Unraveling Unique Nexus and Synergy of Emotional Intelligence, Job Stress, and Job Performance in Academic Arena of Pakistan

The twenty-first century has brought about a paradigm shift across all sectors of the economy, and universities are no exception. Modern universities are involved in the increasingly complex tasks of both teaching and research, creating a highly competitive environment that places significant pressure on faculty members. This situation has been further exacerbated by the ongoing COVID-19 pandemic. All these factors contribute to the development of job stress among faculty members, which ultimately affects their job performance. Keeping this in view, the present study examined the direct and indirect relationships between job stress and job performance among visiting faculty members in the selected public sector universities of Khyber Pakhtunkhwa, Pakistan. Using a correlational cross-sectional design, data were gathered from a sample of (n = 200) visiting faculty through a self-administered questionnaire and analyzed using descriptive and inferential statistical techniques. The results indicated that job stress was negatively associated with job performance (β, − 0.442; p, 0.000 level), and this negative relationship was mediated by emotional intelligence (beta coefficient of job stress became weaken to β, − 0.296; p, 0.000 level). The findings from this study have valuable implications at individual, institutional, and policy levels. The study concludes that job stress is a recognized occupational hazard in universities in Khyber Pakhtunkhwa, Pakistan. It not only impairs job performance but also affects instructional effectiveness. Therefore, immediate remedial actions are necessary, including stress management interventions and policy reforms, to ensure a healthy work environment.