LEADERSHIP AND ANXIETY ABOUT AI

ORGANIZATIONAL PSYCHOLOGY

Emotional intelligence of municipal employees: An empirical study based on generational theory

Aim.  To conduct an empirical analysis of generational specificity in the structure of emotional intelligence and professional burnout among local government employees. Objectives.  To measure the levels of emotional intelligence and burnout using validated instruments; to perform a generational breakdown by their components; to statistically verify the relationships as applied to age groups; to identify practical implications for personnel management. Methods.  The study was conducted in September 2025 using a complete enumeration survey of 38 employees of the Civil Registry Offices (ZAGS) of Kazan. Emotional intelligence was measured using N. Hall’s questionnaire, and burnout was measured using C. Maslach’s Burnout Inventory (MBI). Statistical processing included the Pearson correlation coefficient and factor analysis within the framework of N. Howe and W. Strauss’s generational theory. Results.  An average or high level of emotional intelligence was found in 71% of employees, a low level of burnout in 61%, and among managers in 80%. A negative correlation was identified between emotional intelligence and professional burnout across the sample ( r  = –0,36), most pronounced on the depersonalization scale. At the same time, for Generation Y, the relationship proved to be significantly stronger ( r  = –0,55) than for Generation X ( r  = –0,22).  Conclusions.  Emotional intelligence serves as an intangible organizational resource that reduces the risk of professional burnout. However, the nature of this relationship is also determined by generational affiliation: for Generation X, emotional intelligence protects against psychoemotional exhaustion; for Generation Y, against depersonalization and the loss of a meaningful attitude toward working with citizens. The identified patterns are cross-sectoral in nature, which allows for recommending the integration of differentiated, generationally oriented emotional intelligence development programs into the corporate training systems and personnel policies of both public and commercial organizations.

The Human Side of AI Adoption: Leadership, Job Security, Psychological Need, and Employee Outcomes

The rapid integration of artificial intelligence (AI) into the education sector has raised a question that goes beyond technology itself: When is AI's use beneficial to employees instead of a burden? The study builds on the theories of Self-Determination Theory (SDT), Social Exchange Theory (SET), and the Technology Acceptance Model (TAM) and proposes the following mediation model: AI Adoption Leadership Style influences Task Performance and Job Stress, with Perceived Job Security and Psychological Need satisfaction serving as the mediating psychological mechanisms.Based on the theories of SDT, SET, and TAM, this study proposes the following mediation model: AI Adoption Leadership Style affects Task Performance and Job Stress, while Perceived Job Security and Psychological Need satisfaction act as the psychological mediation pathway. A total of 359 respondents from the education sector of Punjab, Pakistan, were selected to collect the data and analyzed using partial least squares structural equation modeling (PLS-SEM) software, namely SmartPLS 4. Strong reliability and validity were obtained in the measurement model and good fit was achieved for the structural model (R² = 0.44-0.49, SRMR = 0.044). AI Adoption Leadership Style significantly and positively affected Psychological Need (β = 0.668) and Perceived Job Security (β = 0.663), and had significant direct effect on Task Performance (β = 0.433) and Job Stress (β = -0.503). The results showed that the mediation model for the relationship between Perceived Job Security and Task Performance was complementary partial mediation (β = 0.336) and the mediation model for the relationship between Psychological Need and Job Stress was complementary partial mediation (β = -0.246). All eight hypotheses were supported with both stress related pathways appearing in the hypothesized negative direction. The findings contribute to the existing human-resource and technology-adoption literature and have important implications for educational leaders who are tasked with leading change through the use of AI in an under-researched context of education in South Asia.

Socrates: Journal of Education, Philosophy, and Psychology

ЕМОЦІЙНИЙ ІНТЕЛЕКТ ЛІДЕРА ЯК ФАКТОР УСПІШНОСТІ ПРОЄКТІВ

The article examines the role of a leader’s emotional intelligence as a factor in project success. It explores the evolution of scientific approaches to interpreting the essence of emotional intelligence, systematizes the main models of its study (ability model, mixed models, and trait models), and characterizes modern tools for its assessment. Special attention is paid to the relationship between emotional intelligence and leadership in project management. It is established that the level of a manager’s emotional intelligence directly influences the choice of leadership style, the effectiveness of team interaction, staff motivation, and the ability to manage conflicts. It is proven that emotional intelligence serves as an important resource for enhancing project performance, as it contributes to building trust within the team, adapting to change, and making well-grounded managerial decisions. Based on the analysis of empirical studies, existing approaches to assessing the impact of emotional intelligence on project success are summarized, and a positive correlation between the level of a leader’s emotional competence and key project performance indicators is identified. At the same time, the limitations of existing methodologies are emphasized, particularly the reliance on self-assessment and insufficient sample representativeness. The authors have concluded that emotional intelligence can be an important factor in improving project performance. The study substantiates the feasibility of integrating emotional intelligence assessment into the practices of selection and development of project managers. At the same time, the need for further improvement of approaches to its assessment and practical application in the field of project management is emphasized.

Dynamics of Employee Adaptation, Anxiety, and Role Change Under AI Integration in Indonesia

The rapid adoption of artificial intelligence (AI) is transforming Indonesian workplaces, reshaping employees’ perceptions of work, identity, and job security. This study explores employees’ experiences of AI integration, workplace anxiety, readiness for change, and evolving job roles. Guided by the Transactional Theory of Stress and Coping, the Job Demands–Resources model, Change Readiness Theory, Role Theory, and UTAUT, an interpretive phenomenological approach was employed. Eighteen semi-structured interviews were conducted with employees and HR practitioners from banking, manufacturing, and digital-service organizations in Indonesia. Data were triangulated through workplace observations and organizational documents and analyzed using thematic analysis. Five themes emerged: ambivalent perceptions of AI, anxieties over job displacement and surveillance, uneven readiness shaped by digital literacy and psychological safety, role shifts toward analytical and relational work, and the importance of transparent communication and learning culture. The findings demonstrate that successful AI adoption depends on technological implementation, organizational support, psychological safety, AI literacy, and participatory change management.