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You have been stranded thousands of miles from home and have no money or belongings. Many people will be depressed and bemoan their bad luck in such a situation. For Seasane, though, it formed the bedrock of his life's work and legacy. Around 200 BC, the previously prosperous merchant lost everything in a shipwreck. He then went on to research the works of numerous thinkers. In his sermons, he stressed the importance of being cool under pressure and avoiding emotional extremes. He thought that everything in our environment works in a network of cause and effect. We may not always be able to influence the events that affect us. We can still control how we handle things even if we have factual knowledge in our rational mind. It requires temperance, justice, and courage not only in extreme circumstances, but also in dealing with daily obstacles with clarity and integrity. The concept is that those who have developed morality and self-control in themselves may bring harmony and tranquility to their personal and professional relationships. This occurs in our emotional mind, which is located in a separate location from our intellectual mind. Statement of The Problem- The study of intelligence has always been a topic of interest. Recent societal and commercial upheaval has highlighted the necessity for a thorough examination of the term "intelligence." Human intelligence was compared to blocks of wax in the 4th century B.C. because humans differed in color, size, moistness, and amount of intelligence. Intelligence in this age was determined by one's intellectual level of mental knowledge, and intellectual deficiencies were regarded as excessively difficult. This was the time when Plato and his ally Socrates felt that intelligence is the reason for everything since it organizes everything. These ancient thinkers believed that people with high intelligence have more diverse skills than those with low intelligence (Sternberg, 2014). Philosophers in the eighteenth century believed that the mind has no substance. It is a process in which sensory inputs are transformed into a coherent and meaningful experience. Apperception is the name given to this concept (Kant, 1997). The construct intelligence gained prominence in the late eighteenth and early nineteenth centuries, and the widespread curiosity prompted scientific thought and investigation into the issue. Sir Francis Galton, an explorer and anthropologist, agreed that human intelligence was the consequence of evolutionary processes and ascribed the degree of success in people's lives to such heredity (Cianciolo& Sternberg, 2004). Galton has made several questionable comments about African and Anglo-Saxon IQ. Such views about intelligence have a long-term effect on the intelligence discussion, which has lasted far into the twentieth century accounts of intelligence. Galton's work and arguments were expanded and further explored by James Cattell. He was a significant supporter of and contributor to the creation and acceptance of quantitative intelligence measurements. His goal was to learn everything he could about human intelligence. Based on studies about students' reaction times and other rudimentary sensory processes, he arrived to the conclusion that there is a general, unifying human intelligence (Cattell&Ferrand, 1896, as cited in Ciancolo& Sternberg, 2004). Alfred Binet and Theodore Simon discovered more reliable ways of assessing intellect in 1916. (Cianciolo& Sternberg, 2004). They defined intelligence as a collection of judgement abilities that could only be examined by looking at higher-level cognitive talents like verbal skills and social comprehension, rather than simple mental processes like those measured by Galton (2000) and J. Cattell (1890). Their original exam consisted of a series of exercises that might be used to assess children's mental abilities. The Stanford-Binet Intelligence Scales were renamed the Binet-Simon Intelligence Scales after Lewis Terman (1916) re-examined and polished the Binet-Simon intelligence test and introduced it to North America. Terman was the first to use the intelligence quotient (IQ) score in his research (Cianciolo& Sternberg, 2004). William Stern established the notion of Intelligence Quotient in 1912. At the time, IQ was calculated by multiplying a person's mental age by their chronological age and then multiplying the result by 100. Later on, other new ways for calculating the intelligence quotient arose. Motivation for the study- Several researchers have looked into faculty performance. The most well-known research on faculty performance, on the other hand, are mostly concerned with evaluating their rational thinking. Verbal comprehension, quantitative aptitude, visual comprehension, reasoning, and other characteristics are used in studies to determine the intelligence quotient. Only a few studies have looked at performance using metrics other than these. A rational mind and an emotional mind are the two areas of the human mind. There isn't a single study in the academic world that looks into the relationship between faculty performance and their emotional and spiritual intelligence. The duty of producing future leaders and managers has been left to universities and institutions of higher learning. It is essential for a company to maximize and develop the potential of its top performers. An ideal institution envisions its faculty members upholding high standards in the teaching-learning process and preparing students for careers in the sector. In addition, they are urged to contribute to the growth of intellectual capital. As an employee, a faculty member must communicate effectively with all stakeholders, including students, coworkers, owners, management, and industry peers. As a result, the teaching profession's performance is determined not only by their cognitive abilities, but also by their grasp of the emotional components of the teaching-learning process. The usefulness of their teaching learning skills may be severely harmed if they lack emotional and spiritual skills. All of these factors must be combined in a successful approach to prolonged high performance, and the person as a whole must be considered. As a result, the integrated theory of performance management must take into account the teacher's body, emotions, and spirit. The performance pyramid is the name for this hierarchy. Several businesses in the business world have included emotional and spiritual intelligence into their performance evaluation systems. However, academic institutions have yet to develop a comprehensive system to evaluating faculty members' performance. Other types of intelligence, in addition to academic success, may have an impact on an individual's performance score. As a result, the goal of this study is to see if emotional and spiritual intelligence play a role in evaluating faculty members' performance, and if so, how much of an impact these intelligence kinds have on their performance. Furthermore, educational institutions that strive for greatness try to keep their star performers in order to establish, grow, and protect their intellectual capital. As a result, another goal of the research is to discover the link between faculty performance and retention, as well as how emotional intelligence and spiritual intelligence influence faculty performance and, as a result, indirectly influence retention.

