Emotional Intelligence and SelfEfficacy among deputy’s administrative staff of Kerman University of Medical Sciences

INTRODUCTION: Emotional intelligence (EI) and self‑efficacy are important factors that lead to success in work, life, and education. Various studies assessed the relationship between EI and well‑being, performance, and self‑efficacy in educational levels, but this topic has been rarely assessed in the occupational and administrative environments. The present study aimed to examine the relationship between EI and self‑efficacy among administrative staffs of Kerman University of Medical Sciences. METHODS: The study employed a descriptive‑correlational design and was conducted in six deputies supervised by the Kerman University of Medical Sciences in 2019, and 275 participants were selected using a census method. The research data were collected using the Goleman’s EI framework with a reliability coefficient of α = 0.87 and Sherer General Self‑Efficacy Scale with a reliability coefficient of α = 0.78. Data analysis was performed through Kolmogorov–Smirnov, analysis of variance, Tukey, and Pearson’s correlation coefficient techniques at P < 0.05 significance level. RESULTS: The mean score of EI was 98.8 ± 11.1 and the mean score of self‑efficacy was 60 ± 7.17. There was a significant positive relationship between the scores of EI and self‑efficacy. In addition, the findings indicated a positive significant correlation between self‑efficacy with self‑awareness, self‑regulation, and social skills. CONCLUSION: The findings of the current study confirm that EI has positive relationships with administrative personnel’s self‑efficacy. Therefore, implications of the findings can help in the selection, training, counseling, and retention of administrative personnel to the improvement of medical sciences universities’ occupational performance.