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Article
Publication date: 11 May 2012

Nahid Naderi Anari

The purpose of this study is to investigate the relationship between emotional intelligence and job satisfaction, between emotional intelligence and organizational commitment, and…

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Abstract

Purpose

The purpose of this study is to investigate the relationship between emotional intelligence and job satisfaction, between emotional intelligence and organizational commitment, and between job satisfaction and organizational commitment among high‐school English teachers. Furthermore, the study aims to examine the role of gender and age in emotional intelligence, job satisfaction and organizational commitment.

Design/methodology/approach

The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex post facto research type in which the researcher used questionnaires to collect data from the respondents.

Findings

The results of the study indicate that there is a positive significant relationship between emotional intelligence and job satisfaction, between emotional intelligence and organizational commitment, and between job satisfaction and organizational commitment. It is also found there is no significant difference among high‐school English teachers of different genders and ages concerning their job satisfaction and organizational commitment. But concerning emotional intelligence, the findings in this study provide support for gender differences, with females reporting higher emotional intelligence, but the results show no age differences among the participants.

Originality/value

The present study gains significance as the results can assist the teachers and organizations in enhancing the job satisfaction and organizational commitment of teachers, thus stemming the tide of high turnover in the teaching profession.

Details

Journal of Workplace Learning, vol. 24 no. 4
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 2 January 2018

Abdullah Alam and Mushtaq Ahmad

This study aims at finding the impact of teachers’ emotional intelligence on student achievement.

1914

Abstract

Purpose

This study aims at finding the impact of teachers’ emotional intelligence on student achievement.

Design/methodology/approach

For a sample of 224 public school teachers, regression analysis has been conducted to find the impact of emotional intelligence on student achievement through the mediation of teacher commitment and school culture.

Findings

The study results indicate that the relationship between emotional intelligence and student achievement is mediated by school culture.

Originality/value

Previous studies on emotional intelligence and student achievement have focused on emotional intelligence of the principals only. Literature on the impact of teachers’ emotional intelligence on student achievement is scarce. The current study adds to this strand of literature by exploring the impact of teachers’ emotional intelligence in enhancing student achievement.

Details

Journal of Asia Business Studies, vol. 12 no. 1
Type: Research Article
ISSN: 1558-7894

Keywords

Article
Publication date: 1 June 2021

Anar Algozhina, Raikhan Sabirova, Roza Alimbayeva, Gulzada Kapbasova and Ayan Sarmantayev

The emotional intelligence (EI) model is widely used in pedagogy, management and other spheres as a useful concept with great potential for application. At the same time, there…

Abstract

Purpose

The emotional intelligence (EI) model is widely used in pedagogy, management and other spheres as a useful concept with great potential for application. At the same time, there are significant differences in the traits of EI in different social groups, in particular, in different countries, which are just beginning to be studied. To date, there is a significant gap in the research literature on cross-cultural research in the field of EI, especially in the area of measuring its performance. This work is devoted to the study of the quantitative aspects of the differences in the traits of EI between teachers of higher educational institutions in Kazakhstan and Russia.

Design/methodology/approach

For the study, 700 participants from two countries were involved, 350 people from each with an approximately equal distribution by gender and age. Mann–Whitney U test and Fisher transformation were used for statistical analysis of the results of the N. Hall test for teachers from two countries.

Findings

As a result of assessing the level of EI by the method of N. Hall, significant differences were found in the manifestation of various scales of EI in representatives of these two groups (Fisher's transformation relative to the scales: “emotional awareness” was f*em = 5.466).

Originality/value

The practical value of the study lies in the discovery of a methodology for determining the difference in the traits of EI, which can be used in the correction of teaching methods, personnel management in higher educational institutions and in the formation of educational teams.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 23 November 2021

Moni Trad, Mona Omar Alayoubi, Rasha Abdul Khalek and Nada Khaddage-Soboh

The main purpose of this study is to demonstrate and verify the influence of emotional intelligence skills on the performance of teachers in private higher educational…

Abstract

Purpose

The main purpose of this study is to demonstrate and verify the influence of emotional intelligence skills on the performance of teachers in private higher educational institutions.

