254 librarians in public university libraries in
Nigeria, from which 923 were selected using simple random sampling. The research
instrument used was a self-developed questionnaire. The questionnaire validation was
subjected to the scrutiny of the experts in the areas of the variables studied; it gave a
reliability coefficient of 0.91 for Emotional Intelligence and 0.94 for Productivity. A
response rate of 67.2% was achieved. Data were analysed using descriptive (percentage,
mean, average mean and standard deviation) and inferential (Pearson Product Moment
Correlation) statistics. The study revealed a significant relationship between emotional
intelligence and productivity (r = 0.032, P < 0.05) of librarians in public university
libraries in Nigeria. The study concluded that contrary to general belief, emotional
intelligence and productivity levels of librarians in university libraries were high. It is
recommended that university library management should continue to promote values
that would improve emotional intelligence and productivity of its workforce.
Keywords: emotional intelligence, librarians
productivity, productivity in public
university libraries, emotional intelligence competencies
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Japheth Abdulazeez Yaya, Oluseyi A. Akintayo, Chioma Euriel Uzohue –
EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
1.
Introduction
1.1
Background of the Study
Emotional intelligence of employees plays a crucial role in enhancing the general
productivity of workers in any organization especially in the university libraries where
librarians on daily basis meet with diverse information seekers for their various
information needs. Productivity according to Parham (2014) can be defined as a
measure of the rate at which outputs of goods and services are produced per unit of
input (labour, capital, raw materials, etc). It is calculated as the ratio of the amount of
outputs produced to some measure of the amount of inputs used. In the same vein,
Ogunsanwo (2012) defined productivity as the rate at which a worker, an organization,
or a country produces goods and services. Employee productivity is generally
acknowledged as a necessary factor that enhances the growth and development of
every organization in the human society.
However, some employees may not be productive as expected of them by their
employers due to the negative attitude displayed by them towards their employers.
There is a general belief that man has the natural tendency to be lazy with regard to
work and he is being forced by circumstances to work. This idea about man still
continues to create problems for the development process of society in the face of
abundant human and material resources resulting to low productivity.
Low productivity is generally observed as a major problem that presently thrives
in many organizations particularly in the developing countries. Some scholars (Ajala,
2012; Dost, Rehman & Tariq, 2012; Suleiman, 2013; Yamoah, 2013; Ali et al, 2013,
among others) investigated what constitutes low productivity among workers in
different organizations; the results of their findings showed that majority of the
employees had issues with their organizations ranging from perceived problem of
inadequate attention to their basic needs by the organization to feelings of being
marginalized, unfair treatment by their employers some employees productivity
problems are within the work environment such as irregular and non-payment of
salaries and wages, lack of working tools, uncomfortable office design and preferential
treatment of some set of employees at the expense of other members of staff in the
organization while some had attitudinal and emotionally related issues which greatly
affected their productivity.It can be deduced from their studies that conducive work
environment stimulates employees
creativity and increases their performance
substantially while bad working conditions contribute to low productivity of employees
in many organizations. The public university libraries in Nigeria cannot be isolated
from these ugly phenomena as it is generally observed that the level of productivity in
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Japheth Abdulazeez Yaya, Oluseyi A. Akintayo, Chioma Euriel Uzohue –
EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
most public university libraries today is low due to job dissatisfaction of its personnel
especially the librarians (Babalola & Nwalo, 2013).
Thus, in this study, productivity is conceptualized to mean the ability to produce
an item or service in the organization. Also, it refers to all efforts that an individual
employee exerts towards the general production of goods and services of the
organization with the least input of skills, labour, material, and machines. In Nigerian
public university libraries, librarians productivity entails providing current and
relevant educational resources in the library that would encourage increase in paper
publications among faculty members and librarians themselves, innovative research
works in the university that would attract grants from both local and international
organizations, among other accrued benefits. This helps in promoting the image and
status of the university among her peers. Hence, it becomes logical that librarians
should be adequately and motivated by their employers they are to be emotionally
stabled if they are to increase the rate of their productivity in the university system.
Emotional intelligence is a psychological term that enables an individual to know
and manage his or her feelings and emotions and use this information to guide his/her
thinking and action while relating with other people in the organization and in the
larger society. EI skills are essential in determining not only employee job commitment
and job satisfaction, but also the level of employee productivity in the organization
(Masrek et al, 2012).EI enhances higher level of inter-relationships, mutual
understanding and greater productivity at the work place. EI is broadly classified into
four components: self-awareness, self-management, social-awareness and relationship
management. Each of these has some number of indicators that enhance the
productivity of workers in the organization. Twenty six of these emotional intelligence
competencies are highlighted and discussed in this study in relation to productivity of
librarians in the university library. It is a known fact that librarians on daily basis relate
with different categories of library users that have diverse feelings and emotions. Thus,
it is expected of every librarian to possess some measurements of emotional intelligence
competencies (EICs) that would enable him or her to adequately meet the information
needs of library users.
In Nigeria, there are eighty one (81) public universities (National University
Commission, 2015). The list comprises of forty one (41) Federal universities and forty
(40) State owned universities. Moreover, these universities are spread amongst the six
geopolitical zones in Nigeria. In the South-West zone there are eight (8) Federal
universities and 10 State universities; in the South-South zone there are seven (7)
Federal universities and 7 State universities; in the South-East zone there are 6 Federal
universities and five (5) State universities; in the North-Central zone there are 8 Federal
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Japheth Abdulazeez Yaya, Oluseyi A. Akintayo, Chioma Euriel Uzohue –
EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
universities and 6 State universities; North-East zone has 6 Federal universities and 5
State universities; while North-West zone has eleven (11) Federal universities and 7
State universities respectively. Each of these public universities have a library manned
by a University Librarian working together with other professional librarians to provide
relevant educational resources to support the curricula of the university programmes.
1.2
Statement of the Problem
Research has shown that the level of job satisfaction and productivity of library
personnel is low (Babalola & Nwalo, 2013) although their research productivity is
relatively high (Okonedo, Popoola, Emmanuel & Bamigboye, 2015). While many of
these studies have been directed towards library use, library collections and library
services, few if any have been carried out from the perspective of personal welfare of
employees. In other words, studies have not been directed at investigating the
relationships between welfare and personal issues such as emotional intelligence and
productivity of librarians in public universities. The aim of this research is to find out
the relationships among these variables; specifically, the extent to which emotional
intelligence correlates with the productivity of librarians in university libraries in
Nigeria.
1.3
Objective of the Study
The general objective of this research work is to investigate how emotional intelligence
and productivity of librarians in Nigerian public university libraries are correlated. The
specific objectives are to:
1. Find out the level of productivity of librarians in public university libraries in
Nigeria;
2. Assess the level of emotional intelligence
of librarians in public university
libraries in Nigeria;
3. Evaluate the relationship between emotional intelligence and productivity of
librarians in public university libraries in Nigeria;
4. Find out the challenging issues in job satisfaction and productivity of librarians
in public university libraries in Nigeria.
1.4
Research Questions
The following are the list of research questions slated for this research work:
1. What is the level of productivity of librarians in public university libraries in
Nigeria?
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Japheth Abdulazeez Yaya, Oluseyi A. Akintayo, Chioma Euriel Uzohue –
EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
2. What is the level of emotional intelligence of librarians in public university
libraries in Nigeria?
3. What challenges face librarians job satisfaction and productivity in public
university libraries in Nigeria?
1.5
Hypothesis
The null hypothesis for this study was tested at 0.05 level of significance:
Ho:
There is no significant relationship between emotional intelligence and
productivity of
1.6
librarians in public university libraries in Nigeria.
Scope of the Study
The study is limited to librarians in the public (that is, federal and state) universities in
Nigeria. This means that private universities and other third level institutions were
excluded. Respondents were librarians in the federal and state universities that are
spread across the six geopolitical regions in Nigeria. Para-professional staffers as well as
other personnel of the libraries were thus excluded because the researcher believed that
librarians are the custodians of information resources that are kept in the university
library; they are the policy makers as well as managers of other library personnel. The
study examined all the four emotional intelligence (EI) components as well as twenty
six (26) EI competencies that relate to job satisfaction and productivity of librarians
while those EI competencies of other library personnel were excluded.
2.
Review of Literature
This portion is devoted to the review of literatures related to this study. The review is
done under the following sub-headings:
2.1
Conceptual Discourse
The conceptual discourse for the study deals with all variables that constitute the study.
In this study, dependent variable includes productivity; this forms the crux of the
study, while the independent variable consists of emotional intelligence. These were
discussed in the systematic order so as to give conceptual understanding of the study.
2.2
Productivity
Generally, productivity is a concept that depends on the context in which it employed.
It is a ratio to measure how well an organization (or individual, industry, country)
converts input resources labour, materials & machines into goods and services
“li et
al, 2013, p. 68. Productivity is a ratio to measure how well an organization (or
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Japheth Abdulazeez Yaya, Oluseyi A. Akintayo, Chioma Euriel Uzohue –
EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
individual, industry) converts input resources (labour, materials & machines) into
goods and services. This is usually expressed in ratios of inputs to outputs. Similarly,
Chaudhary and Sharma (2012) as well as Rolloos (1997) cited in Ali et al (2013) posited
productivity as that which people can produce with the least (smallest) amount of
effort. It is the rate of power to produce, but productivity from the management or
economic point of view is the ratio of what is produced to what is required to produce
it. While in the librarianship point of view, they are tangible services which every
librarian is expected to perform in order to satisfy the information needs of his/her
clienteles.
In this study, the researcher conceptualized productivity as the ability to produce
an item or service in the organization. Also, he sees it as efforts that an individual
employee exerts towards the general production of goods and services of the
organization with the least input of labour, material, and machines. In any organization,
productivity is important because it allows the business to be more cost effective. The
more output a business has for a specific cause, the cheaper it is to produce the product.
This in turn allows the business to have a higher profit. Productivity on the part of
employees is important because getting your job done will help the company's growth.
If the company grows and progresses, profits will increase. If profits in the company
increase, not only will the bosses be happier but they will hire more people and give
increase benefits to the employees. Thus, productivity is good to everyone and serves as
an important ingredient for the survival and sustainable growth of every organization.
However, Olomolaiye, Wahaband Price (1998) and Gundecha (2012) classified
the productivity factors into two categories: external factors the ones outside the control
of the organization management and internal factors related to the productivity factors
originating within the organization. From their viewpoint, the nature and composition
of the organization are the internal factors that can enhance the productivity of workers
in such organization. In the university system, there are three categories of workers:
academic staff, senior staff and junior staff. Librarians are classified as part of the
academic staff of the university system. Every professional librarian is expected to be
productive. In the university libraries, librarians are saddled with the responsibility of
selecting, acquiring and organizing library educational materials for easy accessibility
and retrieval by the library users as well as rendering reference and selective
dissemination of information (SDI) services to meet the information needs of library
users. Unfortunately, some public university authorities are not treating her faculty
members equally; there are some allowances that are paid to lecturers which are
regarded by the university management as core academic staff in the university but
which are not extended to librarians. It could be noted that with such composition, the
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
morale of librarians in such university will be low and this will invariably affect their
productivity.
2.3
Emotional Intelligence
Mayer and Salovey (1990) defined emotional intelligence as the ability to monitor one's
own and others' feelings and emotions, to discriminate amongst them and to use the
information to guide one's thinking and action. While Bar-On (2000) posited emotional
intelligence as
an array of non-cognitive capabilities, competencies and skills that
influences one's ability to succeed in coping with environmental demands and
pressures
p.
. “lso, Goleman
, n.p asserted that emotional intelligence is a
learned capability based on competencies that results in outstanding performance at
work . In fact, emotional intelligence implies the recognition of one`s own feelings and
that of other`s as well as using it to make the best possible decisions in one`s life
(Hoseyni, 2005 cited in Rahgozar et al, 2012). In the university library, librarians make
several decisions on the collections to be acquired into the library, accurate classification
schemes to be used in organizing the library resources for easy accessibility and
retrieval, library budgets and other decisions that enhance smooth running of the
university library system. Ogungbeni, Ogungbo and Yaya (2013) affirmed that the
work of the librarian is a service delivery one, on daily basis; rendering services to
people from different backgrounds, cultures, feelings/emotions, skills and characters.
