PR 09 2012 0154

Personnel Review
Impact of transformational leadership on subordinate’s EI and work performance

Angela Shin-yih Chen Min-dau Bian Yu-Hsiang Hou
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Angela Shin-yih Chen Min-dau Bian Yu-Hsiang Hou , (2015),"Impact of transformational leadership
on subordinate’s EI and work performance", Personnel Review, Vol. 44 Iss 4 pp. 438 - 453
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PR
44,4
Impact of transformational
leadership on subordinate’s
EI and work performance
438 Angela Shin-yih Chen
Received 5 September 2012
Department of Business and Administration,
Revised 9 April 2013 National Taipei University, New Taipei City, Taiwan
31 December 2013
Accepted 14 June 2014 Min-dau Bian
Department of Journalism, National Defense University, Taipei, Taiwan, and
Yu-Hsiang Hou
Department of Business Administration,

National Chung Hsing University, Taichung, Taiwan
Abstract
Purpose – The purpose of this paper is to explore the relationship among emotional intelligence
(EI), perceived transformational leadership (TFL) and work performance.
Design/methodology/approach – Data were collected from a military-based research and
development institution. In all, 202 copies of questionnaires were returned, resulting a 67.3 percent
return rate. Confirmatory factor analysis was used to test this theoretical model.
Findings – The data indicated that EI had a positive relationship with work performance; meanwhile,
perceived leader’s TFL positively moderated the relationship between subordinate’s EI and work
performance.
Research limitations/implications – First, this study increased the understanding of the
relationship of EI and work performance in a non-western culture context and therefore confirming the
benefit of EI on a positive work psychology. Also, the findings helped the researchers to understand
how situational factors, such as leadership, interact with individual factors, such as EI, to produce
a positive impact on work output.
Originality/value – Unlike previous studies connecting leaders’ EI with their leadership behaviors
and subsequent effect on work outcomes, the present study looked into the moderating role of leader’s
TFL on the relationship between subordinate’s EI and work performance.
Keywords Quantitative, Taiwan, Emotional intelligence, Work performance,
Perceived transformational leadership
Paper type Research paper
1. Introduction
For the past decade, emotional intelligence (EI) has been one of the more widely
discussed academic research topics (Mayer et al., 2000; Salguero et al., 2012), both in
psychology and management. While EI researchers have realized fruitful results in
academic psychology and management (Goleman, 1998; Mayer and Salovey, 1997;
Wong and Law, 2002), the practical implications of EI still fall short of empirical
research results and are very controversial (Law et al., 2004, 2008; Lyons and Schneider,
2005). Some scholars believe that EI is an “elusive” construct (Davies et al., 1998)
Personnel Review and significantly overlaps the concept of personality traits. Yet, many researchers have
Vol. 44 No. 4, 2015
pp. 438-453
found that EI and personality traits differ greatly in terms of definition and measures
© Emerald Group Publishing Limited and consider EI as an ability. Whether EI can be a valid predictor of work-related
0048-3486
DOI 10.1108/PR-09-2012-0154 outcomes has caused debate and requires more empirical evidence (Day and Carroll,
2004; Zeidner et al., 2004). Therefore, this study was focused on the relationship EI and work
between EI and work performance. performance
Although many studies have established a general linkage between EI and work
performance (Cavazotte et al., 2012; Hur et al., 2011; Wong and Law, 2002), some
issues are left to be addressed. For example, the relationship between EI and
job performance appears to be inconsistent in the results published from previous
studies. Many scholars in organizational and personality psychology assumed that EI 439
would have a positive relationship with job performance (Fredrickson, 2001; Hirt et al.,
1996; Totterdell, 1999, 2000; Tsai et al., 2007; Wong and Law, 2002). The results of these
studies indicated that EI produces positive work psychology, thus, EI can be a benefit
to work behavior. However, according to resource allocation theory (Kahneman, 1973;
Kanfer and Ackerman, 1989; Norman and Bobrow, 1975), another trend has scholars
considering that the use of emotions (UOE) on the job may cause a negative impact on
job performance. Evidence shows that emotion may demand an employee’s