Design/methodology/approach

This quantitative study is based on the positivism research philosophy and the deductive research. Data are collected form Lebanese educational institutions; 304 teachers are surveyed using the convenience sampling technique. Hypotheses are verified through the one-way ANOVA and the multiple linear regression (step-wise) technique with a Sig. value of 0.000 < 0.05.

Findings

The study verified that teachers' demographics have a direct impact on their performance. It also proved that emotions have an impact on teachers' behaviors; emotions are important energy re-sources that help them cope with difficult situations. Teachers with a high level of emotional intelligence are in tune with their own emotions. It is demonstrated that self-awareness, self-management, self-motivation and social skill have a positive statistical influence on the teacher's performance. Lebanese Private Educational Institutions system should be endowed with emotional intelligence to provide teachers with more effective abilities which would eventually reflect on the student's cognitive abilities especially attention and memory.

Originality/value

This study contributes to the literature by studying the emotional intelligence in Lebanese educational institutions which was studied in different countries except Lebanon. It is verified that integrating the emotional intelligence into Lebanese educational systems would play a decisive role in optimum academic performance; institutions should establish as a benchmark the skills related to emotional intelligence.

Details

Higher Education, Skills and Work-Based Learning, vol. 12 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 23 February 2021

Kannu Priya Kamboj and Pooja Garg

The substance of the present study lies in analysing the extent to which intrinsic factors like emotional intelligence and resilient character traits impact the psychological…

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Abstract

Purpose

The substance of the present study lies in analysing the extent to which intrinsic factors like emotional intelligence and resilient character traits impact the psychological well-being of school teachers. It prominences the mediating role of resilient character traits in the relationship between emotional intelligence and psychological well-being of teachers.

Design/methodology/approach

This cross-sectional survey study recruits a sample of 200 school teachers across the state of Haryana, India, with the help of a convenience sampling technique.

Findings

The findings from parallel multiple mediation indicate perseverance as a significant mediator and predictor of psychological well-being among factors of resilient traits, and self-reliance emerges as an inconsistent, yet significant mediator in the relationship between emotional intelligence and well-being of teachers. The direct effect of emotional intelligence on psychological well-being also emerged as statistically significant. Additionally, the female school teachers show higher emotional intelligence and resilience as compared to the male school teachers.

Practical implications

The research is not an unmitigated work in the exploration of a causal relationship between the study variables. However, the study draws practical suggestions for improving the perseverant and emotionally intelligent behaviour of teachers for better emotional and psychological adjustment at work. It acknowledges the role of school administration and education policymakers in furthering the betterment of teachers' psychological state for improved performance and effectiveness. Also, teamwork, stress reduction and leadership building appeared to be helpful contributors to enhance the perseverance and emotional intelligence among teachers.

Originality/value

Studies in the field of school administration rarely address the psychological well-being of school teachers as their concern. This study accentuates the impact of intrinsic antecedents of psychological well-being, which is neither well conceptualised in Indian studies nor is causally related to any psychological constructs. Therefore, it remarkably contributes to the literature in the field of educational management and leadership, providing an insight into the psyche of teachers from “the Orient”.

Details

International Journal of Educational Management, vol. 35 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 9 March 2023

Bassem E. Maamari and Youssef N. Salloum

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…

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.

Details

International Journal of Educational Management, vol. 37 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 6 June 2018

Joanne Cliffe

The emotional labor of headteachers and teachers is complex. The purpose of this paper is to explore the relevance of the use of the Mayer-Salovey-Caruso Emotional Intelligence…

Abstract

Purpose

The emotional labor of headteachers and teachers is complex. The purpose of this paper is to explore the relevance of the use of the Mayer-Salovey-Caruso Emotional Intelligence test (MSCEIT) (Mayer, Caruso & Salovey, 2000) when assessing the emotional intelligence of headteachers as part of an investigation which aimed to reveal the ways in which female secondary school leaders were emotionally intelligent and whether it was possible to test for emotional intelligence.