As a result of this librarians must have knowledge on how to manage their emotions
and render effective services to these "wonderful" library users that consult their
collections for an information need or the other.
However, before continuing in the overview of emotional intelligence, it may be
useful to take a slight detour and look at the word emotion. While the precise definition
of emotion may be debated by psychologists, Goleman (1995b) used the term to refer to
a human feeling and its distinctive thoughts, psychological and biological states, and
range of propensities to act. He notes that the main categories or families of emotions
are: anger, sadness, fear, enjoyments, love, surprise, disgust, and shame. These core
families are the key components to consider when examining emotional intelligence
and form the frame for further analysis. Therefore, emotional intelligence (EI) refers to
the ability to perceive, control and evaluate emotions. Some researchers suggest that
emotional intelligence can be learned and strengthened, while others claim it is an
innate characteristic (Ogungbeni et al, 2013).
The importance of emotional intelligence (EI) has been well-documented in
many literatures. The Emotional Intelligence skills can be defined as the competency in
recognizing and managing our feelings and that of other people. Hence, EI skills have
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
gradually become more relevant to both workplace growth and people improvement
(Khokhar & Kush, 2009). Singh (2005) listed 25 different competencies to be required in
different professions, which included librarians. Despite extensive studies that have
been carried out by many scholars on EI in several settings, e.g. banking sector (Wae,
2010); mental health institutions (Nikolaou & Tsaousis, 2002); public accounting firms
(Chia, 2005); governmental organizations (Ghoniem et al., 2011); as well as professionals
like policemen (Afolabi & Omole, 2010); teachers (Craig, 2008; Yahyazadeh-Jeloudar &
Lotfi-Goodarzi, 2012; Orluwene & Wachikwu, 2014); ballet dancers (Petrides, Niven &
Mouskounti, 2006); salespeople (Rozell, Pettijohn & Parker, 2004), debt collectors
(Bachman et al, 2000), medical professionals (Affandi & Raza, 2013), real estate
professionals (Swanson & Zobisch, 2014), final year undergraduate students
(Maraichelvi & Rajan, 2013) and managers (Avci, Altindag & Yarbag, 2014),
unfortunately, it is very rare to find study on EI in the context of library services. No
doubt, several past studies that attempted to study the EI among librarians e.g. Budd
(2007), Mill and Lodge (2006) and Yaya (2007) had explored the EI among academic
librarians; Browne, George-Curran and Smith (2005) studied the EI among law
librarians while Hernon, Giesecke and Alire (2007) studied emotional intelligence and
its components in academic libraries. Recently, Abdullah-Sani et al (2013) studied
emotional intelligence profile of public librarians in Malaysia where in their findings;
they suggested appropriate training that would increase EI level among librarians.
However, they were not as comprehensive as studies that were carried out in other
professions such as bankers (Wae, 2010); government servants (Ghoniem, 2011);
policemen (Afolabi & Omole, 2010), teachers (Craig, 2008; Yahyazadeh-Jeloudar &
Lotfi-Goodarzi, 2012) and undergraduate final year students (Maraichelvi & Rajan,
2013).
Furthermore, Mayer and Salovey (1990) proposed a model that identified four
different factors of emotional intelligence: the perception of emotion, reasoning with
emotions, the ability to understand emotion and the ability to manage emotions:
Perceiving Emotions: The first step in understanding emotions is to accurately
perceive them. In many cases, this might involve understanding nonverbal signals such
as body language and facial expressions.
Reason for using Emotions: The next step involves using emotions to promote
thinking and cognitive activity. Emotions help prioritize what we pay attention and
react to; we respond emotionally to things that garner our attention.
Understanding Emotions: The emotions that we perceive can carry a wide
variety of meanings. If someone is expressing angry emotions, the observer must
interpret the cause of their anger and what it might mean. For example, if your boss is
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Japheth Abdulazeez Yaya, Oluseyi A. Akintayo, Chioma Euriel Uzohue –
EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
acting angrily it might mean that he is dissatisfied with your work, or it could be
because he got a speeding ticket on his way to work that morning or that he's been
fighting with his wife.
Managing Emotions: The ability to manage emotions effectively is a key part of
emotional intelligence. Regulating emotions, responding appropriately and responding
to the emotions of others are all important aspects of emotional management.
However, the major impact that this model has on this study is that it helps
librarians to know, monitor and control their feelings and emotions, discriminate
among them and use the information to guide their thinking and actions in dealing with
various people that visit the library for their educational needs. These people are of
different character, some are highly temperamental and lousy; while some are quiet and
easy going. Hence, with the knowledge of emotional intelligence, librarian must be able
to manage these people's behaviour and render efficient services to them.
So what exactly did Goleman
a meant by emotional intelligence ? His
first book set out a laundry list of desirable qualities, including self-confidence,
sensitivity, self-awareness, self-control, empathy, optimism, and social skills. Indeed
Zeidner, Mathews & Roberts (2009) criticized Goleman for listing almost every positive
quality that was not actually cognitive intelligence. Subsequently Goleman (2002)
sought to put the traits that focally define EI on a more systematic basis. This basic
scheme is reproduced in Goleman s model that suggests two key divisions separating
deferent aspects of EI. First, are those elements of EI that refer to personal competencies
(e.g. self-awareness) from those that related to social competencies (e.g. empathy). This
distinction corresponds to Zeidner et al (2009) intrapersonal and interpersonal
competencies. Second, are distinguished facets of EI that relate to awareness from those
that concern the management and regulation of emotion.
In contrast, Goleman (1998) defined emotional intelligence as a set of learned
skills that may translate directly into success in various social domains, such as the
workplace. For example, the empathy competence helps team leaders to understand the
feelings of team members, leading to greater team effectiveness. This same competence
helps the librarian to be able to read the library user s emotional reactions to a given
information product and services. Besides, it would enable librarians to select and
process a more relevant educational resource that would meet the information needs of
users. Conversely, emotionally unintelligent behaviours may be highly damaging to
organizations. Dubre
noted, the primary reason employees leave a company is
poor management-people don t quit organizations, they quit managers
p.
so, if
the emotion of library users are poorly managed by the librarians, they will stop
patronizing the library and its collections. Thus, librarians should have detailed
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Japheth Abdulazeez Yaya, Oluseyi A. Akintayo, Chioma Euriel Uzohue –
EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
knowledge of his/her emotions and manage it properly so that he/she can render
effective services to the library clienteles.
3.
Employee Productivity and Effects Of Emotional Intelligence Competencies
on Librarians
Many studies had been conducted by some scholars to establish the relationship
between emotional intelligence and productivity of employees in the organization; few
of these studies are here presented in this study. Sahdat, Saijad, Faroq and Rehman
(2011); in their study concluded that high emotional intelligence employees between
managers can manage the levels of work life; and that there is a need to develop
emotional Intelligence competencies in persons to improve administrative performance
and practices. Kahtani (2013) in his study affirmed that Employee Emotional
Intelligence enhances Employee Performance in the Higher Education Institutions in
Saudi Arabia; he concluded the study by proposing a theoretical framework
highlighting the link between emotional intelligence (EI) and performance.
Orluwene and Wachikwu (2014) revealed in the findings of their study that
emotional intelligence had a significant prediction for teachers job involvement implies
that emotional intelligence is a key factor to development of positive interpersonal and
interpersonal relationship and that it is a good component of motivators. It also helps to
trigger empathetic feeling and social relations. The finding also revealed significant
value for all the four dimensions of emotional intelligence, self-awareness, selfmanagement, social awareness and relationship management implies that both
interpersonal and intrapersonal competence of emotional intelligence are key factors to
being resilient in the face of some stressful work like that of the teachers. And that
emotion is contagious.
In a related development, from the study conducted by
Manzoor
on
the
influence
of
emotional
Zaki,
intelligence
Hasan
on
and
employees
leadership skills – strategic approach towards organizational stability; it was concluded
that the positive involvement of leadership effectiveness with properly utilized
components of emotional intelligence (self-regulation, empathy, recognition, motivation
and communal skills) will enhance the organizational productivity and performance.
Still on emotional intelligence components, EBSCO Competency Center (2013) further
explained EI competencies like Self-regulation: When faced with problems and crises,
managers and executives who self-regulate react thoughtfully and focus on causes and
possible solutions. Motivation: Managers (librarians) with motivation excel, and they
inspire their subordinates to also excel. Empathy: Empathy enables team leaders
European Journal of Open Education and E-learning Studies - Volume 1 │ Issue 1│ 2016
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Japheth Abdulazeez Yaya, Oluseyi A. Akintayo, Chioma Euriel Uzohue –
EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
librarians
to
assess
team
members
subordinates
agendas
and
feelings,
accommodate cultural differences when working with clients and colleagues, and more
effectively motivate them. Social skill: Socially skilled managers and executives can
rally employees to achieve business goals and transform vision into reality.
In the same vein, Goleman (2005) asserted in his book that mixed model of
Emotional Intelligence operates under the assumption that it can be used to enhance the
performance and effectiveness of individuals. He posited that emotional competencies
are leaned capabilities that must be worked on and developed to achieve outstanding
performance. Again, that, individuals are born with a general Emotional Intelligence
that determines their potentials for learning, achieving and performing (Goleman,
. Hence, this researcher concurs with these authors submissions as a librarian
who possesses the emotional skills like empathy, recognition of other employees
feelings and develop strategies in motivating workforce that are under his leadership
will achieve higher level of productivity than his counterparts that possess less degree
of emotional intelligence leadership skills. Swanson and Zobisch (2014) posited that EI
has proven to be an effective skill leading to an individual s overall success in the
workplace.
Besides, Salovey and Mayer (1990) primarily characterized most popular ability
models of emotional intelligence in relationship to the manager s performance in the
organization as a set of four exact cognitive natural forces that enhance his capability to
recognize, cause with and utilize strong sentiments effectively. Specifically, he must
possess the proficiencies to: perceive emotion; integrate emotion to facilitate thought;
understand emotions; and manage emotions of his subordinates and clients so as to
enhance his productivity in the organization. In support of Salovey s submission, it can
be noted that emotional intelligence is a basic ability for learning and a key feature for
efficient leadership (Yong, 2013; Javidparvar, Hosseini & Berjisian, 2013). Managing
emotions by skills of controlling motions has relationship with managing through
emotions. Managing emotions practically is related to how individuals behave with
each other especially in the workplace or in the entire human society; therefore, in
educational organizations such as the university library, librarian s roles in processing
and disseminating relevant information to the information seekers are considered
important. This skill helps individuals in self-regulation, being responsible to others,
respecting others views and articulating feelings. Managing emotions is a skill which
approves the importance of leadership status in determining educational tasks,
performing educational process sufficiently and self-esteem (Javidparvar et al, 2013).
However, from the findings of a study carried out by an unknown author it was
discovered that emotional intelligence of employees had an impact on their level of job
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Japheth Abdulazeez Yaya, Oluseyi A. Akintayo, Chioma Euriel Uzohue –
EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
performance. This has implications for management, suggesting that organizations
could be profitable by identifying the level of emotional intelligence of employees and
apply interventions that are focused on the developing emotional intelligence among
the employees in the organization (Anonymous author, n.d). The author further
stressed that EI is associated with better performance in the following areas:
participative management; pulling people at ease; balance between personal life and
work; straight forwardness and composure; decisiveness; doing whatever it takes to
succeed; adaptability and confronting problem of the employees in the organization. He
noted that most of the organizations employ employees that are emotionally intelligent,
so that they can face the workplace problems easily and can be more productive for the
organization.