A great deal of study has already been done to emphasize the evaluation procedures used in public and private sector institutions for recruiting, evaluating, and retaining faculty members. According to studies, academic credentials, which reflect an individual's cognitive intelligence, are currently the sole criteria used at institutions for the recruitment, advancement, and retention of teaching faculty. However, the goal of this study is to widen the criteria for assessing and evaluating teaching faculty performance using a multiple intelligences reference frame.

To grasp the principles, significant research trends, and scope for future research, a complete review of research publications on empirical and conceptual studies was conducted. Emotional Intelligence (EI), Spiritual Intelligence (SI), Faculty Performance (FP), and Faculty Retention are the study's main topics (RT). The content for the literature review comes from a variety of library resources and electronic databases.

Performance is described by Ones and Schmidt (2020) as a set of observable and unobservable activities that can be evaluated at work. Based on the nature of the job, Vishwesvaran (2020) identified ten separate characteristics of performance. Individual performance can be described as the actions and behaviors that individuals engage in in order to achieve organizational objectives (Campbell, et al., 2020). According to Rothmann and Coetzer (2020), it is a multidimensional term that describes how one completes an assigned task efficiently and effectively using existing skills. Kahn (2020) discovered that jobs with high core job characteristics give people the freedom and drive to put more of themselves into their work. Autonomy, task identity, and feedback were the variables studied. They stated that the majority of postsecondary institutions have a fixed wage scheme. The study also found that while instructors' salaries are unrelated to their productivity, remuneration is important in attracting and retaining staff.

According to Rothmann and Coetzer (2020), performance is a multidimensional term that describes how one completes an assigned task efficiently and effectively using existing talents. According to Cascio and Aguinis (2020), job performance is evaluated in terms of the criteria. Criteria are the benchmarks by which a person's success on the job is measured. Employees are crucial to organizational success because without them, there would be no company (Hayward, 2020). Empirical data on issues related to the implementation of merit pay plans in higher education institutions. Individual and organizational characteristics influenced faculty members' perceptions of problems with their merit pay systems, according to their research.

Based on the nature of the job, Vishwesvaran (2019) identified ten separate characteristics of performance. Various metrics to rank HEIs were offered in a paper published by the Department of Higher Education titled "National Institutes Ranking Framework." Teaching and learning resources, research productivity and effect, graduation outcome, outreach and inclusivity, and stakeholder perception are the parameters. These criteria bring excellence and clarity into the process of creating world-class educational institutions in the Indian context. To find this link, he conducted a literature review-based study and discovered that staff opinions of the research-teaching relationship vary in a variety of ways. He came to the conclusion that faculty members consider the research-teaching relationship to be a pedagogical decision. This link can also be made more relevant to higher education practice and research. It was discovered that faculty members' performance is average, and that there is a considerable positive association between remuneration and employee performance.