Design/methodology/approach

Seven female headteachers’ MSCEIT reports are investigated. Semi-structured interviews were held pre- and post-test to explore the headteachers’ emotional labor. In addition, teachers serving under the headteachers were interviewed.

Findings

The accuracy of the MSCEIT is questioned, rather than taking the results at face value, attention is given to its content, language and cultural differences. The MSCEIT originates from the USA and is used globally. The findings of this investigation suggest it is possible the MSCEIT represents a deficit model due to the test takers’ interpretation of nuanced language. The findings show a disparity in relation to MSCEIT scores and self-reported emotional responses.

Research limitations/implications

Although the sample size is small and therefore cannot claim generalization from the findings, the use of emotional intelligence tests should be used with caution. Emotional responses are best understood through life experience as the headteachers attach retrospective meaning to their leadership actions.

Originality/value

Headteachers’ work is multifaceted because emotion is integral to the processes of teaching and learning. The emotional labor of headteachers and teachers impacts and has relevance to their roles as educational landscapes continue to shift.

Details

Journal of Professional Capital and Community, vol. 3 no. 3
Type: Research Article
ISSN: 2056-9548

Keywords

Article
Publication date: 10 January 2023

Seyed Morteza Amirian, Seyedeh Khadijeh Amirian and Masoumeh Kouhsari

The purpose of this paper is to explore the critical roles of emotional intelligence, increasing job demands behaviour and subjective well-being in teachers' performance…

Abstract

Purpose

The purpose of this paper is to explore the critical roles of emotional intelligence, increasing job demands behaviour and subjective well-being in teachers' performance throughout their gender.

Design/methodology/approach

In this study, the authors used multi-group structural equation modelling and mediation analysis of a sample of 602 primary school teachers in Iran.

Findings

This study found that emotional intelligence significantly affected teachers' performance. Teachers' emotional intelligence and increasing job demands behaviour were significant predictors of teacher performance in both genders. Furthermore, increasing job demand behaviour had a stronger mediating effect than subjective well-being on the relationship between emotional intelligence and teachers' performance in both genders.

Originality/value

This model is an attempt to examine possible gender differences on the relationships between teachers' emotional intelligence and their job performance by mediating roles of subjective well-being and increasing job demands behaviours in a specific societal and educational context.

Details

International Journal of Educational Management, vol. 37 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 7 May 2019

Sonia Pervaiz, Amjad Ali and Muhammad Asif

Emotional intelligence (EI) is crucial to determine the emotional labor (EL) strategies and satisfaction of teachers. The purpose of this paper is to investigate the relationships…

Abstract

Purpose

Emotional intelligence (EI) is crucial to determine the emotional labor (EL) strategies and satisfaction of teachers. The purpose of this paper is to investigate the relationships of EI with EL strategies, emotional exhaustion and teaching satisfaction (TS) of secondary teachers in private schools.

Design/methodology/approach

A self-administered questionnaire was used to collect data conveniently from 322 secondary teachers working in 22 private schools.

Findings

Results indicate that teachers’ EI positively affect surface acting, expression of naturally felt emotions (ENFE) and TS. Surface acting and ENFE are positively related with TS. Deep acting and ENFE exhibit positive relations with emotional exhaustion of teachers. The study also confirms direct as well as indirect effects of EI on TS through surface acting and ENFE.

Practical implications

This study recommends teachers to make a higher use of surface acting and ENFE because they produce the most TS and the least emotional exhaustion.

Originality/value

This is the first study that examines the mediating role of EL strategies for EI and TS.

Details

International Journal of Educational Management, vol. 33 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 15 February 2024

Mehmet Karakus, Mustafa Toprak, Omer Caliskan and Megan Crawford

This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.

Abstract

Purpose

This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.

Design/methodology/approach

The quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.

Findings

The final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being.

Originality/value

To the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.

Details

International Journal of Educational Management, vol. 38 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

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