Similarly, Javidparvar et al (2013) noted that EI influences organizational
effectiveness in a number of areas such as: employee recruitment and retention;
development of talent; teamwork; employee commitment; morale and health;
innovation; productivity; efficiency; sales; revenues generations; quality of service;
customer loyalty and client or student outcomes. He argued that the influence of EI
begins with the retention and recruitment of talented workforce in the organization.
Also, from the study of Krishnakumar and Lalitha (2014) on Emotional Intelligence and
occupational stress; it was discovered that emotional intelligent people do extremely
well at the work place; EI provides better understanding of work environment that
reduce occupational stress. The authors further opined that occupational stress exist
everywhere in an organization and in all the level of its workers. It can be observed that
if the occupational stress is not properly managed by the manager in any organization,
it can lead to a serious health condition and it can eventually lead to untimely demise of
an experience employee in the organization. The management should be reminded that
health is wealth . Without it, nothing (including achieving the organizational stated
goals) can be done. Therefore, the management crew should be emotionally intelligent.
The researcher concurs with these authors
submissions as they further
reinforced his earlier position that there is strong link between EI and productivity of
workers in any organization especially in the university library; librarians should be
emotionally intelligent due to the nature of their duties as managers of human (users &
library staff) and custodians of educational resources stocked in the university library.
Therefore, they should be in total control of their moods and feelings so that they can
manage the emotions of other people under their leadership in the university library.
Also, every librarian should be emotionally intelligent so that they can be skilful in
managing the occupational stress that abounds in the university library due to the
nature of his work. This helps in improving the general health condition of the library
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NIGERIA: A CORRELATIONAL APPROACH
staff and eventually enhances their overall productivity in the entire university
community which the university library intends to serve.
Generally, the Emotional Intelligence (EI) is made up of the following five main
components: Self-Awareness, Social Awareness, Self-Management and Relationship
Management. Interestingly, these EI components are inter-connected and they are
further divided into some minor sets known as emotional intelligence competencies
(EICs). Emotional intelligence competences (EICs) are what result and enhance our
personal, relational and professional performance, and what ultimately help us attain
an overall increase in our quality of life (Ziv, 2014). In a related development, Goleman
(2002) defined Emotional Competence as a learned ability grounded in Emotional
Intelligence. Goleman (2002) reviewed his earlier work of 1998 and later collapsed most
of the EICs; nonetheless this study adapts Goleman (1998) framework as well as that of
Ziv (2014) model; thus, the researcher shall discuss twenty six EICs in relationship to
job satisfaction and productivity of librarians in the university library. The five main EI
components with the twenty six EICs used for this study are succinctly presented in
Table 1 below:
Table 1: A Framework of Emotional Intelligence Components showing Twenty Six
Competencies used for this study
Self-personal competence
Recognition
Other social competence
Self-Awareness
Social Awareness
- Emotional self-awareness
- Empathy
- Accurate self-
- Achievement/service orientation
assessment/evaluation
- Self-confidence/esteem
- Organizational awareness
- Organizational commitment
- Leadership
Regulation
Self-Management
Relationship Management
- Self-control
- Developing others
- Trustworthiness
- Influence
- Conscientiousness
- Communication
- Adaptability
- Conflict management
- Achievement drive
- Positive impact on others
- Optimism/Positivism
- Change catalyst
- Initiative
- Building bonds
- Innovation
- Teamwork
- Growth Orientation
- Collaboration & Cooperation
Sources: Goleman (2002) and Ziv (2014).
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
Goleman (2002) in a chapter contribution to a book classified the EICs into four groups
along with the four major components of emotional intelligence and called them
clusters; which further subdivided into twenty five (25) EI competencies while Ziv
(2014) in his study later added a competency known as collaboration & cooperation;
these twenty six competencies (26) are adapted and related to librarianship for this
study as shown in the table above.
The four major components include: Self-awareness, Social awareness, Selfmanagement and Relational management. This model is a refinement of the model
Daniel Goleman developed in 1998.Stock (2010) opined that the first three are Intrapersonal: they are invisible to others and occur inside of us; the last one is interpersonal: the embedded competencies occur between us and other people and are
observable in our behaviour. The author suggests that the better we developed our
intra-personal skills, the easier it is to demonstrate our inter-personal skills. It can be
observed from the above table that both Self-awareness and Social awareness are
Recognition clusters while Self-management and Relational management are
Regulatory clusters. Hence for this study, we shall consider each of the clusters in
relation to the productivity of librarians in the university library system.
The first component of emotional intelligence is Emotional self-awareness. It
entails knowing what one feels (Goleman, 2002). This enables an individual to know
one's internal states, preferences, resources, and intuitions. It comprises of three selfpersonal competences which include the following:
a.
Emotional self-awareness - The ability to recognize and understand personal
moods and emotions and drives, as well as their effect on others. It entails the skill to
focus on one s attention on his/her emotional state knowing one's internal states,
preferences, resources and intuitions (Vyas (2005). Also, people who are emotionally
self-aware know which emotion they should experience at any given moment. They
would recognize the relationship between their own thoughts and feelings and are
cognizant of their beliefs, values and goals (Boyatzis, Goleman, & Rhee, 2000).
b.
Accurate self-assessment - This is also known as accurate self-evaluation. It
entails an ability of knowing one's strengths and limits (Vyas, 2005). It implies how
people accurately evaluate themselves and be aware of their strengths, but also
recognize and accept their weaknesses (Ziv, 2014). They are open to constant growth
and development by learning from their mistakes and experiences, are introspective,
and open to constructive feedback and new possibilities. Accurate Self-Assessment was
the hallmark of superior performance ”oyatzis,
in Goleman,
. Individuals
with the Accurate Self-Assessment competence are aware of their abilities and
limitations, seek out feedback and learn from their mistakes, and know where they
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
need to improve and when to work with others who have complementary strengths
(Goleman, 2002, p.6). Although librarians in the university library are expected to meet
some of the information needs of the library users that seek for diverse information
from the library collections. The fact remains that he is a human being that is limited in
strength, knowledge and even skills. Having this basic knowledge of his limitations, he
should not pose himself as having answers to all the library users queries but he
should refer those difficult queries to other sources (superior officers or resources) that
can readily provide answers to their problems. In the same vein, library users should
not be over-demanding in their quest for information from the library personnel and its
resources; they should take cognizance of the librarians limitations.
c.
Self-confidence – This is the third competence in the Self-Awareness cluster and
it is also known as self-esteem (ZIv, 2014). It entails a strong sense of one's self-worth
and capacities (Vyas, 2005). People of this category are self-assured and know their selfworth. They present themselves and their views authentically and powerfully (Ziv,
2014). They respectfully stand up for their views/truths even when doing so is
unpopular. They make decisions and follow up with appropriate action. They are open
and respectful of others opinions even in face of disagreement. It could be generally
observed that the level of Self-Confidence was a stronger predictor of workers
performance in the organization than the level of skill or previous training acquired. In
a sixty-year study of more than one thousand high-IQ men and women tracked from
early childhood to retirement, those who possessed Self-Confidence during their early
years were most successful in their careers (Holahan& Sears, 1995).This implies that
people in the librarianship profession are rendering essential services in the society;
they are custodians and managers of organized information and knowledge stocked in
the library especially in the university library. Aina (2004) asserted that information is
needed by everyone in the society both educated and illiterate members of the human
society; hence, keepers and organizers of such information occupy a vantage position in
any human society especially in the university community and they should be treated
as such.
Social awareness is the second component in the emotional intelligence
framework. It entails reading people and groups accurately (Goleman, 2002). It
comprises of five competencies; these are:
a.
Empathy - It means self-awareness; our understanding of others' feelings and
concerns flows from awareness of our own feelings (Goleman, 2002). Besides, Ziv (2014)
noted that the empathic people are sensitive and understanding of others. They listen
effectively, respectfully and attentive to others emotional state. It entails the ability to
identify with and understand somebody else s feelings or difficulties. This sensitivity to
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
others is critical for superior job performance whenever the focus is on interactions with
people. Librarians, due to nature of their profession are dealing with diverse
information seekers on daily basis; hence, they should be sensitive to the feelings and
pains of their library clienteles; they should be helpful in alleviating the sufferings of
their users while accessing and retrieving the needed information in the library.
b.
Achievement/Service orientation - This entails anticipating, recognizing, and
meeting customers' needs (Goleman, 2002). It concerns with nurturing relationships
with the business customers. This involves setting a positive tone of cooperation no
matter how difficult the situation may appear to be and focusing on achieving goals
(Stock, 2010). This implies that in the university library, library users are librarians
customers. They are the most important components of any library especially the
university library; they are the determinant factor of the library collections. That means
without them library cannot operate in vacuum. All the library resources are selected,
acquired and processed in relation to the information needs of its users. Hence,
librarians should promote good rapport between them and the library users. This could
be done by answering their research questions politely, acquiring relevant educational
resources that would meet their information needs and rendering other useful services
to them without compromising the information policy of the library.
c.
Organizational awareness – This is the ability to read the currents of emotions
and political realities in groups, is a competence vital to the behind-the-scenes
networking and coalition building that allows individuals to wield influence, no matter
what their professional role (Ziv, 2014). Insight into group social hierarchies requires
Social Awareness on an organizational level, not just an interpersonal one (Vyas, 2005).
Goleman (1998) noted that outstanding performers in most organizations share this
ability among managers and executive generally, this emotional competence
distinguishes star performers. Their ability to read situations objectively, without the
distorting lens of their own biases and assumptions, allows them to respond effectively.
This implies that in the university library, librarians are expected to be humane when
relating with library users but caution needed to be taken here; they must have a
working knowledge of the university library information policies, rules and regulations;
these must not be compromised for whatever reason while relating with any library
user.
d.
Organizational commitment – This is aligning with the goals of the group or
organization (Vyas, 2005; Goleman, 2002). Organizational commitment can be defined
as the degree to which employees believe in and accept organizational goals and desire
to remain with the organization (Mathis & Jackson, 2000). It can be generally observed
that at the inception of every organization, it has some set of written achievable goals
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NIGERIA: A CORRELATIONAL APPROACH
and objectives which every employee of that organization must believe in it and strictly
adhered to all its norms. Employee s failure to do this amounts to a serious offence in
the organization. Therefore, it is expected of every librarian to be committed to his/her
organization s goals and objectives nothing should be done to sabotage the overall
goals and set objectives of his library or else he will be severely dealt with.
e.
Leadership - It entails inspiring and guiding individuals and groups to achieve a
stated goal of the organization Vyas,
. Leadership is a management function,
which is mostly directed towards people and social interaction, as well as the process of
influencing people so that they will achieve the goals of the organization
Rizi et al,
2013, p. 7). According to Goleman (2002), leadership style seems to drive organizational
performance across a wide span of industries and sectors and appears to be a crucial
link in the chain from leader to climate to business success. A study of the heads of
forty-two schools in the United Kingdom suggests that leadership style drove up
students academic achievement by directly affecting school climate. When the school
head was flexible in leadership style and demonstrated a variety of EI abilities, teachers
attitudes were more positive and students grades higher; when the leader relied on
fewer
EI
competencies,
teachers
tended
to
be
demoralized
and
students
underperformed academically (Goleman, 2002, p. 12). Leadership of any organization is
an essential factor that determines the success or failure of such institution in the
society. Every professional librarian in the university library is a manager and
custodian of all the library collections and human resources placed at his disposal.
Therefore, it is expect of every librarian to demonstrate some high level of leadership
traits that would enable them to efficiently discharge their duties to the library
clienteles.
Furthermore, Self-Management is the third component of the Emotional
Intelligence. Self-management refers to managing of internal states, impulses, and
resources of the organization in order to achieve a desired goal of the organization
(Goleman, 1998). This emotional intelligence cluster consists of eight different
competences namely: Self-control; Trustworthiness; Conscientiousness; Adaptability;
Achievement drive; Optimism; Initiative and Innovation. These shall be briefly
discussed in turn as follows:
a.
