The effect of high emotionally intelligent teachers on their teaching effectiveness at universities: the moderating effect of personality traits

Abstract

Purpose

The purpose of this paper is to answer two basic research questions: “Does high emotional intelligence affect teaching effectiveness at universities?” and “What role do personality traits play in moderating that relationship?”

Design/methodology/approach

The paper is a quantitative study using self-reporting questionnaires on 410 students and 32 faculty members. The resulting relationships and model fit are confirmed using SEM.

Findings

The paper shows the importance of high emotional intelligent teachers in universities to increase teaching effectiveness. The paper also shows that the personality traits of the teacher moderate this positive relationship.

Research limitations/implications

The study uses students' responses. Students might negatively assess their professors for different purposes. This puts in question the reliability of student ratings, especially when taking into consideration students' mood.

Practical implications

The paper makes two major recommendations to universities. The first recommendation is to hire emotionally intelligent teachers. The second recommendation is to conduct emotional intelligence workshops for existing teachers in order to improve their EI skills. Both recommendations will increase teaching effectiveness, therefore, better learning and a higher chance of better students' academic achievement, better teacher-student relationship, higher students' satisfaction and better university environment/teaching reputation.

Originality/value

The research model is tested for the first time in the Lebanese higher educational sector.

Citation

Maamari, B.E. and Salloum, Y.N. (2023), "The effect of high emotionally intelligent teachers on their teaching effectiveness at universities: the moderating effect of personality traits", International Journal of Educational Management, Vol. 37 No. 3, pp. 575-590. https://doi.org/10.1108/IJEM-12-2020-0565