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Abstract-This article examines the relationship between emotional intelligence and teaching effectiveness of knowledge workers who are lecturers in public and private universities in Perak, Malaysia. The conceptual framework of this study is based on the model of emotional intelligence (Nelson & Low, 1998), and the concept of teaching effectiveness (Aregbeyen, 2010). A total of 275 lectures from both public and private were selected as respondents through random sampling technique. Findings indicated that teaching effectiveness was significantly related with all the five components of emotional intelligence at .01 level.

Abstract-This study explores the relationship between social support, negative affectivity, and work-personal life balance among academic staff. The sample of this study comprised 70 academics at one faculty in one public higher educational institution in Perak, Malaysia. Quantitative research design using survey questionnaires was utilized for this study. Findings indicated that work-personal life balance is significantly related with social support and negative affectivity. In addition, social support from co-workers is the most significant predictor for work-personal life balance.

This study aimed to investigate the relationship between soft skills acquired by teachers towards their quality teaching. Teacher quality has a direct impact in influencing students' interest, commitment and achievement. A total of 190 teachers from three High Performing Primary Schools in Penang, Malaysia were selected as research respondents. This study employs the quantitative method to collect data by using a research instrument which is a questionnaire consisted of 76 items. The results showed that High Performing School teachers possessed these four components of soft skills, namely teamwork/collective work skills (mean = 3.42, SD = 0.39), communication skills (mean = 3.29, SD = 0.39), critical thinking and problem solving skills (mean = 3.21, SD = 0.37) and leadership skills (mean = 3.20, SD = 0.45). Furthermore, overall soft skills (mean = 3.28, SD = 0.36) as well as quality teaching (mean = 3.22, SD = 0.35) are at high level. Pearson correlation analysis indicated that soft skills acquired (r = 0.61, p<.01) and the other three components, namely critical thinking and problem solving skills (r = 0.64, p<.01), teamwork/collective work skills (r = 0.60, p<.01) and leadership skills (r = 0.51, p<.01) are significantly and positively associated with quality teaching. Findings also revealed that critical thinking and problem solving skills, teamwork/collective work skills are significant predictors which contributed 40.3 percent and 3.5 percent of variances on quality teaching respectively. In conclusion, soft skills must be imparted to the teachers in order to create quality and effective teaching practice.

Abstract-The purpose of this study is to examine the relationship between job stress and job performance of front-liners in a shared service center, Malaysia. The conceptual framework of this study is based on the model of Job Stress (role ambiguity, role conflict, inadequate resources, and workload) and the concept of job performance. A total of 113 front-liners from various departments in a shared service center were selected as respondents through convenience sampling technique. Findings indicated that job stress was significantly related to job performance.

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Abstract-The concept of emotional intelligence is gaining more importance in academic settings as it is believed that educators who can regulate their emotions positively will be more effective lecturers, generating a positive teaching and learning environment Thus, this study explores the level of agreement on the four components of emotional intelligence skills among lecturers in public and private universities in Perak, Malaysia The research methodology used a descriptivesurvey of the exploratory type involving 275 permanent lecturers from the selected universities chosen through simple random sampling. The survey instrument for this study is a set of questionnaire which is an adapted version of the items in the Emotional Skills Assessment Process (ESAP) combined with the elements of the knowledge workers and self-evaluation of teaching effectiveness (SETE).Findings revealed that the highest mean on the level of agreement for emotional intelligence from both types of institutions was for the emotional intelligence component of self-management skills while the lowest mean was recorded for the component of intrapersonal skills.