psychological resources and draw attention away from their task, resulting in
decreasing performance at work (Beal et al., 2005; Gross and John, 2003; Muraven et al.,
1998; Vohs et al., 2008). Besides, the relationship between EI and job performance
shows substantial subgroup differences among sex, race, and tasks (Van Rooy et al.,
2005, 2006). As such, we replicated past research linkage of EI and work performance
and further examined potential factors that could influence this relationship.
This serves as our primary pedestal for this study.
Second, from previous studies, we recognized that workers’ perception of their
leader’s style appears to be an important factor in influencing workers’ performance
(Bass, 1985; McColl-Kennedy and Anderson, 2002). Among many leadership theories,
transformational leadership (TFL) is often considered to be the most influential
leadership theory in recent years. Many studies have demonstrated that supervisors
on a high level of TFL positively influence the emotional states of employees and their
job performance (Bono et al., 2007; Judge and Piccolo, 2004; Piccolo and Colquitt, 2006).
Supervisors with TFL behaviors will exercise idealized influence, individualized
consideration, intellectual inspiration, and inspirational motivation to their followers
(Bass and Avolio, 1997). In other words, TFL creates an environment that is full of
vision and builds a work climate that creates a quest for creativity and innovation.
Meanwhile, transformational leaders have high expectations for their followers,
yet they are also attentive to individual needs for progression and achievement. Under
such an environment and supportive climate, subordinates were able to accelerate
individual development ( Jung and Sosik, 2002), generate higher levels of satisfaction
(Trottier et al., 2008); raise greater awareness of the significance and worth of their
work outcomes (Epitropaki and Martin, 2005), and consequently had better job
performance. Hence, the supervisor’s TFL behavior was considered an important
situational factor influencing a subordinate’s EI-work performance relationship.
Third, some scholars recently raised concerns about the mis-interpretation of
previous EI-TFL studies results (Harms and Credé, 2010; Lindebaum and Cartwright,
2010). Some researchers have found that the significant relationship of EI-leadership-work
performance could be due to methodology design. They pointed out that when TFL
were measured by leaders’ self-report, the relationship of EI-leadership-work
performance is significant; however, when leaders’ TFL were measured by other
sources, e.g., followers, peers, then the relationship become insignificant (Harms and
Credé, 2010; Lindebaum and Cartwright, 2010). Their finding poses problems in the
interpretation of study results. However, studies addressing these potential problems
PR are extremely limited, In fact, perceptual measures of leadership from a follower’s
44,4 perspective may provide a more accurate assessment since the followers usually have
daily contact with the leaders, and consequently have ample opportunities to observe
them. We considered that an assessment of leadership style from followers would
typically be less biased than self-reported measures (Hur et al., 2011). Therefore, the
present study represents an examination of the follower’s EI and work performance in
440 as it connects to a supervisor’s leadership style. It is hoped that our findings can
contribute to a renewal in the demand for scientific rigor in the design of studies to
enhance their validity.
Last, EI and leadership theories have been developed and tested primarily in
western countries. Scant research has focused on examining the relationship of
EI, leadership, and work performance in a non-western setting. Yet, many researchers
have found that certain expressions and behaviors have different meanings in different
cultures (Kwona et al., 2013; Markus and Kitayama, 1991; Mesquita and Walker, 2003).
For example, a study conducted by Harvard scholars found that facial expressions of
emotion differ across cultures (Marsh et al., 2003). Kwona et al. (2013) found that the
effect of culture on an individual’s emotional regulation was significant. In other words,
findings of EI-related studies may have different results if conducted in a different
culture. However, researchers have not provided adequate discussion on the external
validity of these theories in a non-western setting. Therefore, by examining the linkage
of proposed study variables from a non-western context, such as Taiwan, may provide
a valuable contribution to the theory of EI and leadership theories.
Thus, the aim of this research was to focus on the EI-work performance link as well
as the moderating role of TFL on the relationship between a subordinate’s EI and work
performance in a non-western setting. We attempted to examine the cross-validation
linkage between EI and work performance by utilizing a group of non-western samples
from Taiwan. We also would like to investigate whether supervisors with a high level
of TFL can induce better subordinate EI-work performance relationships.
This introduction is followed by a brief review of the concepts of EI and TFL and a
development of our research hypotheses. Then we explain the methodology followed in
this research, report the results, and close by outlining the implications and limits of
our study and proposals for future research.
2. Literature review and hypotheses development