Spearman (2019) proposed a two-factor theory of intelligence that divided intelligence into general and particular talents. All IQ tests evaluate general talents, which are a generalized kind of mental energy. Specific skills are mental acts that differ from one person to the next and from one act to the next. He considered that general abilities are more essential than specific ones in determining intelligence. Donald Hub proposed two types of intelligence in 2019: intelligence A and intelligence B. Intelligence A refers to the biological and genetic components of intelligence, whereas intelligence B is produced when intelligence A interacts with the environment.

During these years, the rational domain of intelligence, which can be measured in terms of logical thinking and general aptitude, received a lot of attention. Various IQ measures have been used in the studies over the years. Sternberg (2018) discovered some false assumptions underpinning numerous IQ tests: that speed is a component of intelligence; that a large vocabulary reflects intelligence; and that more intelligent people can solve IQ tests better. Gardener (2018) said that IQ tests are unconcerned about the procedure of determining it. He went on to say that these exams, which reveal a person's cognitive domain of intellect, have little to do with a person's day-to-day living. As a result, he coined the term "Multiple Intelligence."

Emotional Intelligence was first characterized by Payne (2018) as an individual's ability to creatively react to fear, pain, and want. He looked at a variety of methods for developing emotional intelligence in oneself and others.

Emotional intelligence, according to Cooper (2018), is the ability to recognize, comprehend, and successfully employ the power and acumen of emotions as a source of human energy, knowledge, trust, creativity, and influence. Sternberg (2018) defines intelligence as a set of mental capacities required for adapting to, as well as collecting and modeling information from, any environment. Emotional intelligence is the capacity to recognize and control one's own and others' emotions. It can also be defined as a person's ability to use the information he gathers in his thinking and actions. The authors analyzed numerous emotional intelligence models and concluded that emotional intelligence is a skill. Emotions are crucial for survival, decision-making, communication, and interpersonal and intrapersonal components, according to them. According to the authors, if emotional intelligence is seen as a natural aspect of life, society will become more humane and stimulating. Emotional intelligence, according to Sternberg (2018), is a sort of social intelligence that comprises the ability to monitor one's own emotions as well as the emotions of others in order to direct one's reasoning. They speculated that emotional intelligence may have been designated as emotional competence, but the term intelligence encompasses both organismic and behavioral abilities. Their research coincided with Gardener's (2018) work on multiple intelligence, in which he discovered that emotional intelligence is merely intrapersonal intelligence defined as access to one's own feelings however the skills they propose for emotional intelligence are sometimes lumped in with social intelligence, which is defined as the ability to comprehend and control others Persons in good moods are more likely to see a high probability of happy events in life and a lower probability of negative events, while people in bad moods are the opposite. Emotional management has an impact on the information channel. They came to the conclusion that various persons are more or less emotionally intelligent, and they developed an ability-based concept of emotional intelligence.

Research gap
On the basis of a thorough evaluation of the literature, research gaps have been identified. Citation analysis and content analysis were utilized to identify the research gap, identify the problem, and further determine the study's independent and dependent variables.
1. Although researchers and authors have been interested in the topic of employee performance and retention, the reciprocal interdependence of retention and employee performance has not been fully examined.
2. Emotional and spiritual intelligence have been used in very little research to address the issue of faculty performance and retention.
3. There isn't a single empirical study that shows a link between emotional intelligence, spiritual intelligence, and employee performance and retention.
Hypotheses of The Study

Hypo- theses	Null Hypothesis	Alternate Hypotheses
H1	There is no significance that cognitive competence has a major impact on faculty performance.	Cognitive intelligence has a substantial impact on faculty performance.
H2	Emotional intelligence has no discernible effect on teacher performance.	Emotional intelligence has a substantial impact on faculty performance.
H3	Spiritual intelligence has no discernible effect on faculty performance.	Spiritual intelligence has a substantial impact on teacher performance.
H4	There is no significance between faculty performance and employee retention.	Faculty performance and retention are linked in a substantial way.
H5	There is no significance between educational attainment and emotional intelligence.	There is a strong significance between educational attainment and emotional intelligence.
H6	Gender and emotional intelligence do not have a substantial relationship.	There is a strong significance between emotional intelligence and gender.
H7	Age and emotional intelligence don't seem to have much of significance.	There's a strong significance between age and emotional intelligence.
H8	There is no correlation between spiritual intelligence and gender.	There is a strong significance between spiritual intelligence and gender.

