Is It More Than Just University Climate? Teachers' Perceptions of Emotions‐Based Satisfaction‐Productivity Nexus From Higher Education

ABSTRACT Despite the enhanced significance of emotions‐based learning outcomes in the efficient transformation of teachers' satisfaction‐productivity nexus, literature on the role of organizational climate in higher education institutions remains scarce. Based on trait‐based theory of emotional intelligence, this study investigated teachers' emotions‐based learning outcomes. Similarly, this study assessed knowledge‐worker satisfaction and knowledge‐worker productivity as mediators between the relationship of emotional intelligence and learning outcomes. Convenience and purposive sampling techniques were used to collect the data through questionnaires. This study applied quantitative and cross‐sectional research method to analyze the data ( N = 382). Findings validated that organizational climate has an enabling effect on emotional intelligence; similarly, emotional intelligence was found to have direct and positive relationship with learning outcomes; likewise, knowledge‐worker satisfaction and knowledge‐worker productivity were found to have partial mediation. This study examined the enabling effects of organizational climate on teachers' emotional intelligence in higher education which is original in nature. Further, knowledge‐worker satisfaction and knowledge‐worker productivity between emotional intelligence and learning outcomes are novel as well. Further, this study contributes towards the trait‐based model of emotional intelligence, productivity theory and Herzberg two factor theory in higher education.