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This paper aims to investigate the effect of emotional intelligence (EI) on the leader’s applied leadership style (mediator) and the effect of this style on the employees’ organizational citizenship (responsibility, reward and warmth and support).

The researchers are proposing a model that highlights the mediating role of leadership style on the relationship between leaders’ EI and employees’ feeling of organizational climate. The study follows the quantitative process. A survey is prepared for data collection and for statistically testing the proposed model.

The results show that the leaders’ EI does affect his/her leadership style. Moreover, the leaders’ style affects directly the respective employees’ feeling of organizational climate to varying levels. The variance between different styles is found to be small.

The limitations of this study include the minimal cross-check interviews. The sample size’s limitation resulted in the researchers’ inability to compare the different sub-sectors of the economy (labelled as the type of work of the firm) to derive deeper conclusions by economic/business sector.

The study reveals a number of practical implications affecting communication, performance, stability and tenure, and thereby lower turnover.

The social implications of this study include the social relationships within the work-setting, higher empathy and higher levels of norming as a direct result of improving the leader’s EI level.

The paper is based on a sample of respondents with a new model suggested and tested scientifically, following a rigorous process. It assesses the impact of both EI and organizational climate with leadership style.

The purpose of this paper is to answer the basic research question “Do highly emotional intelligent teachers increase student’s satisfaction in the universities?”

The paper is a quantitative study using self-reporting questionnaires applied on 283 students and 10 faculty members.

The paper shows the importance of having high emotional intelligent teachers in the universities to increase students’ emotional intelligence (EI) and, therefore, their satisfaction. The results show that the primary factor that will increase the EI of students is not what most of the scholars mentioned, the EI of teacher, but the class interactions.

The paper makes a recommendation to universities to hire emotionally intelligent teachers who stress on increasing the EI of students. Universities, by increasing the EI of their students, will improve their business situation, since if students are happy they will remain in the universities, spending, therefore, more money and encouraging other students to do so.

No such research was previously conducted in Lebanon where still few people understand the meaning or the importance of EI. This study, therefore, is fulfilling a gap, a brick in the wall of knowledge on class interaction in bridging the link between teachers and students.