2.1 EI and work performance
The idea of EI was first introduced by Salovey and Mayer (1990) who argued that EI is
the ability to perceive one’s own and others’ emotions, to process and manage
emotional messages, and to guide one’s thinking and actions. Goleman (1995) posits
that EI is a kind of ability to self-control and be enthusiastic and persistent, as well as to
self-motivate, including understanding and managing emotions, self-motivation, and
recognizing the emotional and social skills of others. Mayer and Salovey (1997)
redefined EI as “the ability to perceive accurately, appraise, and express emotions;
the ability to access and/or generate feelings when they facilitate thought; the ability to
understand emotion and emotional knowledge; and, the ability to regulate emotions
that will promote emotional and intellectual growth.” (Mayer and Salovey, 1997).
According to the EI theory proposed by Salovey and Mayer (1990), EI consists of four
dimensions: Self-Emotions Appraisal, which refers to an individual’s ability to
understand his or her deep emotions and to express those emotions in a natural way;
Others-Emotions Appraisal, the individual’s ability to perceive and understand the
emotions of the people around them; Regulation of Emotions, the individual’s ability to EI and work
monitor and assess his or her own emotions and make quick adjustments and changes; performance
and, UOE, the individual’s ability to direct his or her emotions in a positive and
productive manner toward constructive activities and personal performance (Davies
et al., 1998; Law et al., 2004).
There are some debates on whether EI should be considered as a trait or ability. Some
scholars believe that EI is an “elusive” construct (Davies et al., 1998) and significantly 441
overlaps the concept of personality traits. In contrast, scholars demonstrated that EI was
distinct from personality and was a significant predictor of behavior outcomes (Law et al.,
2004, 2008; Rosete and Ciarrochi, 2005; Rozell et al., 2006; Sy et al., 2006). This study
follows the ability-based model of EI, defining EI as an ability that helps people
understand their emotions and the emotions of others, express emotions, and regulate and
use emotions. This ability increases with age and experience, thus improving personal
performance. If individual possess this ability, he or she can understand their deep
emotions and perceive the emotions of others, and then use their emotion to have
constructive activities in the work environment (Law et al., 2004).
Past studies have shown that people with a higher EI have a higher level of
satisfaction in life and at work (Law et al., 2004; Wong and Law, 2002). Rozell et al.
(2006) posited that people with a higher EI are more creative problem-solvers, while
people with lower EI lack confidence and are less likely to get along with colleagues.
The higher one’s EI, the more he/she can convert negative emotions into positive
emotions, and the less likely they are to show negative feelings. Therefore, EI became
one of the critical variables of work results prediction (such as work satisfaction, work
performance) (Law et al., 2008; Sy et al., 2006). EI should thus be conceptualized as
a fit between a person and his or her environment (Chiva and Alegre, 2008). In other
words, people with higher EI are more sensible toward their own and others’ emotions
in the workplace, which allows them to adjust their mental status, and to develop
positive emotional expressions and self-control on the job. Also, when encountering
stress at work, a person with a higher EI can more easily manage their own emotions
and find a solution, resulting in a better work outcome (Law et al., 2008; Wong and Law,
2002). According to the statement above, we proposed the following hypothesis:
H1. EI is positively associated with employees’ work performance.
2.2 The moderating effect of perceived TFL
Leadership is considered to be one of the more important situational factors in human
resources and organizational behavioral literature. The most prevalent leadership
theory over the last few decades has been the TFL theory proposed by Bass and Avolio
(Bass, 1985; Bass and Avolio, 1997).
Research has shown that leaders influence the emotions of subordinates (Bono et al.,
2007; Lyons and Schneider, 2009). TFL is one of the most prominent leadership theories
proposed in recent years (Avolio, 1999; Bono and Judge, 2004; Colbert et al., 2008). Bass
and Avolio (1997) suggested that TFL consists of four unique but interrelated
constructs: idealized influence (charismatic role modeling), inspirational motivation
(articulating an appealing and/or evocative vision), intellectual stimulation (promoting
creativity and innovation), and individualized consideration (coaching and mentoring).
Therefore, a leader with TFL can articulate a compelling vision of the future of
an organization; they can offer a model that is consistent with that vision; they can
foster the acceptance of group goals; and they can provide individualized support,
intellectual stimulation, and high performance expectations.
PR Transformational leaders tend to have secure internal working models of
44,4 attachment (Popper and Mayseless, 2002) that involve secure care-giving and,
consequently, provide followers with accepting responsiveness. In this manner,
transformational leaders may provide followers with a sense of security and empower
followers to pave the way for exploration (Hansbrough, 2012; Popper and Mayseless,
2002). As various researchers (George, 1995; Grandey, 2008; Kelly and Spoor, 2006;
442 Sy et al., 2005) have suggested, leaders who experience positive moods might shape
team processes and team performance by engaging in conscious and deliberate
behaviors. Empirically, Colbert et al. (2008), Lim and Ployhart (2004), Lindebaum and
Cartwright (2010), and Schaubroeck et al. (2007) also used TFL as a mechanism to
explain how leaders might influence their team processes and performance (Chi et al.,
2011). Transformational leaders may influence the emotions of subordinates through
their influence on perceptions of fairness (Greenberg, 2004) and trust in leadership
(Pillai et al., 1999). Therefore, TFL represents an emotion-based leadership style