Self-control/Management – According to Goleman (2002), these manifests
largely as the absence of distress and disruptive feelings. Signs of this competence
include being unfazed in stressful situations or dealing with a hostile person without
lashing out in return. People that manifest this competence do well by regulating and
managing their reactions/impulsive feelings/ distressing emotions. They stay collected,
centred, focused and positive even in emotionally challenging situations and under
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
pressure (Ziv, 2014). It can be generally observed that during examination period in any
academic library especially in the university library, library work is very stressful and
demanding; large number of different categories of readers consult the library
collections and facilities for their information needs. So, managing such large volume of
readers might be too cumbersome and stressful. At such moment, it is expected of every
librarian to have knowledge of their feelings, effectively manage it and know how to
manage the positive/negative feelings of this diverse population of readers.
b.
Trustworthiness – This entails maintaining standards of honesty and integrity
(Vyas, 2005). In a related development, Goleman (2002) asserted that the
trustworthiness translates into letting others know one s values and principles,
intentions and feelings, and acting in ways that are consistent with them. Daniel
Golemanfurther reiterated that trustworthy individuals are forthright about their own
mistakes and confront others about their lapses. A deficit in this ability operates as a
career derailer (Goleman, 1998b).Trustworthy people are ethical and are ready to
confront unethical behaviour in others; they are consistently reliable in their
commitments, accountable for their responsibilities, and keep their promises (Ziv,
2014). Therefore, every librarian is expected to be trustworthy, reliable and dependable
in the discharge of his duties in the university library. Librarians in the university
library are saddled with the responsibilities of selecting and acquiring educational
resources that are relevant in supporting the curricula of various programmes and
courses in the university system; hence, they should be trustworthy.
c.
Conscientiousness – It refers to taking responsibility for personal performance
(Vyas, 2005). The signs of the conscientiousness competence include being careful, selfdisciplined, and scrupulous in attending to responsibilities. Conscientiousness
distinguishes the model organizational citizens, the people who keep things running as
they should. In studies of job performance, outstanding effectiveness in virtually all
jobs-from the bottom to the top of the corporate ladder-depends on conscientiousness
(Goleman, 2002). Similarly, Ziv (2014) noted that the conscientious individuals are
straightforward and authentic in their communication, own their imperfections and the
mistakes they make, are planned and organized with their objectives, and stand up
strongly for their values and principles in every aspect of their lives. This implies that
every librarian in the university is expected to be conscientious. They are to maintain
utmost self-discipline in their relationship with different readers especially those female
library users and those with questionable characters without soiling their hands
(tarnishing their image); thus, they should be men and women of integrity.
d.
Adaptability – This refers to flexibility in handling change (Vyas, 2005).
Adaptability is the singular competence that our present dispensation calls for in order
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NIGERIA: A CORRELATIONAL APPROACH
to excel (Goleman, 2002). Therefore, superior performers in management ranks exhibit
this competence. They are open to new information and can let go of old assumptions
and so adapt how they operate. The author further stated that emotional resilience
allows an individual to remain comfortable with the anxiety that often accompanies
uncertainty and to think "out of the box," displaying on-the-job creativity and applying
new ideas to achieve results. Conversely, people who are uncomfortable with risk and
change become naysayers who can undermine innovative ideas or be slow to respond
to a shift in the marketplace (Goleman, 2002). In a related development, ZIv (2014)
posited that people that possess this competence manage changing circumstances
effectively, and are adaptable and flexible in how they manage changing priorities and
circumstances. This researcher agrees with the assertion of Daniel Goleman who stated
that adaptability is a single competence demanded by our present times. This implies
that in librarianship, adaptability is one of the essential competences we needed to
possess in this era of information explosion.
e.
Achievement drive – It refers to striving to improve or meet a standard of
excellence (Vyas, 2005). Goleman (1998) noted that David McClelland's landmark work
in 1961
The “chieving Society
established “chievement Orientation as the
competence that drives the success of entrepreneurs. Daniel Goleman referred to it as
an optimistic striving to continually improve performance. This implies that in the
university library sector, librarians are to follow the new trend of ICTs and break forth
into new area of processing and disseminating information resources to their clienteles.
f.
Optimism – This is also known as Positivism (Ziv, 2014).It means persistence in
pursuing goals despite obstacles and setbacks (Vyas, 2005). Optimism is a key
ingredient of achievement because it determines one's reaction to unfavorable events or
circumstances; those with high achievement are proactive and persistent, have an
optimistic attitude toward setbacks, and operate from hope of success. Studies have
shown that optimism can contribute significantly to sales gains, among other
accomplishments; they seek opportunities that go beyond what is required or expected
of them. Also, they enroll, motivate and support others in the pursuit of a vision,
despite set-backs and challenges. They are motivated by what is possible rather than by
fear of failure. They face obstacles and set-backs realistically, and move forward from
breakdowns or setbacks by intentionally looking for what is possible, rather than
looking for who is to blame (Goleman, 2002; Ziv, 2014). This implies that librarians
being the managers of all the library resources (manpower and library collections); they
execute university library information policies along with other library personnel;
hence, they should be optimistic in pursuing the set goals and objectives of the library
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
and they should not submit to any obstacle that would hinder them from achieving the
set goals of their library.
g.
Initiative – This refers to readiness to act on opportunities (Vjas, 2005).
According to Goleman (2002), those employees in the organization with the initiative
competence act before being forced to do so by external events. This means taking
anticipatory action to avoid problems before they happen or taking advantage of
opportunities before they are visible to anyone else. In the other hand, those individuals
who lack Initiative are reactive rather than proactive, lacking the farsightedness that can
make the critical difference between a wise decision and a poor one. Initiative is the key
to outstanding performance in the university library. This implies that librarians should
be proactive while discharging their services to the library users without being forced
by any superior authority to do so.
h.
Innovation – This entails being comfortable with novel ideas, approaches and
new information (Vjas, 2005). Innovative people are original in their ideas and open to
new solutions. They risk thinking outside the box and are comfortable straying from
what is familiar and acceptable. They handle multiple responsibilities simultaneously.
Initiative is key to outstanding performance in industries (Crant, 1995; Rosier, 1996).
The researcher concurs with the assertions of these authors. It implies that librarians in
the university library should be innovative minded. More importantly, in this era of
information explosion; librarians should seek for new and easiest methods through
which they can effectively meet the information needs of their clienteles. They should
not be too rigid in the old and obsolete traditional methods of rendering library services
rather; they should have a well-planned career development in the profession and
aggressively pursue more innovative courses that would enhance their relevancy and
efficiency in this technological based dispensation.
i.
Growth
orientation
–
This
entails
knowledge
of
continuous
expansion/development that an employee has for the organization. It enables workers
to be inwardly motivated to grow and achieve desired goals despite challenges and
difficulties (Ziv, 2014). Among those five laws of Library Science beautifully proposed
by an eminent librarian S.R. Raganathan in
was that
library is a growing
organism . Library personnel especially the librarians make this possible in the library;
they have to formulate and execute actionable policies that would enhance the rapid
growth of the library resources; they are to select, acquire and processed all the relevant
educational resources that would meet the information needs of all the library users.
Thus, every library personnel especially librarians are expected to have growth oriented
skill so as to effectively work toward the fast growth of the university library collections
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
and thereby improve its image among the library users within and outside the
university community.
Finally, Relationship management is the last component in the emotional
intelligence frame work as presented in the above table. It involves inducing desirable
responses in others (Goleman, 1998). The relationship management contains set of
essential competencies useful developing social skills of workers in the organization.
Developing others involves sensing people's developmental needs and bolstering their
abilities. The relational management cluster contains nine competencies which shall be
discussed in this study as follows:
a.
Developing others – This refers to sensing others' development needs and
encouraging their abilities (Goleman, 2002; Vjas, 2005). According to Ziv (2014), people
that possess this skill support other employees in the organization to grow and thrive
by focusing on their strengths and reinforcing their positive aspects rather than
focusing on the negatives. They acknowledge and appreciate others for their
contribution and conduct. They seek to develop and enhance relationships. They value
diversity and differences, viewing them as possibilities (Ziv, 2014). This implies that in
the university library, librarians should take delight in mentoring other library
personnel so as to encourage them in developing their talents or skills and thereby
prepare them for higher responsibility in the organization. There should be a welldesigned knowledge management programme in the university library so as to sustain
the vital skill of the proficient librarian in case of turnover, retirement or permanent
incapability of such experienced staff. Nobody should be an indispensable entity! The
university library is a continuous institution in which its operations must not be
disturbed by any unforeseen circumstance; thus, other members of library staff must be
developed so as to continue its operations.
b.
Influence – This refers to possessing power to sway somebody to do one s wish.
It entails wielding effective tactics for persuasion (Goleman, 2002; Vjas, 2005; Ziv,
2014).Power to influence is an important skill that every manager in the organization is
expected to possess. An average human being has a negative attitude when it comes to
work; they have a lukewarm and lazy attitude toward job performance as beautifully
articulated by Douglas McGregor in his theories (X and Y), he then assumed that the
role of management is to effectively organize resources, including employees, to best
benefit the organization. Here, the theorist is emphasizing the role of manager in
influencing all the available resources (employees, raw materials and equipment) in the
organization toward achieving its stated goals. This implies that in the university
library, librarians are expected to actively influence other library personnel in achieving
the set goals of the library within and outside the university community.
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NIGERIA: A CORRELATIONAL APPROACH
c.
Communication – This entails listening openly and sending convincing
messages to other people (Goleman, 2002; Vyas, 2005). It refers to exchange of
information between two or more people in the organization, e.g. by means of speaking,
writing or body language or by common system of signs or behaviour (culled from the
system dictionary). Communication is an essential competence needed to promote
evenly development in any organization; this implies that communication is an
essential tool that enhances speedy and effective achievement of the organizational
stated goals and set objectives. The university library is a service delivery institution
that needs effective communication among its personnel, resources and users. It means
for any library collection to be found useful to the library users, it has to be effectively
communicated in term of selecting relevant resources, systematically organizing and
displaying or disseminating such materials to its readers. In all these processes,
communication (oral, writing or signs) takes place before users can find them useful for
their information needs.
In the same vein, active communication is an important ingredient among the
library personnel. Every university library has some stated goals and set objectives to be
achieved to its users and to its immediate community; these have to be effectively
communicated to all the library staff as this enhances their understanding of such goals
before they can be successfully implemented. Hence, communication should be regular
and constant among the university library collections, personnel and users.
d.
Conflict management – This entails negotiating and resolving disagreements
between two or more people in the organization (Goleman, 2002; Vjas, 2005). Conflict
resolution competence is an important skill that every manager in any human
organization especially in the university library should possess. Conflict is an inevitable
occurrence in any human society; it can happen or take place between two or more
people within a group of individuals at any time and for any reason; hence, it has to be
settled amicably in order to promote peaceful work environment that our human
society needed for the expected development.
People that possess this skill effectively focus on identifying positive solutions
rather than staying stuck on who is right
or who is wrong. They are open to
dialogue and discussion and are authentic and effective in communication. Also, they
are straightforward and open to feedback, respectful listeners, and take responsibility
for contributing to both the creation of a breakdown, as well as to arriving at an optimal
resolution of any such breakdown (Ziv, 2014). Although, university library is not an
arbitrary court of law where human differences are expected to be amicably settled; yet,
it is a service delivery institution where diverse population of readers converged on
daily basis for their information needs. Offences must definitely take place among these
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NIGERIA: A CORRELATIONAL APPROACH
users due to their different background/cultural settings and diversity of information
interest. Thus, librarians are to serve as arbiters among these library users so as to
promote the serenity that every library deserves.
e.
Positive impact on others – This entails a situation where an individual has a
strong effect on the behaviour of another person or group of people in the organization
or in the entire human society. Ziv (2014) believed that these types of people are able to
help other people in the organization to see the big picture and influence them in
seeking out desired positive outcomes while adhering to ethical values and principles.
