The Relationship between Emotional Intelligence and Teaching Effectiveness among Lecturers at Universiti Teknologi MARA, Puncak Alam, Malaysia

Abstract

Abstract-In this study, the researchers examined the relationship between emotional intelligence (EI) and teaching effectiveness among lecturers at Universiti Teknologi MARA (UiTM), Puncak Alam, Selangor. The participants consisted of 155 lecturers working at UiTM, Puncak Alam, Selangor. The respondents were randomly selected and the data were gathered through the distribution of questionnaires. Descriptive statistics showed that there were more female than male faculty members and majority of them were from the Faculty of Office Management and Technology. The study found that there was a positive and significant relationship between overall EI skills and overall teaching effectiveness. Lecturers with high EI were found to have high self-confidence and were more committed towards their job. In conclusion, the lecturers needed to learn, master and practice EI skills in identifying their strengths, and weaknesses in order to maximize teacher-student interaction.

The Association of Self-Assessed Emotional Intelligence with Academic Achievement and General Health among Students of Medical Sciences

“…This study had shown that high EI is associated with cortisol levels and lower blood pressure. This is really important for physical health (Salovey, Mayer, Goldman, Turvey, & Palfai, 1995;(Hassan, Jani, Som, Hamid, & Azizam, 2015). Also the results of this study are consistent with Ghorbani et al and Farahbakhsh et al results (Farahbakhsh, 2012;Ghorbani, Bing, Watson, Davison, & Mack, 2002).…”

The Observable Students’ Divergent Approach as Experienced in a Seminar on Language Teaching Class

“…This learning approach aims to gain an effective process of promoting engagement and discussion, concerning, respecting, and maximizing an academic achievement (Aregbeyen, 2010;Hassan et al, 2015). So, students may think about how a certain concept is expressed in a various discussion session within the classroom or the small groups (Ellis, 2012).…”

The Observable Students’ Divergent Approach as Experienced in a Seminar on Language Teaching Class

“…Murphy and Sharma (2010) agree that this approach can be developed into a full discussion, which enables students to facilitate the group feedback in the discussion spontaneously. This learning approach aims to gain an effective process of promoting engagement and discussion, concerning, respecting, and maximizing an academic achievement (Aregbeyen, 2010;Hassan et al, 2015). So, students may think about how a certain concept is expressed in a various discussion session within the classroom or the small groups (Ellis, 2012).…”

“…The awareness skills allow students to promptly establish and comfortably maintain the effective interpersonal relationships with individuals and groups (Nelson & Low, 2003;Hassan et al, 2015) by underlying the language systems that enable them to learn and to practice effectively (Andrews, 2007).…”