whereby leaders connect with their subordinates through emotionally charged
communication (George, 2000). Followers of these leaders become inspired to transcend
their own interests and pursue the ideals of the organization’s vision and/or mission
(Bass, 1985). As a result, transformational leaders can convey strategic goals and
visions of the organization through important meetings, by aligning employees’ work
objectives with organizational objectives, by encouraging employees to take on
challenges, by paying attention to employee needs, by supporting employee
development and performance, and, as a consequence, can lead employees and the
organization toward effective outcomes (Burns, 1978; Camps and Rodriguez, 2011).
Therefore, leaders are more effective because they exhibit more TFL behaviors
(Cavazotte et al., 2012; Hur et al., 2011). In line with previous research on TFL (e.g.
Camps and Rodriguez, 2011; Cohen et al., 2012; Kirkman et al., 2009; Sanders and
Schyns, 2006), we suggest that members of the same work unit will share similar
perceptions regarding the extent to which their leader exhibits TFL behaviors. When
TFL style was perceived, subordinates felt more connected to their supervisors,
it became easier to express their feelings, they had fewer instances of negative moods,
and they better utilized their emotions in order to produce more constructive activities.
As a result, employees had better job outcomes. Accordingly, we hypothesized that
TFL serves as a moderator to predict the effect of EI on work performance. That is to
say, when individuals perceived higher TFL, the relationship between EI and work
performance became stronger; when individuals perceived lower TFL, the relationship
between EI and work performance became weaker. Hence, H2 was proposed:
H2. Perceived TFL will moderate the positive relationship between EI and work
performance. That is, EI will be more positively related to job performance
when employees perceive that TFL is high and less positively related to work
performance when the perceived TFL model is low.
3. Methodology
3.1 Sample and procedure
A paper-based survey was conducted among the employees of a research and
development (R&D) institution from a government-based research center in Taiwan.
The R&D institute in this study is one of the primary national defense technology R&D
centers in Taiwan. The institute has six research divisions and four specialized centers.
The R&D projects usually involve a team of researchers or several teams
simultaneously, often with the project leader as the principal investigator. These EI and work
researchers often must work on their own as well as collaboratively in order to come up performance
with new ideas or to solve problems.
Questionnaires were distributed to all the full-time R&D researchers in 41 teams
between November and December in 2010. In each R&D team, a manager served as the
contact for this research. All participants were informed of the nature and the purpose
of the study, and their participation was voluntary while their responses were treated 443
confidentially. To further reinforce the anonymity of responses, we collected
demographic information using ranges rather than actual values. In the end,
300 copies were distributed, and 243 were returned after two months, excluding 41 that
were deemed invalid, for a total of 202 that were subjected to data analysis, which
resulted in a response rate of 67.3 percent.
The participants included 177 males (87.6 percent) and 25 females (14.4 percent).
Most of the participants were highly educated due to the nature of their work in
R&D: 28.2 percent held a junior college degree, 17.8 percent had earned bachelor’s
degrees, 46.5 percent held master’s degrees, and 7.4 percent had achieved the level of
PhD. The average age was 47.8 years and the average tenure was 21.2 years.
3.2 Measures
3.2.1 EI. The EI scale in this study was adopted from the Wong and Law EI Scale
(Wong and Law, 2002). A total of 16 items were incorporated into the four dimensions
of this scale. All items were rated on a five-point Likert scale (1 ¼ strongly disagree;
5 ¼ strongly agree). Sample items included “I understand why I have certain feelings
most of the time,” “I am able to control my temper rationally when I face a difficult
situation,” “I can encourage myself,” and “I can understand the emotions of people
around me.” A high score indicated that the individual was better able to perceive
accurately, appraise, and express his or her emotions. The Cronbach’s α reliability for
the current sample was 0.91.
3.2.2 Perceived TFL. The 8-item perceived TFL style was adopted from Jung and
Sosik (2002). Sample items included “My team leader talks about the importance of
team values,” and “My team leader talks optimistically about the future.” All items
were rated on a five-point Likert scale (1 ¼ strongly disagree; 5 ¼ strongly agree).
The Cronbach’s α reliability reached 0.92.
3.2.3 Performance. The individual’s performance was evaluated based on their job
performance and their attitude. Evaluation of job performance included objective
measures on project target achievements for individuals and teams, numbers of patents
registered, and numbers of research articles published. This information was obtained
from the personnel department. Evaluation of attitude included a supervisor’s subjective
measures on an individual’s job involvement with the team, dedication to the job, and
team members’ satisfaction. The final performance score was collected and ranked on a
scale of 1-4 (4: top 25 percent; 3: top 50 percent; 2: bottom 50 percent; 1: bottom 25 percent).
3.2.4 Control variables. Previous studies have shown that variables such as gender,
age, and education level can potentially impact performance (Blumberg and Pringle, 1982;
Davidson and Burke, 2000). Therefore, these demographic factors were included as control
variables. Besides, these control variables were coded as following: gender (1 ¼ men;
0 ¼ female), age (1 ¼ 30 years and below; 2 ¼ 31-35 years; 3 ¼ 36-40 years; 4 ¼ 41-45 years;
5 ¼ 46-50 years; 6 ¼ over 51 years), and education level (1 ¼ high school; 2 ¼ junior college
degree; 3 ¼ bachelor’s degrees; 4 ¼ master’s degrees; 5 ¼ PhD).
PR 4. Results
44,4 4.1 Descriptive statistics
Descriptive statistics and inter-correlations of all measured variables are presented in
Table I. As expected, the associations between all variables were positive and
moderately correlated. EI was positively correlated with TFL and performance
(r ¼ 0.30, p o 0.01; r ¼ 0.19, p o 0.01, respectively). The Cronbach’s α values of the
444 EI and perceived TFL were above 0.9, indicating good reliability of the measurement.
4.2 Construct validity