The university library as aforementioned in this study plays host to different categories
of users from different cultural settings on daily basis and these users are not having
similar characters; while some of them have very sound home trainings which make
them to behave maturely; others are not so fortunate to have such upbringings, some
even come from broken homes. What do you expect from such readers? The negative
and aggressive behaviours that would be displayed by such library user may not be too
pleasant to everyone in the library. Thus, librarians are expected to take up the role of
managing such readers and make a positive impact on them through constant
counselling and enduring the negative behaviour of such readers.
f.
Change catalyst – According to Vjas (2005) and Goleman (2002), this entails
initiating or managing change in the organization. As earlier mentioned in this study, in
every human society or organization people s characters differ while some are
positively minded others are having negative and bad behaviour. In any situation,
managers are expected to manage everyone in order to achieve the organizational goals
and objectives. People who possess this type of emotional skill are oriented toward
identifying the positive aspects of a person or a situation. They take the initiative in
identifying the change necessary toward the achievement of positive/desired outcomes
(Ziv, 2014). This researcher concurs with the view of Talia Ziv; in the university library,
librarians are to be instrumental in bringing positive change in all the library users.
g.
Building bonds – This refers to nurturing instrumental relationships (Vjas, 2005).
In support of Kartik Vjas submission, Stock
opined that managers should
nurture good relationships among employees in the organization. They should have
ability to demonstrate sincere care (as contrasted with "required courtesy") for others.
They build on strengths and avoid blaming, judging, criticizing and pointing accusing
fingers (Ziv, 2014). This can be done through word and deed, demonstrate appreciation
for people's efforts and contribution. The author further stressed that this is about
setting a positive tone of cooperation no matter how difficult the situation or
conversation and having other's best interests in mind while focusing on achieving set
goals of the organization. This implies that in the university library, librarians should
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NIGERIA: A CORRELATIONAL APPROACH
possess the emotional skill of nurturing positive relationships among diverse
populations of library users; they should be able to resolve some minor differences
among library users without pointing accusing fingers on anyone but every matter
should be amicably settled among the feuding parties.
h.
Teamwork – It refers to team capabilities towards creating group synergy in
pursuing collective goals of the organization (Goleman, 2002; Vjas, 2005). Teamwork is
an essential competence that enhances the survival and continuous existence of any
organization. At the inception of every organization, there are some stated goals and
objectives which the authority of such organization expected its employees to
accomplish within a stipulated period of time. These set goals are to be realized through
the team capabilities of every worker in the organization; that is, every individual
worker in the organization is to form a group of synergy and collectively pursue the
stated goals of their organization. This implies that in the university library, teamwork
of library staff is very important for the realization of the library set goals. University
library personnel consist of three categories of staff: professional librarians, paraprofessional staff (library officer cadres) and the supportive staff (library assistants,
secretaries, computer operators; etc.). These groups of various library workers are to
work together as a unified entity towards the achievement of the university library
goals; it is a serious offence for any member of the library personnel to do otherwise;
such fallible staff will be heavily sanctioned by the authority. Hence, every library
personnel should work together as a force in achieving the common goals of the library.
Finally, Collaboration competence – It refers to working with others towards
shared goals. It can also be seen as cooperation with other groups of individuals or
bodies for the attainment of organizational goals (Goleman, 2002; Vjas, 2005). It can be
generally observed that no organization is financially and materially strong enough to
be self-sustained; every organization depends on one another for their sustained growth
and development. This implies that libraries in general have to collaborate and
cooperate with one another for the provision of all the relevant information resources
needed by their users. That means, no library not even the largest library in the world
could boast of having enough educational materials needed by their readers; hence,
they have to collaborate and cooperate with other similar libraries within and outside
their locations to do so.
However, some similar libraries can put their financial resources together in
order to acquire relevant library resources and share such acquired materials based on
the ratio of their contributions. This type of library collaboration is known as
consortium building of educational materials (Adeyokun & Yaya, 2010). The authors
believed that this method enhances the capital base of the participating libraries and it
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NIGERIA: A CORRELATIONAL APPROACH
enables those smaller libraries to have large volumes of educational materials in their
library stocks. The researcher concurs with the submission of these authors;
collaboration and cooperation that take place among the participatory libraries so as to
enhance the productivity of librarians in such library; therefore, librarians have enough
library resources at their disposal to meet the information needs of their users.
Consequently, it is expected of every librarian in the university library to possess
collaboration and cooperation skills in order to increase their level of job performance.
4.
Theoretical Framework
4.1
Daniel Goleman Emotional Intelligence Theory
Recognition
Self
Social
Self-Awareness
Social-Awareness
Self-confidence
Empathy
Emotional self-awareness
Accurate self- assessment
Organizational awareness
Understanding the
environment
Self-Management
Relationship Management
Self-control
Influence
Regulation
Trustworthiness
Conscientiousness
Adaptability
Drive and motivation
Initiative
Inspirational leadership
Developing others
Influence
Conflict management
Building bonds
Teamwork & Collaboration
Figure 1: Daniel Goleman Showing 26 EI Competencies
Source: Goleman (1998)
The theory was propounded by Daniel Goleman in 1998, in his book Working with
Emotional Intelligence and clarified in a later article (Goleman, 2001); he sets out a
framework of emotional intelligence (EI) that reflects how an individual s potential for
mastering the skills of Self-Awareness, Self-Management, Social-Awareness, and
Relationship Management translates into on-the-job success. The theory is about having
ability to understand and manage emotion of yourself and also those around you in the
organization and in the entire human society.
The theory is related to emotional intelligence variable of the study. Daniel
Goleman, a psychologist and originator of the theory stressed that emotional
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NIGERIA: A CORRELATIONAL APPROACH
intelligence competencies are job skills that can, and indeed must, be learned (Goleman,
1998).Daniel Goleman through the theory made the idea of EI popular and acceptable in
the management circle presented the concept of emotional intelligence as being
encapsulated by the following four elements shown in the above framework. The
researcher adopts this theory for the study.
Self-Awareness - The first element of Emotional Intelligence theory – Being selfaware means that you understand yourself – You understand what makes you tick
(happy) and therefore, your strengths and weaknesses as a person and as a leader or
(manager of people in the organization). You can then start to understand why you feel,
and what makes you feel. Daniel Goleman states that if you understand your emotions,
you can identify their impact to you and those in your team. It is a path on the road to
having humility, which is much needed facet in leadership.
Self-Management - The second element of Goleman s Emotional Intelligence –
Through being in control of what you say and do whilst rejecting the temptation to
make rushed decisions, you can be in charge of your action and therefore reducing the
chances of compromising your values. Other aspects to nurture in this element are to
show and actively apply conscientiousness, trustworthiness, leading and adapting to
change, complete drive to succeed and the initiative to think fast and act creatively and
innovatively solve problems in life and in the organization.
Social-Awareness - The third element in Goleman s EI theory – SocialAwareness is the ability for a leader to understand the emotions of the team members
around them and to get good comprehension of their emotional makeup. The ability to
treat people according to these emotional reactions is vital (for the success and growth
of any organization). This area is linked to empathy: The ability to understand and see
things in other people s viewpoints perspective , expertise in building and retaining
talent, valuing diversity and appreciating the organizational goals.
Relationship management - The fourth and final Goleman s Emotional
Intelligence theory. It enables an individual to relate excellently well with other people.
It is otherwise known as social skill which links leadership and emotional intelligence
together. Leaders (or librarians) with good social skills are often very good
communicators (and they are very good job performers at workplace). Leaders or
managers who good in this skill or competence are also good at conflict resolution and
communicating the visions to team members, enlightening them and creating
motivation and inspiration throughout the team. They are experts in getting their team
to support them and also believe in their leadership. They set the example for other
people to follow by demonstrating the acceptable behaviour and values. Although this
theory is widely consulted and accepted globally, yet it has been heavily criticised by
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NIGERIA: A CORRELATIONAL APPROACH
some scholars arguing that some vital competencies that would enhance organizational
success are missing or mixed up in Goleman s
framework. To solve this problem,
Daniel Goleman updated the 1998 framework in 2002.
However, from the above theory of Emotional Intelligence, it was discovered
that: Emotional Intelligence (EI) is a powerful force during human creativity and
interests (Akinboye, 2003). Thus, leading to great prospects for education, librarianship,
family life, career development and so on; emotional Intelligence has proved to be a
better predictor of future success for the organization; and performance is used to label
the observable manifestation of knowledge, skills, concepts and understanding and
ideas (Yaya, 2007)
The major impact that this theory has on the study is that it helps librarians in
the university library to monitor or control their feelings and emotions at the moment of
challenging situation around them; they will use the knowledge gathered to guide their
thinking and actions in dealing or relating with various people that visit the library for
their information needs and this would eventually enhance their success as information
providers in the university community.
Besides, a librarian who possesses the emotional intelligence skills like empathy,
recognition of other employees feelings among others as pointed out in this study; and
develop strategies in motivating workforce that are under his or her leadership will
achieve higher level of job satisfaction and productivity than his counterparts that
possess less degree of emotional intelligence leadership skills. This affirmed the study
of Swanson and Zobisch (2014) who posited that EI has proved to be an effective skill
leading to an individual s overall success in the workplace.
4.2
Conceptual Model for the Study
EMOTIONAL
INTELLIGENCE
Self-awareness
Self-management
Social-awareness
Relationship
management
PRODUCTIVITY
Increase in paper
publication
Innovative research
work
Students’ academic
success, etc.
Figure 2: Conceptual model for the Study
Source: Yaya (2016)
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NIGERIA: A CORRELATIONAL APPROACH
4.3
Discussion of the Conceptual Model
The conceptual framework for this study is built on the theories and literatures
reviewed. The model is broadly divided into two parts: Independent and Dependent
variables. The independent variable compartment consists of Emotional intelligence,
while the dependent variable box houses Productivity of librarians in the university
library. It can be observed from the literatures reviewed that several factors affect the
emotional intelligence of workers and therefore their levels of productivity.
Emotional intelligence box consists of four components: self-awareness, selfmanagement,
social-awareness
and
relationship
management.
Each
of
these
components contains some number of emotional intelligence competencies that are
expected of every employee to possess in order to be more effective while discharging
their duties in the organization. Therefore, twenty six emotional intelligence
competencies are adapted from Goleman (1998), Goleman (2002) and Ziv (2014), and
discussed in relationship to productivity of librarians. It is imperative for every
librarian to have full knowledge of his or her emotion, know how to manage it and that
of other people (library clienteles and colleagues) in order to render effective services to
the information seekers.
This knowledge as confirmed by Goleman (1995); Azuka and Kurumeh (2015)
are not innate talents, but rather learned capabilities could be obtained through
education, training and career development at school, conferences, workshops,
seminars and at workplace. They must be worked on and developed to achieve
outstanding performance at workplace.
5.
Methodology
5.1
Research Design
The correlational research design was adopted for this study. According to Cheng
(2016), correlational research design could be used to describe the relationship between
two or more variables, as well as how strongly these variables relates to one another. In
other words, it aims to determine the relationship between two or more variables and
the strength of this relationship.
In the same vein, Kowalczyk (2015) posited that the whole purpose of using
correlations in research is to figure out which variables are connected. The researcher
concurs with these authors assertions. Thus, correlational research design was adopted
for this study in order to establish the relationships between the variables.
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NIGERIA: A CORRELATIONAL APPROACH
5.2
Population
The population for this study consisted of 1,254 librarians from the 81 public
universities (Federal & State) in Nigeria. The list comprised of 41 Federal universities
and 40 State owned universities. The four which have not taken off at the time of
conducting this study were excluded. Each geopolitical zone has the following records
of university libraries and librarians: North-Central (including Federal Capital
Territory) has 13 university libraries with 244 librarians; North-East has 11 university
libraries with 128 librarians; North-West has 16 university libraries with 272 librarians;
South-East has 10 university libraries with 167 librarians; South-South has 13 university
libraries with 203 librarians; and South West has 15 university libraries with 240
librarians. Thus, all the university libraries and their librarians are potential
respondents of this study.
