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This study examined the direct and mediating relationships between lecturer’s emotional intelligence, work-life balance, workplace environment and job satisfaction among higher learning institutions in Ghana. The study adopted cross-sectional explanatory and correlational research approach. A total of two hundred and forty-eight (248) lecturers were sampled from twenty (20) randomly selected colleges of education in Ghana to participate in the study. Questionnaires served as the data collection instruments. Seven (7) hypotheses were tested for direct and mediating relationships among the variables using Partial Least Squares (PLS) Structural Equation Modelling. For direct effects, the following were found: Significant positive relationships existed between lecturer’s emotional intelligence and job satisfaction as well as lecturer’s emotional intelligence and workplace environment. The results also indicated that, a significant positive relationship exists between lecturer emotional intelligence and work-life balance. Moreover, significant positive relationships were found to exist between work-life balance and job satisfaction as well as workplace environment and job satisfaction among lecturers. For indirect effects, it was found that work-life balance and workplace environment mediated the relationships between lecturer’s emotional intelligence and job satisfaction. The study contributes to the existing literature by providing empirical evidence from the Ghanaian context and highlights the need for higher education institutions to prioritize emotional intelligence development among their staff. Practical implications include recommendations for training programs and supportive policies aimed at fostering emotional intelligence, promoting a positive work culture, and enhancing overall job satisfaction among lecturers. Future research directions include longitudinal studies and investigations into other cultural, institutional and contextual factors that influence job satisfaction in academic settings.

This study examined the direct and mediating relationships between lecturer’s emotional intelligence, work-life balance, workplace environment and job satisfaction among higher learning institutions in Ghana. The study adopted cross-sectional explanatory and correlational research approach. A total of two hundred and forty-eight (248) lecturers were sampled from twenty (20) randomly selected colleges of education in Ghana to participate in the study. Questionnaires served as the data collection instruments. Seven (7) hypotheses were tested for direct and mediating relationships among the variables using Partial Least Squares (PLS) Structural Equation Modelling. For direct effects, the following were found: Significant positive relationships existed between lecturer’s emotional intelligence and job satisfaction as well as lecturer’s emotional intelligence and workplace environment. The results also indicated that, a significant positive relationship exists between lecturer emotional intelligence and work-life balance. Moreover, significant positive relationships were found to exist between work-life balance and job satisfaction as well as workplace environment and job satisfaction among lecturers. For indirect effects, it was found that work-life balance and workplace environment mediated the relationships between lecturer’s emotional intelligence and job satisfaction. The study contributes to the existing literature by providing empirical evidence from the Ghanaian context and highlights the need for higher education institutions to prioritize emotional intelligence development among their staff. Practical implications include recommendations for training programs and supportive policies aimed at fostering emotional intelligence, promoting a positive work culture, and enhancing overall job satisfaction among lecturers. Future research directions include longitudinal studies and investigations into other cultural, institutional and contextual factors that influence job satisfaction in academic settings.