The construct validity was assessed using the average variance extracted (AVE) and
composite reliability (CR) statistics. The AVE is an estimate of how much an item’s
variance will arise from the construct. If the AVE is larger than 0.50, then it indicates
that the measurement has good convergent validity. Also, the CR is similar to the
α coefficient for the overall reliability of the items in the model. According to Bagozzi
and Yi (1988), the CR should be larger than 0.60.
Convergent validity is demonstrated when items load highly (loading W 0.50) on
their associated factors. Convergent validity also is adequate when constructs have an
AVE value of at least 0.50 (Fornell and Larcker, 1981). All the loadings of the measures
were higher than 0.50 and the AVE of the two constructs met the suggested threshold.
Therefore, the convergent validity was acceptable.
For discriminant validity, the square root of the AVE of each construct should be
much larger than the correlation of the specific construct with any of the other
constructs in the model (Chin, 1998), and its value should be at least 0.50 (Fornell and
Larcker, 1981). In our data, the square roots of EI and TFL style were 0.71 and
0.78, respectively, which was larger than the correlations among the other constructs
(0.30, 0.39, and 0.19). Therefore, the discriminant validity was satisfactory.
4.3 Confirmatory factor analysis (CFA)

Before testing the hypotheses, we used AMOS 18.0 to perform a CFA in order to
evaluate the distinctiveness of the measures used in the present study. Since the χ2 test
is sensitive to sample size, the overall model fit was also examined by various fit indices
including the root-mean-square error of approximation (RMSEA), the goodness of
fit index (GFI), the Tucker-Lewis non-normed index (TLI), and the comparative fit
index (CFI). A good model fit was shown when RMSEA was below 0.08 and all other
scores were above 0.90 (Browne and Cudeck, 1993; Byrne, 1998). An examination of the
model fit statistics (Table II) suggests that both the CFA of EI and the TFL overall fit of
this measurement were satisfactory (χ²(32) ¼ 219.36, RMSEA ¼ 0.07, GFI ¼ 0.89,
TLI ¼ 0.94, NFI ¼ 0.90, CFI ¼ 0.95); therefore, we concluded that this is a strong
measurement model.
Variable M SD 1 2 3 4
1. Age 4.57 1.37 –