5.3
Sample Size and Sampling Technique
The sample size for this study is 923 librarians. Random sampling technique was
adopted for this study. The sampling was done by first stratifying the country (Nigeria)
along the existing six geopolitical zones (strata); these include: North-Central, NorthEast, North-West, South-East, South-South and South-West. Each zone (stratum) is
made up of six States except North-West and South East that are made up of seven and
five States respectively.
Consequently, the researcher surveyed all the librarians in all the public
university libraries established in the four selected geopolitical zones and states. The
selected zones and states were listed as follow: North-Central (Benue, Kogi, Kwara,
Nasarawa, Niger, Plateau and Federal Capital Territory); North-West (Kaduna, Kano,
Katsina, Kebbi, Jigawa, Sokoto and Zamfara); South-East (Abia, Anambra, Ebonyi,
Enugu and Imo); and South-West (Ekiti, Lagos, Ogun, Ondo, Osunand Oyo). The choice
of these states was to give a wider coverage of all the professional librarians working in
all public (federal & state) universities sited in each state of the geopolitical zones
selected for the study. Also, each state has public universities to be surveyed, similar
cultural and economic activities, as well as similar religious settings.
The researcher randomly selected 60%sample size from the six geopolitical zones
in Nigeria which give approximately four zones; these included: North-Central, NorthWest, South-East and South-West. According to Nachimias and Nachimias (1987), the
rate between 50-75% of sample size were considered acceptable in research; hence, the
choice of 60% of the geopolitical zones in the country was to give fair representation of
the entire country (two geopolitical zones were selected from each part of the country
i.e. North & South) as all the geopolitical zones in Nigeria might be too large and
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cumbersome to handle within the stipulated time frame. Also, to enable the researcher
complete the study within the limited resources available for the study.
Besides, each of the geopolitical zones selected for the study has the following
records of university libraries and librarians: North-Central has 13 university libraries
with 244 librarians; North-West has 16 university libraries with 272 librarians; SouthEast has 10 university libraries with 167 librarians; and South-West has 15 university
libraries with 240 librarians. The number of librarians in the fifty four (54) selected
public university libraries considered for this study was calculated at 923.
5.4
Research Instrument
The researcher employed the questionnaire in collecting data for this study. The
questionnaire for this study was designed by the researcher and was designed along the
identified research questions. Hence, the research instrument was divided into four
sections: A, B, C and D. Items in the instrument were gathered from the literature
reviewed for the study. Section A: Demographic information; section B: Level of
Productivity; section C: Level of emotional intelligence; and section D: Challenging
issues that affect productivity of librarians in the university library.
5.5
Validity and Reliability of the Instrument
The research instrument was subjected to the scrutiny of the researcher s supervisors,
some university librarians especially those with PhD degree in the field of librarianship
and other experts in the areas of the variables studied; these were approached for their
useful advice and input in order to validate the research instrument used for the study.
Both face and content validity were employed in order to standardise the instrument
and to make it more adequate for the study. Based on their useful feedback, the
research instrument was modified where necessary.
Also, a pilot study was conducted. The researcher through friends and research
assistants administered 56 questionnaires and retrieved 38 copies (67.9%); among
professional librarians of three public university libraries that were not part of the
sample for the main study, these included: University of Benin, Delta State University
and Ambrose Alli University all in the South-South geopolitical zone of Nigeria. These
were subjected to Cronbach s alpha reliability analysis and with alpha reliability
coefficient results as follows: Emotional Intelligence of Librarians α =
Productivity of Librarians had α = .
.
and
. With these results, the instrument was used for
the study as the alpha reliability coefficient results for all the variables are more than 0.5
level of significant.
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5.6
Research Procedure and Method of Data Collection
The corrected copies of the questionnaire were administered to professional librarians
in all the fifty four (54) university libraries slated for the study. The respondents were
assured that information supplied by them would be treated with utmost
confidentiality and used solely for the purposes of academic research. Also, such
information will not be divulged to a third party. The researcher intended to personally
administer copies of the questionnaire to the affected librarians; but due to the wide
geographical zones to be covered for the study and limited time frame, the researcher
engaged the services of research assistants, electronic administration of the instrument
to most of the respondents, friends working in most of these university libraries, NLA
online forum and even the University Librarians so as to add credibility to the data
collected and analysed for the study. On the whole, 923 copies of the corrected
questionnaire were administered to librarians in all the 54 public university libraries
slated for the study; out of which, a total number of 620 copies were retrieved. This
gives 67.2% return rate of the administered research instrument for the study.
5.7
Method of Data Analysis
Data collected for this study was analysed using Statistical Package for Social Science
(SPSS), 22.0 latest versions. The data collected were analysed using descriptive statistics,
especially for research questions 1-3, while the null hypothesis was tested using Pearson
Product Moment Correlation (PPMC) analysis The result was to attest to the mutual
relationship that existed among the variables (Emotional intelligence and Productivity)
in the study.
6.
Data Analysis Results and Discussion of Findings
6.1
Presentation of Demographic Information of Respondents
Table 1: Demographic characteristics of respondents
S/N
1.
2.
DEMOGRAPHIC STATEMENT
FREQUENCY
PERCENTAGE
Gender
Male
353
56.9
Female
267
43.1
Total
620
100.0
Single
114
18.4
Married
455
73.4
Divorced
33
5.3
Marital status
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NIGERIA: A CORRELATIONAL APPROACH
Widowed
18
2.9
620
100.0
Below 30
105
16.9
31-40
186
30.0
41-50
206
33.2
51-60
116
18.7
7
1.1
620
100.0
92
14.9
128
20.6
49
7.9
MLIS
312
50.3
PhD
39
6.3
Total
620
100.0
Assistant Librarian
170
27.4
Librarian II
133
21.5
Librarian I
133
21.5
Senior Librarian
81
13.1
Principal Librarian
64
10.3
Deputy University Librarian
27
4.4
University Librarian
12
1.9
620
100.0
Below 6 years
213
34.4
6-10 years
156
25.2
11-15 years
108
17.4
16-20years
52
8.4
21-25 years
23
3.7
26-30 years
54
8.7
Above 30 years
14
2.3
620
100.0
Total
3.
Age of respondents
Above 60
Total
4.
Educational qualification
BSc/BA
BLIS
MSc/MA
5.
Designation
Total
6.
Length of service
Total
Source: Field survey, 2016
From Table 1, it reveals that (56.9%) of the respondents were male. This implied that
there were slightly more men in the librarianship profession than women in Nigeria. It
was also revealed that majority of the respondents were married (73.4%). This implies
that they would display maturity while discharging their duties to the library users in
their various universities. It was revealed that there were more librarians in the age
bracket of 41-50 years than any other age group closely followed by those in the age
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NIGERIA: A CORRELATIONAL APPROACH
bracket 31-40. This simply meant a larger percentage of the respondents were relatively
young and active.
Pertaining to the educational qualifications of the respondents, 50.3% were
holders of Master s Degree in Library Science (MLIS) and others 20.6% were holders of
Bachelor Degree in Library Science. This means that at least 71% of respondents were
professionally qualified librarians. If it is assumed that the 6% who had Ph.D degrees
got them from the field of librarianship, then this figure will increase to 77%. This
shows that about a quarter (23%) of people working in Nigerian university libraries
today hold degrees outside librarianship. This is understandable considering the role
that information technology is playing in today s information provision services.
It was revealed from the table that 70% of librarians in Nigerian universities
occupied the low level positions (Assistant Librarians, Librarian II, Librarian I) in the
library. Assistant Librarians constituted the largest number in this group. Almost 80%
of the respondents had spent less than 15 years as Librarians or Assistant Librarians,
while almost half (34.4%) had spent less than 6 years. Those that had spent over 20
years on the job amounted to only 15% of respondents.
6.2
Data Analysis and Presentation Based on Research Questions
Research Question 1: What is the level of productivity of librarians in public university
libraries in Nigeria?
Table 2: Level of productivity of the respondents
S/N
STATEMENT
a.
Students’ academic success
i.
Library collection enhances academic
ii.
VH
H
M
L
(%)
(%)
(%)
(%)
411
181
26
2
success of students in the university
(66.3)
(29.2)
(4.2)
(0.3)
Library provides conducive learning
376
211
29
4
(60.6)
(34)
(4.7)
environment that encourages academic
success
iii.
Mean
With current and relevant library
collections, students will excel in their
SD
3.64
0.540
3.61
0.584
3.56
(0.8)
323
260
32
5
(52.1)
(41.9)
(5.2)
(0.8)
356
221
38
5
(57.4)
(35.6)
(6.1)
(0.8)
394
194
28
4
(63.5)
(31.3)
(4.5)
(0.6)
AM
3.55
0.617
3.45
0.633
3.58
0.611
academic programmes
iv.
My job performance often lead to
students success in their examinations
b.
Accreditation of more courses
i.
My job performance contribute greatly to
the accreditation exercises of the
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university
ii.
I actively involved in the accreditation
exercises
iii.
Relevant and current library collections
help the university authority to have more
390
203
22
5
(62.9)
(32.7)
(3.5)
(0.8)
385
189
40
6
(62.1)
(30.5)
(6.5)
(1)
367
224
22
7
(59.2)
(36.1)
(3.5)
(1.1)
356
221
38
5
(57.4)
(35.6)
(6.1)
(0.8)
362
226
27
5
(58.4)
(36.5)
(4.4)
(0.8)
346
252
18
4
(55.8)
(40.6)
(2.9)
(0.6)
3.58
0.603
3.54
0.661
3.55
courses accredited
iv.
It encourages growth and development of
the university
v.
It enriches the university curricula and
programmes.
c.
Innovative research work
i.
It provides resources for innovative
research work.
ii.
My job output greatly contribute to the
innovative research efforts of the
3.53
0.623
3.50
0.649
3.52
0.621
3.52
0.589
3.51
university community
iii.
iv.
It promotes the image of the university.
351
241
24
4
(56.6)
(38.9)
(3.9)
(0.6)
369
205
35
11
(59.5)
(33.1)
(5.6)
(1.8)
436
156
25
3
(70.3)
(25.2)
(4)
(0.5)
330
256
30
4
(53.2%)
(41.3)
(4.8)
(0.6)
331
248
31
10
(53.4)
(40)
(5)
(1.6)
Three of my publications are in
335
176
70
39
international journals
(54)
(28.4)
(11.3)
(6.3)
My job performance contribute to
innovative research work in the
3.51
0.605
3.50
0.686
3.61
0.550
3.47
0.621
3.45
0.667
university.
d.
Increase number of paper publication
i.
Library collection boosts regular paper
publications of faculty members.
ii.
It provides resources for regular paper
publications
iii.
My regular paper publications assures me
of promotion as at when due
iv.
v.
It enhances my regular paper
publications.
vi.
I have produced at least five papers in the
past two years
395
180
36
9
(63.7)
(29)
(5.8)
(1.5)
305
202
82
31
(49.2)
(32.6)
(13.2)
(5)
3.39
3.30
0.903
3.26
0.989
3.26
0.871
Source: Field Survey, 2016
Key: VH = Very High, H = High, M = Medium, L = Low, SD = Standard Deviation; AM = Average Mean
It can be seen from Table 2 that librarians in Nigerian Universities considered their level
of productivity to be very high judging by the average mean score of 3.39 on the scale of
4. They considered their contribution to the academic success of students as well as the
universities success in getting more courses accredited as the greatest measures of their
productivity in the university system. Each had an average mean scores of 3.56 and 3.55
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
respectively. Specifically, having the relevant library collections (mean = 3.64) and
conducive reading and learning environment contribute to students academic success
while active involvement in accreditation activities (mean = 3.58) plus having the right
collection (mean = 3.58) contributed to the increase in the number of courses accredited.
Other activities of librarians productivity were their contribution to innovative
research work in the university (average mean = 3.51) and increase in the number of
papers published by them (average mean = 3.39). Specifically, providing resources for
innovative research work (mean = 3.52) coupled with having relevant collections to
boost paper publications of faculty members (mean = 3.61) in the university system.
