Perceived emotional intelligence of university professors based on the nature of the subject taught

Fullat, María Botey; Diego, María Vaquero; Sastre, Francisco Javier

doi:10.1016/j.techfore.2020.120292

Cited by 9 publications

(8 citation statements)

References 21 publications

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“…Research confirms that of an individual emotional intelligence is a predictor for a workplace efficiency, although the impact of Individual output is partial and limited In less-qualified jobs (Botey, Vaquero-Diego, & Sastre, 2020;Boyatzis & Saatcioglu, 2008;Castillo & Del Valle, 2017).…”

Section: Problem Statementmentioning

confidence: 59%

Teachers emotional intelligence to predictive work performance using linear and non-linear models

Idris¹,

Sezer²,

Zanna³

et al. 2021

j. adv. res. s. sci. hum.

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Aim: Teachers' job performance has been impacted by rapid changes and reforms in educational systems around the world. Despite these advancements, the debate about how to forecast teacher success remains complicated and difficult to assess. The role of emotional intelligence in teacher success is investigated in this research, which fills a void/gap in the literature. The relationship between Emotional Intelligence (EI), which has four dimensions: self-regulations, self-awareness, self-motivation, and social ability (relationship management), and job performance is examined in this research. Methodology: 160 teachers from six technical colleges in Nigeria's north-east were polled. The data was gathered through a questionnaire survey, and analyse using artificial intelligence model (FFNN, LSSVM, NF and MLR). Findings: The models were assessed using determination coefficient (R 2 ), root mean square error (RMSE) and correlation coefficient (R). the result obtained from the simple models showed that neuro fuzzy sub clustering hybrid (NF-SCH) shows (R 2 = 0.8814502 and 0.8375132) both training and testing, the correctness of models has been improved which increase accuracy of the single models up to 17%, 18%, and 20% FFNN, MLR and LSSVM for calibration and up to 40%, 73% and 70% FFNN, MLR and LSSVM for verification respectively the results show a strong connection between emotional intelligence and work satisfaction. Implications/Novel Contribution: Overall, this study adds to the body of knowledge on emotional intelligence by having practical management implications for school administrators and the Nigerian higher education system.

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Section: Problem Statementmentioning

confidence: 59%

Teachers emotional intelligence to predictive work performance using linear and non-linear models

Idris¹,

Sezer²,

Zanna³

et al. 2021

j. adv. res. s. sci. hum.

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“…The absence of negative indicators such as anxiety and depression as well as the presence of positive indicators such as resilience and work motivation indicate a mental health in an adolescent [11,12,13,14]. Also, emotional knowledge is shown to be associated with reduced depression [15].…”

Section: Discussionmentioning

confidence: 98%

Medical Students’ Experiences of Teaching with Emotional Intelligence in Clinical Settings: A Qualitative Study

Toufan

Omid

Haghani

2021

Preprint

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Background Effective teaching in clinical environment is one of the challenges faced by clinical faculty members due to the complexities of the variables involved in the training. Using appropriate teaching methods by professors in this environment can promise efficient graduates in the field. The present study, as a follow up of Omid research, which designed a clinical teaching model based on emotional intelligence, was carried out to evaluate the results of implementing this model in a clinical setting. Methods A qualitative study was conducted using inductive content analysis in one of the educational hospitals affiliated with Esfahan University of Medical Sciences. A total of 20 volunteer medical students from different levels of education were selected using purposeful sampling and were asked to express their experiences of attending the round with its clinical teaching based on emotional intelligence. Participants included 4 stagers, 11 interns, and 5 residents. Data were collected using semi-structured individual interviews; each interview lasted for 40–60 minutes and began with the question: what do you think are the important features of this professor's clinical education? The following questions were asked based on the issues raised in the interview. Data collected were analyzed immediately after the interviews Results Two main categories emerged from data analysis: Health outcome and Learning outcome. Conclusion The use of teaching based on emotional intelligence in the clinical environment can be effective in promoting their learning while ensuring the health of the learners.

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“…Having viewed a considerable amount of emotional intelligence skills demonstrated through teaching practice and the equally felt impact by the students, training on emotional intelligence needs to be developed to enhance the effectiveness of the learning process and to supplement students' socio emotional development (Botey et al, 2020;Ezzi, 2019;Puertas Molero et al, 2019;Gill & Sankulkar, 2017). Perhaps it could be incorporated as one of the faculty competencies of university teachers to enhance their emotional abilities which in due course contribute to personal and professional development.…”

Section: Discussionmentioning

confidence: 99%

“…As such, the emotional component, especially among university teachers, has yet to be acknowledged as part of the experiences. Furthermore, very few studies focused specifically on studying teachers' emotional competence (Botey et al, 2020). However, studies of teachers' emotional intelligence have been conducted, ranging from identifying the link between emotional intelligence and self-efficacy beliefs (Sarkhosh & Rezaee, 2014;Valente et al, 2020), the level of emotional intelligence (Hans, et al, 2013), teaching effectiveness (Ramana, 2013), managing disruptive behaviours (Jordan & Le Metais, 2000;Kelley, 2018), and workplace productivity (Noriah et al, 2006).…”

Section: Introduction Emotional Intelligence In Teaching and Learningmentioning

confidence: 99%

Integration of Emotional Intelligence in Teaching Practice Among University Teachers in Higher Education

Ismail

2021

Malaysian Journal of Learning and Instruction

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Purpose – Emotional intelligence abilities of university teachers are more likely to establish suitable emotional teaching and learning environments through their teaching practice, thus promoting learning motivation and engagement among students. Despite the emphasis on the importance of teachers’ emotional intelligence abilities in teaching, it continues to be under-acknowledged and underdeveloped. This is evidenced in a few studies reported on the relationship between emotional intelligence and teaching practice particularly in higher education. Guided by the Four-Branch Emotional Intelligence Ability Model, this study aimed to explore the integration of emotional intelligence in teaching practice among university teachers in higher education. Method – A qualitative design of a descriptive case study was applied on 10 university teachers recruited through purposeful sampling. The data gathered from semi-structured interviews conducted with the university teachers was analyzed through five phases of analysis namely; raw categorization of individual interviewees, group categorization of interviewees, raw key points, refined key points and themes. The credibility and trustworthiness of the data were achieved through prolonged engagement, member check, and interrater reliability. Results – Seven themes namely implementation of structured teaching flow, empathetic pedagogical approach, fostering student learning engagement, consideration of students’ emotions, reflection of university teachers’ characteristics, mutual teaching and learning sessions and meaningful learning sessions were generated. Significance – The study demonstrated the importance of developing emotional intelligence abilities among university teachers as these abilities directly influence teaching and learning processes. In fact, these abilities are subconsciously embedded and demonstrated through teaching practice. Thus training on emotional intelligence needs to be developed by including it as one of the competencies required for university teachers.

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Perceived emotional intelligence of university professors based on the nature of the subject taught

Cited by 9 publications

References 21 publications

Teachers emotional intelligence to predictive work performance using linear and non-linear models

Teachers emotional intelligence to predictive work performance using linear and non-linear models

Medical Students’ Experiences of Teaching with Emotional Intelligence in Clinical Settings: A Qualitative Study

Integration of Emotional Intelligence in Teaching Practice Among University Teachers in Higher Education

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