2. EI 3.78 0.43 0.06 (0.91)
3. TL 3.64 0.51 0.07 0.30** (0.92)
Table I. 4. Performance 2.62 0.75 0.16* 0.19** 0.39** –
Descriptive statistics Notes: TL, transformational leadership. Numbers in parentheses represent Cronbach’s α value.
and correlation *p o0.05; **p o 0.01
Although the data of this research was not obtained from a single source, the issue of EI and work
CMV should not be a concern. However, we still adapted Podsakoff et al.’s (2003) performance
suggestion to statistically detect the CMV problem. First, we entered all scale items into
a principal components analysis and examined the un-rotated factor solution.
Three factors possessing an eigenvalue W 1.0 emerged, which accounted for 70.11
percent of variance. The first factor accounted for 32.41 percent of variance, which
showed that the items did not load on a general single factor. Next, we linked all the 445
measures of the three constructs to one single factor to perform a one-factor
CFA. Results of this one-factor model were χ²(321) ¼ 1361.99, p o 0.001,
RMSEA ¼ 0.127, TLI ¼ 0.66, IFI ¼ 0.69, CFI ¼ 0.69, which displayed a poor model fit.
The significant χ2 change Δχ2(115) ¼ 219.35, p o 0.001) indicated that common method
variance is not a serious threat in our data analysis.
4.4 Hypotheses testing

Relationships among variables were tested via structural equations modeling
conducted in AMOS 18. H1 suggested that EI is positively related to work
performance. In the hypothesized structural model, EI was related to work performance
(β ¼ 0.23, p o 0.01); Thus, H1 was supported. H2 proposed that perceived
TFL positively moderated the relationship between EI and work performance. We
used the well-established multi-group analysis method to examine the moderator effect
on the structural models (De Wulf et al., 2001; Stone and Hollenbeck, 1989). For each
moderator, a median split divided the sample into two subgroups on the moderating
variable: one high and one low. In each multi-group analysis, we used a χ2 difference
test to compare a model in which all hypothesized paths were constrained to be equal
across both groups with an unconstrained model in which we permitted the
hypothesized path to be moderated to vary freely across the high and low groups.
If the unconstrained model had a significantly lower χ2 than the constrained model and
the effect was in the hypothesized direction, the moderating hypothesis was supported.
We hypothesized that the TFL would enhance the positive impact of EI on the
performances of employees. Table II shows the multi-group analysis diagram.
The multi-group moderation test revealed that high and low TFL groups differed
significantly (Δχ2(1) ¼ 4.21, p o 0.05). The positive effect of EI on work performance
was stronger for individual perceived higher TFL (β ¼ 0.43, p o 0.01) than those who
perceived low TFL (β ¼ 0.14, p o 0.05). Accordingly, H2 was supported (Figure 1).
5. Discussion
Although the concept of EI and leadership have been developed and examined
extensively, most research has been conducted in western countries. Scholars have
suggested that EI may have both positive and negative associations with performance,
Model fit indices

χ2 df χ2/df RMSEA CFI NFI TLI GFI
1. EI 190.37 100 1.90 0.06 0.96 0.91 0.95 0.90

2. Transformational Leadership 20.54 20 1.03 0.07 0.98 0.96 0.97 0.95 Table II.
3. Measurement Model 219.36 115 1.90 0.07 0.95 0.90 0.94 0.89 Results of
Notes: n ¼ 202. RMSEA, root mean square error of approximation; CFI, comparative fit index; NFI, confirmatory
normed fit index; TLI, Tucker-Lewis index; GFI, goodness of fit index factor analyses
PR A1
0.63
44,4 A2 0.91
0.89 SEA
A3
0.73
A4 Transformational leadership: High
0.76
B1 0.82
446 B2 0.81
0.80 ROE 0.82
B3
0.85
B4 0.43**
EI Performance
C1 0.62
0.80
C2 0.79
0.82 UOE
C3
0.78
C4
0.77
D1 0.83
D2 0.96
0.91 OEA
D3 0.74
D4
A1 0.77
A2 0.85
0.83 SEA
A3
0.88 Transformational leadership: Low
A4
0.73
B1 0.79
B2 0.85
0.76 ROE 0.80
B3
0.83
B4 0.14*
EI Performance
C1 0.71
0.83
0.73
C2
0.84 UOE
C3
0.76
C4
0.76
D1 0.81
D2 0.92
Figure 1. 0.90 OEA