Research Question 2: What is the level of emotional intelligence of librarians in public
university libraries in Nigeria?
Table 3: Level of emotional intelligence and productivity of the respondents
S/N
STATEMENT
a.
Relationship management
i.
Positive impact on others
ii.
iii.
iv
v.
vi.
vii.
vii.
ix.
Collaboration and cooperation
Conflict management
Communication
Building bonds
Influence i.e. Influencing others
Developing others
Change catalyst
Teamwork
b.
Self-awareness
i.
Self-confidence/esteem
ii.
iii.
Accurate self-assessment/evaluation
Emotional self-awareness
VGE
GE
ME
NE
(%)
(%)
(%)
(%)
367
205
36
12
(59.2)
(33.1)
(5.8)
(1.9)
339
258
11
12
(54.7)
(41.6)
(1.8)
(1.9)
348
220
51
1
(56.1)
(35.5)
(8.2)
(0.2)
343
243
25
9
(55.3)
(39.2)
(4)
(1.5)
329
253
34
4
(53.1)
(40.8)
(5.5)
(0.6)
337
226
40
17
(54.4)
(36.5)
(6.5)
(2.7)
331
216
61
12
(53.4)
(34.8)
(9.8)
(1.9)
312
245
52
11
(50.3)
(39.5)
(8.4)
(1.8)
298
245
71
6
(48.1)
(39.5)
(11.5)
(1)
341
242
25
12
(55)
(39)
(4)
(1.9)
356
195
56
13
(57.4)
(31.5)
(9)
(2.1)
324
210
65
21
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MEAN
SD
3.50
0.695
3.49
0.634
3.48
0.651
3.48
0.647
3.46
0.631
3.42
0.734
3.40
0.744
3.38
0.715
3.35
0.717
3.47
0.668
3.44
0.744
3.35
0.801
AM
3.44
3.42
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Japheth Abdulazeez Yaya, Oluseyi A. Akintayo, Chioma Euriel Uzohue –
EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
c.
Self-management
i.
Growth orientation
ii.
iii.
iv.
v
vi.
vii.
viii.
ix.
Innovation
Trustworthiness
Optimism/positivism
Initiative
Conscientiousness
Self-control
Adaptability
Achievement drive
d..
Social-awareness
v.
Leadership
vi.
vii.
viii.
ix.
Empathy
Organizational commitment
Achievement/service orientation
Organizational awareness
(52.3)
(33.9)
(10.5)
(3.4)
328
259
28
5
(52.9)
(41.8)
(4.5)
(0.8)
349
221
32
18
(56.8)
(35.6)
(5.2)
(2.9)
343
231
26
20
(55.3)
(37.3)
(4.2)
(3.2)
340
219
56
5
(54.8)
(35.3)
(9)
(0.8)
335
224
52
9
(54)
(36.1)
(8.4)
(1.5)
325
226
55
14
(52.4)
(36.5)
(8.9)
(2.3)
332
213
60
15
(53.5)
(34.4)
(9.7)
(2.4)
308
262
35
15
(49.7)
(42.3)
(5.6)
(2.4)
302
247
59
12
(48.7)
(39.8)
(9.5)
(1.9)
300
272
46
2
(48.4)
(43.9)
(7.4)
(0.3)
276
293
45
6
(44.5)
(47.3)
(7.3)
(1)
278
276
60
6
(44.8)
(44.5)
(9.7)
(1)
278
269
66
7
(44.8)
(43.4)
(10.6)
(1.1)
247
281
66
26
(39.8)
(45.3)
(10.6)
(4.2)
3.47
0.623
3.45
0.725
3.45
0.725
3.44
0.690
3.43
0.707
3.39
0.743
3.39
0.740
3.39
0.705
3.35
0.732
3.40
0.640
3.35
0.658
3.42
3.32
3.33
0.689
3.32
0.706
3.21
0.794
Source: Field Survey, 2016
Key: VGE = Very Great Extent; GE = Great Extent; ME = Moderate Extent; NE = No Extent; SD = Standard
Deviation; AM = Average Mean
Table 3 shows that librarians in Nigerian Universities considered their level of
emotional intelligence to be very high judging by the average mean score of 3.32 on the
scale of 4. They considered their relational management of the library users as well as
their self-awareness ability as the greatest measures of their emotional intelligence in
the university system. Each had an average mean scores of 3.44 and 3.42 respectively.
Specifically, having ability to make positive impact on others especially university
students (mean = 3.50) followed by their collaboration and cooperation (mean = 3.49)
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
with others especially with similar academic libraries in meeting the information needs
of library users while self-confidence/esteem (mean = 3.47) plus having the accurate
self-assessment or evaluation (mean = 3.44) contributed to increase in their productivity
in the university library.
Other emotional intelligence components related to librarians productivity were
their self-management in the university (average mean = 3.42) and their socialawareness of the university (average mean = 3.32). Specifically, having growth
orientation to increase the library collections (mean = 3.47) coupled with their
innovation (mean = 3.45) skills to introduce new dimensions to improve service
delivery efforts of the university library.
Research Question 3: What challenges face librarians’ productivity in public university
libraries in Nigeria?
Table 4.7: Challenging issues affecting productivity of librarians
S/N
i.
STATEMENT
Non-payment of similar
VGE(
GE(
ME
NE
M
SD
%)
%)
(%)
(%)
264(42.6)
209(33.7)
85(13.7)
62(10)
3.09
0.978
273(44)
192(31)
88(14.2)
67(10.8)
3.08
1.005
266(42.9)
190(30.6)
85(13.7)
79(12.7)
3.04
1.037
269(43.4)
172(27.7)
107(17.3)
72(11.6)
3.03
1.035
256(41.3)
194(31.3)
101(16.3)
69(11.1)
3.03
1.011
AM
allowances payable to other
academic staff in the university
ii.
Lack of employee recognition
iii.
Marginalization of librarians by
the university authority.
iv.
Irregular payment of salary and
wages
v.
Lack of conducive work
3.02
environment in my university
vi.
Irregular promotion opportunities
237(38.2)
221(35.6)
93(15)
69(11.1)
3.01
0.989
vii.
Lack of effective job design that
250(40.3)
200(32.3)
96(15.5)
74(11.9)
3.01
1.018
218(35.2)
236(38.1)
111(17.9)
55(8.9)
3.00
0.942
221(35.6)
248(40)
65(10.5)
86(13.9)
2.97
1.009
236(38.4)
196(31.6)
114(18.4)
74(11.9)
2.96
1.021
would enable library services to be
effectively carried out
viii.
Inadequate provision for my basic
needs by the organization
ix.
Inadequate security of lives and
library resources
x.
Undemocratic leadership styles in
my library
Source: Survey Field, 2016
Key: VGE = Very Great Extent; GE = Great Extent; ME = Moderate Extent; NE = Not Extent; M = Mean; SD
= Standard Deviation; AM = Average Mean
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
Table 4 reveals that librarians in Nigerian Universities considered those issues affecting
librarians job satisfaction and productivity to be high judging by the average mean
score of 3.02 on the scale of 4. Major challenging issues facing Nigerian university
librarians were non-payment of similar allowances payable to other academic staff
(mean = 3.09), lack of employee recognition (mean = 3.08) and marginalization of
librarians by the university authorities (mean = 3.04), irregular payment of salary and
wages (mean = 3.03), lack of conducive work environment (mean = 3.03).
Others were irregular promotion opportunities (mean = 3.01), lack of effective job
design (mean = 3.01), inadequate provision of basic needs to librarians (mean = 3.00),
inadequate security of lives and properties (mean = 2.97) as well as undemocratic
leadership styles (mean = 2.96).
6.3
Hypotheses Testing and Interpretation
Ho: There is no significant relationship between emotional intelligence and productivity
of librarians in public university libraries in Nigeria.
Table 5: Correlation Analysis between Emotional Intelligence and Productivity of Librarians in
Public University Libraries in Nigeria
Variables
Mean
Standard Deviation
N
R
P
Remark
(SD)
Emotional Intelligence
3.21
0.79
Productivity
3.55
0.67
620
0.032
0.000
Sig.
Significant at 0.05 level
The mean score of the emotional intelligence of librarians in Nigerian university
libraries was 3.21, SD = 0.79 while that of productivity was 3.55, SD = 0.67. The
correlation of coefficient obtained was 0.032 with p-value < 0.05. The result showed
positive correlation between emotional intelligence and productivity of librarians.
There was a positive significant relationship between the variables as indicated in the
above table as (r = 0.032, N = 620, P < 0.05).Null hypothesis five is rejected. This indicates
that there is significant relationship between emotional intelligence and productivity of
librarians in public university libraries in Nigeria.
6.4
Discussion of Findings
This section discussed the major findings of this study in relation to past studies. The
discussion followed the research questions on which sources of relationships between
emotional intelligence and productivity of librarians were established through past
empirical studies. Each of the three research questions and the null hypothesis were
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
based on determining the influence emotional intelligence had on the productivity of
librarians.
Research question one showed that librarians contribution to the academic
success of students as well as the universities success in getting more courses
accredited as the greatest measures of their productivity in the university system. The
findings implied that library was fundamental to research productivity and that it
supported the curricula of the universities. These were consistent with the research
conducted by Okonedo et al (2015) in which the research productivity of various
academic staff in the university was found relatively high in order to assure their
chances of being promoted to the next position. It was revealed in the study that
librarians
job performance often lead to students
academic success in their
examinations; library provided students with current and relevant library collections
and these help students to excel in their various academic programmes. Also, library
equally provided conducive and quiet learning environment that encouraged users
personal reading and students academic success as its collections enhanced academic
success of students in the university.
Besides, librarians were actively involved in the accreditation exercises; as well
as enriching the curricula of both old and new programmes that were offered. This
encouraged growth and development of the university. Periodically, every university in
Nigeria sought for approval of Nigerian Universities Commission (NUC) before the
commencement of any new programme; to facilitate this, library must be well stocked
with relevant and current educational resources that would support such programme.
In absence of this, no university programme will be accredited by the government
statutory organization – NUC. This concurred with the study of Singh and Jain(2013)
who listed accreditation of courses in the university as part of the factors through which
an employee could derive job satisfaction and this would enhance the level of his/her
productivity.
Research question two showed that librarians considered their relational
management of the library users as well as their self-awareness ability as the greatest
measures of their emotional intelligence in the university system. Specifically, having
ability to make positive impact on others especially university students (mean = 3.50)
followed by their collaboration and cooperation (mean = 3.49) with others especially
with similar academic libraries in meeting the information needs of library users.
It was revealed by the respondents that librarians were to make positive impact
on other people especially library users, in which students constituted highest number
in the university system. This result agreed with the position of Ziv (2014), who noted
that, an individual who has a strong effect on the behaviour of another person or group
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
of people in the organization or in the entire human society. He believed that these
types of people were able to help other people in the organization to see the big picture
and influenced them in seeking out desired positive outcomes while adhering to ethical
values and principles.
The researcher agreed with Ziv s submission, it implied that the university
libraryplayed host to different categories of users from different cultural settings on
daily basis and these users were not having similar characters; while some of them had
very sound home trainings which made them to behave maturely; others were not so
fortunate to have such upbringings, some even came from broken homes. What do you
expect from such readers? The negative and aggressive behaviours that would be
displayed by such library user may not be too pleasant to everyone in the library. Thus,
librarians were expected to take up the role of managing such readers and make a
positive impact on them through constant counselling and enduring the negative
behaviour of such readers. Although they were also expected to be humane when
relating with library users but caution needed to be taken here; they must have a
working knowledge of the university library information policies, rules and regulations;
these must not be compromised for whatever reason while relating with or trying to
make positive impact on any library user.