The art of scientific enquiry is known as research. Through scientific inquiry, the goal of research is to contribute to the current reservoir of knowledge. It includes information on respondent characteristics, study design, hypothesis development, research instrument utilized, and analysis methodologies used. The demographic variables utilized in the study are also described in the chapter, as well as how they were assessed and what the outcomes were. The methods for analyzing the data have been briefly outlined. The ethical considerations raised throughout this study are also discussed.

Research Model
The research study is split into two halves. The relationship between faculty performance and their academic credentials (which indicate their cognitive intelligence) was investigated using regression analysis in the first part, as well as the extent to which the relationship improves when Emotional Intelligence and Spiritual Intelligence are factored in. In the second section, using faculty performance as an intermediate variable, a model was developed to assess the relationship between emotional and spiritual intelligence and retention.

Sampling and data collection
Because the faculty members and students in these institutions are selected on an all-India basis, and these institutions are located in the country's educational and industrial hubs, the sample in this study consists of faculty members from all private engineering and management institutes and universities in selected cities in Delhi NCR. However, the findings of the study may be valid across India. This research project involves a finite population.
The studys scope is limited to higher professional education institutes in Delhi NCR. Some cities in Delhi NCR were specifically chosen based on the quantity of institutions in each city. Because the study focuses on retention, which is a unique concern in private educational institutions, private universities and institutes were chosen.
Faculty members are chosen via Judgmental Sampling. A list of various private management and engineering institutes in Delhi-NCR and 12 different cities around Delhi- NCR was obtained from AISHE report, 2014. Tier I and Tier II cities are the cities that have been chosen. Then, using random sampling, 75 management and 54 engineering universities are chosen from the list. Finally, non probability judgmental sampling was used to pick teachers. 1000 academic members from these institutes provided primary data.

Chi-Square Analysis
The chi square test is used to determine the significance of a relationship between two attributes. It's a statistical metric for comparing sample variance to population variance. This is an important non parametric test because no tight assumptions about the sort of population or parameter values are necessary. This test is meant to determine the relationship between faculty members' emotional and spiritual intelligence and demographic characteristics such as gender, age, and qualification. The chi square analysis is found to be appropriate because the demographic variable is a categorical data and the emotional and spiritual quotient are utilized as mean values to examine the link.
Analysis of Logistics Regression
When the independent variable is categorical or non-metric, and the outcome variable is non-metric or metric, logistic regression is an effective statistical technique. It does, however, offer the advantage of being able to readily incorporate non-metric variables into the results. As a result, this technique was utilized in the study to see if there was a link between faculty members' academic credentials (which show their cognitive competence) and their performance. Academic credentials are non-metric variables in this assessment. As a result, logistic regression is shown to be appropriate for application.
Analysis of Correlation
It is a statistical analytic approach for determining the strength of the association between the variables under investigation. This has been used as an a priori strategy to determine whether the independent and dependent variables being measured are correlated. We can determine the extent of impact of one variable on another once a correlation has been established. EXPLORATORY FACTOR ANALYSIS (EFA)
We frequently attempt to quantify things that aren't directly measurable. Emotional intelligence, for example, is a trait that is not readily quantified. Factor analysis is used to measure such latent variables. Factor analysis achieves parsimony by explaining the highest amount of shared variation in a correlation matrix with the least number of explanatory constructs by reducing a data set from a group of connected variables to a smaller set of factors. Exploratory factor analysis was used in this study to uncover different dimensions under each variable assessed and to determine which statements in the study pertain to which component. Because the inventories utilized are culturally tailored, exploratory factor analysis is required.

The degree of consistency between multiple measurements of variables is measured by reliability. Cronbachs Alpha, a reliability measure, was calculated to analyze the consistency of the results obtained. Since standardized inventories are employed, the validity of the inventories used in cases of emotional and spiritual intelligence has been ensured by reading the technical handbook of the inventories used. In the area of psychometric testing, face validity is regarded significant. On the surface, it is dependent on whether the items measure the attribute of interest. Although the normal performance-based assessment form was employed in the case of Faculty performance and retention, factorial validity was established. The inclusion of items in a factor has been based on factor-item correlations.

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