D3
Multi-group analysis 0.78
(moderator: D4
transformational
Notes: Standardized coefficients are given. EI is a second-order factor. *p <0.05;
leadership)
**p <0.01
since EI could be acutely sensitive to environment factors, such as culture and supervisor
leadership style (Kwona et al., 2013; Trottier et al., 2008; Zeidner et al., 2004). Therefore, this
paper aims to analyze the effect of an individual’s EI on their work performance, by taking
into consideration perceptions of supervisor leadership based on sampling from Taiwan.
All of the measured variables showed adequate levels of construct reliability and validity. EI and work
After analyzing the data from 202 employees, we found that EI has a positive impact on performance
one’s work performance. This result was consistent with past studies (Bar-on, 1997;
Goleman, 1995, 1998; Law et al., 2008) and indicates that EI can serve as a valid predictor
for work outcome in a non-western cultural context, which adds to our knowledge of
the importance of EI in a diverse workplace. Individuals who can identify their own
feelings and emotional states can have better interpersonal relationship in the workplace 447
and consequently improve workplace effectiveness. But they must learn to express those
feelings to others, then utilize that emotional knowledge when solving problems, and
understand the emotions of others in their workplace.
Second, our study found that the perceived TFL of supervisor positively moderated
the relationship between individual’s EI and work performance. In another words, the
relationship between EI and work performance became stronger when individuals
perceived their supervisor has higher level of TFL style; the relationship between
EI and work performance became weaker when individuals perceived their supervisor
has lower level of TFL style. That is to say, individuals who perceived their leaders
with more transformational behaviors were motivated to do more; Leaders with TFL
style can transform the company’s vision and goals to employees so that employees can
identify the organization, invest more in the organization and, thus, satisfactory work
performance will be delivered.
5.1 Implications for research

Our study provided several important implications for future research on EI, TFL, and
its effects on work outcomes. First, this study increased the understanding of the
relationship of EI and work performance. Our findings are consistent with previous
studies and suggest that individuals with high EI produce positive work outcomes
(Fredrickson, 2001; Hirt et al., 1996; Totterdell, 1999, 2000; Tsai et al., 2007; Wong and
Law, 2002), therefore confirming the benefit of EI on a positive work psychology.
In contrast, our findings did not support the resource allocation theory, which stresses
that using emotion on the job may consume one’s psychological resources and
indirectly decrease one’s performance at work. The possible explanations are as
follows. The major respondents in our study were employees from the R&D
department, their work is in the nature of R&D, which requires less UOE on the job
compared with those workers who need to provide services on the job (e.g. waiter/
waitress, nurses), and, consequently, individuals with a high level of EI did not require
more psychological energy to prevent a poor performance.
In this study, we used the employees’ perception of their supervisor to measure the
leadership style. This was somewhat different from the previous leadership studies
which adopted leaders as samples and use the leader’s self-evaluation to establish
leadership style (e.g. Cavazotte et al., 2012; Hur et al., 2011). We considered that
an employee’s perception of a leader’s style would reflect more of the leader’s actual
behavior, because social desirability for leaders in answering questions concerning
TFL style can be expected to be high.
Also, our findings helped the researchers to understand how situational factors,
such as leadership, interact with individual factors, such as EI, to produce a positive
impact on work output. By simultaneously examining EI and leadership style,
our research provides a more comprehensive picture to help in understanding how
individual and situational factors jointly influence an individual’s work output.
PR Meanwhile, the present study makes an additional important contribution by
44,4 exploring the relationship examined here in Taiwan. Data obtained from outside the
western context expands and enhances our understanding of the conceptual
relationship outlined here. It is indispensable to replicate and validate this study in
other cultures similar to Taiwan before we can draw generalizable conclusions.
448 5.2 Implication for practice

With respect to practical application to human resources, organizations must
encourage leaders to demonstrate TFL style; in another words, managers should be
encouraged to help subordinates exceed their initial performance expectations,
communicate with their followers about the importance and values associated
with desired outcomes, and to initiate changes among team members as well as
transform their personal values to be in accordance with organizational cultures. In the

meantime, organizations should come up with more effective training programs for
leadership development. Also, in a performance appraisal system, effective TFL should
be rewarded. Those who do so will most certainly be praised with an improved level of
workplace performance.
5.3 Limitations and recommendations for future studies