Besides, collaboration and cooperation, the findings corroborated with the
submission of Adeyokun and Yaya (2010) that library should not be operated as an
island or in isolation rather it should have working relationship with other similar
libraries. They can put their financial resources together in order to acquire relevant
library resources and share such acquired materials based on the ratio of their
contributions. This type of library collaboration is known as consortium building of
educational materials. The authors believed that this method enhances the capital base
of the participating libraries and it enables those smaller libraries to have large volumes
of educational materials in their library stocks. The researcher concurs with the
submission of these authors; collaboration and cooperation should take place among
the participatory libraries so as to enhance the productivity of librarians in such library;
therefore, librarians would have enough library resources at their disposal to meet the
information needs of their users. Consequently, it is expected of every librarian in the
university library to possess collaboration and cooperation skills in order to increase
their level of job performance.
The findings also revealed self-awareness competency contributed immensely to
the service delivery efforts of librarians in the university system. It is expected of every
librarian to possess self-confidence competency while discharging their duties in the
university library. The result was in agreement with earlier submissions made by
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
Holahanand Sears (1995), they submitted that the level of Self-Confidence was in fact a
stronger predictor of performance than the level of skill or previous training. In a sixtyyear study of more than one thousand high-IQ men and women tracked from early
childhood to retirement, it was discovered that those who possessed Self-Confidence
during their early years were most successful in their careers. This implied that library
works should be carried out in self-confident and every librarian should possess this
vital EI competency in order to be more effective in discharging his/her duties in the
university library.
However, it can be noted that although librarians in the university library are
expected to meet some of the information needs of the library users that seek for diverse
information from the library collections, the fact remains that they are human beings
that are limited in strength, knowledge and even skills. Having this basic knowledge of
their limitations, they should not pose as having answers to all the library users queries
but they should refer those difficult queries to other sources (superior officers or
resources) that can readily provide answers to their problems. In the same vein, library
users should not be over-demanding in their quest for information from the library
personnel and its resources; they should take cognizance of the librarians limitations.
Research question three showed that librarians were facing some challenges that
affected their level of productivity in the university libraries. Specifically, it was showed
that non-payment of similar allowances payable to other academic staff followed by
inadequate employee recognition and marginalization of librarians by the university
authority greatly affected job satisfaction of librarians in the university. It could be
reiterated here that emotional intelligence of employees plays a crucial role in
determining the general output of workers in any organization.
The study revealed unequal payment of allowances payable to other academic
staff in the university as the highest problem affecting job satisfaction of librarians in
most university libraries. This finding confirmed the submission of Nwosu et al (2013)
that majority of librarians in Nigeria were being poorly paid and motivated.
Unfortunately,
some
public
university
authorities
maintained
segregation
administrative system; they were not treating their faculty members equally; there were
some allowances paid to lecturers which were regarded by the university management
as core academic staff but which were not paid to the librarians. It could be noted that
with such composition, the morale of librarians in such university would be low and
this would as well affected the level of their job satisfaction and productivity. It showed
that librarians were not recognized as full academic staff of the university management
and they were being treated as second class academic staff in the same university.
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
Hence, this apartheid management style must stop; if not there would be high rate of
staff turnover in the public university library.
The result of inadequate recognition of librarians in most Nigerian university
system has contradicted the submissions of Russell (2008) as well as Massachusetts
Institute of Technology (2014) who noted in their findings that employee recognitions a
motivational element that could be applied in the managerial level to motivate the
employees for better job performance and being more innovative. They further stressed
that recognition is a positive feedback that enables employees know that they are
valued and appreciated by their employers and co-workers.
Thus, emotional intelligence enhances productivity of workers in any
organization especially in the public university libraries as an emotionally stabled
worker is a happy and productive worker. It is therefore expedient for every manager
to take initiative in finding out those factors that improve emotional intelligent
capabilities and job satisfaction of the subordinates
Vijayabanu & Swaminathan,
2016, p. 1638) in order to boost productivity and enhances retention of the experienced
workforce in the organization.
Furthermore, it can be revealed from the findings and analysis presented in
Table 5, the null hypothesis was rejected. This indicates that there was a significant
relationship between emotional intelligence and productivity of librarians in the public
university libraries in Nigeria (r = 0.032, P < 0.05). The finding corresponds with
previous studies conducted by some scholars; few of these studies were here presented:
Salovey and Mayer (1990), Goleman (2005), Sahdat et al (2011), Zaki et al (2012),
Javidparvar et al (2013), Kalitani (2013), Orluwene and Wachukwu (2014) and Zobisch
(2014) to establish the relationship between emotional intelligence and productivity of
employees in the organization. This showed that a worker who had a good knowledge
of his/her emotion would be more productive than other workers who have no such
knowledge.
7.
Summary, Conclusion and Recommendations
7.1
Summary of Major Findings
1. Librarians level of productivity was high judging by the average mean score of
.
on the scale of . They considered their contribution to students academic
success and the universities success in getting more courses accredited as major
measures of their level of productivity.
2. Librarians level of emotional intelligence was also high judging by the average
mean score of 3.32 on the scale of 4. They attributed this to their relational
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EMOTIONAL INTELLIGENCE AND PRODUCTIVITY OF LIBRARIANS IN PUBLIC UNIVERSITIES IN
NIGERIA: A CORRELATIONAL APPROACH
management of the library users as well as their self-awareness ability as major
measures of their emotional intelligence in the university system.
3. Challenging issues facing university librarians productivity was very high
judging by the average mean score of 3.02 on the scale of 4. They attributed these
ton on-payment of similar allowances payable to other academic staff as well as
lack of adequate recognition and marginalization of librarians by the university
authorities.
7.2
Conclusion
The study had succeeded in disabusing the earlier submission of low level productivity
of library personnel judging from its findings. It was directed towards librarians
welfare and personal issues such as emotional intelligence and their level of
productivity in the university libraries. The study established that emotional
intelligence and productivity of librarians in the Nigerian public university libraries
were positively correlated.
Besides, the study confirmed the assertion that emotional intelligence enhances
productivity of workers in any organization especially in the public university libraries
as an emotionally stabled librarian is a productive librarian. Therefore, in the public
university institutions, the welfare and personal issues of librarians should be taken
seriously. They should be adequately and fairly motivated so as to enable them
emotionally stabled and discharge their duties effectively. It is expedient for the
university authorities to seek and put in place those motivating factors that would
enhance the emotional intelligence and productivity of workers in the university
community. Hence, the findings and recommendations that emanated from this study
would be relevant to our local needs in Nigeria and beyond.
7.3
Recommendations
Based on the findings and challenges that were revealed in this study, the following
recommendations are hereby proffered as the way forward:
1. The study revealed decrease in paper publications among librarians and other
faculty members in the last two years. This was attributed to general observation
that most Nigerian public university libraries were stocked with irrelevant, old
and obsolete resources that could not be used for any meaningful research work.
It is therefore imperative for the university libraries in Nigeria to be stocked with
current and relevant educational resources that would boost high class research
works.
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NIGERIA: A CORRELATIONAL APPROACH
2. Lower level of social awareness emotional intelligence component when
compared with that of relationship management. This suggested that librarians
were lacking organization awareness competency. Librarians were expected to
have full knowledge of the entire organization they were expected to serve. They
were to carry out users analysis in order to have full knowledge of their
information needs. This could be done through questionnaire, internal memo to
heads of department and experts on each subject field soliciting for their input in
the selection process, publishers catalogues as well as relevant book vendor list
could be sent to each subject experts to select appropriate texts, amongst other
methods.
3. The study equally revealed that job satisfaction and productivity of librarians in
most Nigerian public university libraries were been challenged by non-payment
of similar allowances payable to other academic staff as well as inadequate
employee recognition and marginalization of librarians by the university
authorities. The university authorities should mete out equal treatment to every
academic staff and none should be marginalized nor given higher priority over
the others. In other words, no academic staff should be treated as a core staff or
regarded as a very important personality (VIP) over the others. Hence, they
should be paid equal salaries and allowances in line with the government
approved salary structures. Also, librarians should be given adequate
recognition as custodians and managers of information resources needed in
supporting the curricula of each academic programme in the university system.
7.4
Implication of the Study
The findings of this study indicated that Librarians in Nigerian Universities sawtheir
level of job satisfaction and productivity as very high. They attributed this to being
recognised by the authorities as well as good leadership styles that were practised as
the greatest measures of their job satisfaction in the university system. They considered
their contribution to students academic success and the universities success in getting
more courses accredited as major measures of their level of productivity. These would
improve growth and development of the university system as there will be increase in
student s enrolment and more new programmes will be accredited for the university.
Besides, the study equally revealed that motivation, emotional intelligence and
human capital development jointly correlated with the job satisfaction and productivity
of librarians in the Nigerian Public university libraries. This implies that a fairly
motivated librarian who has good knowledge of his/her emotion and received relevant
training coupled with constant career development, will have high level job satisfaction
European Journal of Open Education and E-learning Studies - Volume 1 │ Issue 1│ 2016
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NIGERIA: A CORRELATIONAL APPROACH
and will be more productive in the university library. Also, the study affirmed that a
satisfied worker is a productive worker.
On the whole, the study showed some challenging issues facing university
librarians job satisfaction and productivity was very high. They attributed these ton onpayment of similar allowances payable to other academic staff as well as lack of
adequate recognition and marginalization of librarians by the university authorities. If
these problems were not checked, they will lead to low productivity and loss of
experienced librarians in the university system. Also, the finding of this study in the
area of inadequate funding of library resources; will result in inadequate provision of
relevant educational resources to support the curricula and programmes in the
university system.
7.5
Contribution to Knowledge
The centrality of the findings of this study established the link between emotional
intelligence and productivity of librarians in public university libraries in Nigeria. The
findings of this study confirmed the dearth of research in investigating the relationships
between welfare and personal issues such as emotional intelligence and productivity of
librarians in public universities in Nigeria and beyond. Thus, this study has created a
platform through which the existed gap has been filled and a bedrock through which
future research could be based.
7.6
Suggestions for Further Studies
The present study focused on the emotional intelligence and productivity of librarians
in public University libraries in Nigeria. The study surveyed all the public universities
in North-Central, North-West, South-East and South-West geopolitical zones in Nigeria.
Therefore, the following areas of study are suggested for further research:
1. An investigation on how librarians in the Public Universities in North-East and
South-South geopolitical zones of Nigeria perceive the factors identified in this
study in relationship to their job satisfaction and productivity.
2. A study on how librarians in the Private Universities in Nigeria perceive the
factors identified in this study in relationship to their emotional intelligence and
productivity.
3. A study on how librarians in other Tertiary Institutions in Nigeria perceive the
factors identified in this study in relationship to their emotional intelligence and
productivity.
4. A study on how the perceptions of librarians in the Public Universities in Nigeria
compare with those of the librarians in Private Universities.
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NIGERIA: A CORRELATIONAL APPROACH
5. This study limits itself to only twenty six emotional intelligence competencies, it
is important to further investigate into various other emotional intelligence
competencies that would boost the productivity of workers in the university
system or in similar institutions of higher learning
7.7
Limitation of the Study
One of the major constraints of this study was that it was difficult to retrieve the
administered research instrument from many librarians as most of them refused to
complete it with an excuse that the instrument is too voluminous, some even refused to
participate in the study. This situation was solved by the researcher and those that
worked with him as they had to convince and persistently pleaded with the
respondents through constant telephone calls and regular emails sent to remind them.
He personally pleaded with others that were in nearby universities for their assistance
in completing the research instrument. Also, he sent money to some of his Research
Assistants as their compensation and to buy soft drinks for the respondents. This
motivating factor greatly improved the return rate of the research instrument.
Nevertheless, many librarians especially in the Northern States of Nigeria showed great
enthusiasm towards the study and they completed the instrument sent to them
promptly. Besides, finance also constituted a great hindrance, but God divinely helped
the researcher. He got credit facilities from banks, individuals and cooperative societies
of his office to finance the programme. However, these limitations were not
insurmountable, as the researcher worked around them to record success in the
outcome of the research.
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