Certain limitations of this study should be acknowledged. First, the data were collected
through a single institution, so generalization of the results is limited. Therefore, use of
various types of samples would be a preferable alternative for future studies. Second,
this research adopted a cross-sectional study while the relationship between leadership
and employees could be long-term; therefore, it is recommended that future studies
conduct a longitudinal design in order to unravel the dynamics of employee-leader
relationships. Third, due to the limited time and resources, it was not feasible to
conduct a random sampling. Therefore, we had to use a purposeful sampling to collect
our data, which could have limited the generalization of our results. Fourth, due to the
samples were not randomized in the present study and the nature of self-reported data,
it is possible causing the correlation of EI and TFL (r ¼ 0.30, p o 0.01, Table I) which
violate Baron and Kenny’s (1986, p. 1174) recommendation for ideal moderation
condition. Therefore, it is recommended that the these data should be interpreted with
caution. Fifth, in this study, we only included EI, leadership style and work
performance as major variables, however, there are some important variables that also
should have been included in this study. Therefore, we recommend that future studies
include more measurements, particularly team-oriented variables such as cohesion
of the team, team climate, and group performance. Such variables could influence an
employee’s EI and their perception of leadership style and enhance the interpretation of
the findings. Last, when measuring leadership, the wording of the scale refers to the
team leader. While the supervisors are most likely to be team leaders, this is not
necessarily always the case. The respondents might have multiple leaders, thus
causing confusion when responding to this scale, and resulting in incorrect answers.
Therefore, when interpreting the results, it is important to bear in mind the possible
bias in these responses.
The strengths of the present study lie in the use of well-validated and thoroughly
investigated estimates of EI and TFL. In addition, we used the supervisor’s
performance evaluation score instead of employee self-reported performance as
measurements. In doing so, we were able to eliminate some of the common method bias
(Podsakoff et al., 2003). Despite these limitations, we believe this study represents an EI and work
initial step toward understanding the interaction between TFL and EI that influences performance
an individual’s effectiveness. If the management of a business can make the best use of
TFL, can assist employees who face difficulties, and is able to inspire employees to put
forth more effort, employee work performance will be greatly enhanced.
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About the authors

Dr Angela Shin-yih Chen is an Assistant Professor in the Department of Business Administration
at the National Taipei University in Taiwan. Dr Chen received her PhD in Human Resource
Development from the Pennsylvania State University, USA. Her recent research interests focus
on cross-cultural human resource and organization behavior. Some of her publications can be
seen in the International Journal of Intercultural Relations, Chiao Da Management Review, Human
Resource Management, and the International Journal of Training and Development. Her teaching
interests include human resource management, organizational behavior, and research method.
Dr Min-dau Bian is an Assistant Professor in the Department of Journalism at the National
Defense University in Taiwan. Dr Bian received his PhD in Mass Communications from the
Pennsylvania State University, USA. His research interests focus on media management and
policy. His teaching interests include communication law and policy, and strategic
communication. Dr Min-dau Bian is the corresponding author and can be contacted at:
mdbian@gmail.com
Yu-Hsiang Hou obtained his PhD from the Department of Business Administration at the
National Chung Hsing University in Taiwan. Hou majors in Human Resource and Organizational
Behavior and also teaches Human Resource Management in the National Open University of
Taiwan.
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Impact of transformational leadership on subordinate’s EI and work performance

References: this document contains references to 82 other documents.

Department of Business Administration,

job performance. Evidence shows that emotion may demand an employee’s

2. Literature review and hypotheses development

(Pillai et al., 1999). Therefore, TFL represents an emotion-based leadership style

4.2 Construct validity

4.3 Confirmatory factor analysis (CFA)

1. Age 4.57 1.37 –

4.4 Hypotheses testing

Model fit indices

1. EI 190.37 100 1.90 0.06 0.96 0.91 0.95 0.90

Figure 1. 0.90 OEA

5.1 Implications for research

448 5.2 Implication for practice

transform their personal values to be in accordance with organizational cultures. In the

5.3 Limitations and recommendations for future studies

Multi-Health Systems, Toronto.

predict individual performance, group performance, and group citizenship behaviors”,

Vol. 74 No. 4, pp. 657-689.

of Management, Vol. 25 No. 6, pp. 897-933.

About the authors

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