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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.

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.

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.

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.

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”.

Some studies assess impairments in emotional functioning of offenders using measures of emotional intelligence (EI). Such measures were developed for use in general populations, and may not be suitable for offender samples. This study explores the factor structure of a commonly used trait EI measure for a sample of adult male offenders, and comments on its usefulness as a measure of emotional functioning for this group. We find that, although the SSREI can be indicated to be multi‐dimensional, the exact nature of its factors remains unclear for forensic samples. We conclude by suggesting that the social contexts and encounters that provoke emotion may be different for offenders and non‐offenders, and that there is a need to develop a trait EI measure specific to forensic populations.

This study aims to examine the concepts of trait emotional intelligence (EI), emotional labour strategies and burnout among internal human resources (HR) service providers. It proposes a model to deepen our understanding of the processes explaining the protective effects of trait EI on employee burnout.

The present study comprises a sample of 143 HR professionals from a large Malaysian financial institution.

Results suggest that trait EI predicted personal- and work-related burnout but not client-related burnout. Trait EI was also found to be partly related to emotional labour (EL), exhibiting a negative relationship with surface acting but not with deep acting. While surface acting exhibited a significant relationship on all three forms of burnout, deep acting was only significantly related to client burnout. Moreover, mediation analyses revealed that surface acting partly mediated the relationship between EI and burnout.

This study examines the relationship between EI, EL and burnout in HR professionals. This study is the first in the literature to examine these relationships in the context of internal service providers and in a non-Western context. Our study enhances our understanding of the processes explaining the protective effects of trait EI on employee burnout in a non-Western context.

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.

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.

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).

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.

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?”

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.

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.

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.

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.

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

This article provides a review and conceptual comparison between self‐report and performance‐based measures of emotional intelligence. Analyses of reliability, psychometric properties, and various forms of validity lead to the conclusion that self‐report techniques measure a dispositional construct, that may have some predictive validity, but which is highly correlated with personality and independent of intelligence. Although seemingly more valid, performance‐based measures have certain limitations, especially when scored with reference to consensual norms, which leads to problems of skew and restriction of range. Scaling procedures may partially ameliorate these scoring weaknesses. Alternative approaches to scoring, such as expert judgement, also suffer problems since the nature of the requisite expertise is unclear. Use of experimental paradigms for studying individual differences in information‐processing may, however, inform expertise. Other difficulties for performance‐based measures include limited predictive and operational validity, restricting practical utility in organizational settings. Further research appears necessary before tests of E1 are suitable for making real‐life decisions about individuals.

The purpose of this paper is to identify the factors related to entrepreneurs’ emotional intelligence that trigger the choice of venture internationalization after locally suffering the shock of an economic recession in a developing economy.

The primary survey data were collected from 226 Uruguayan entrepreneurs and included their psychological traits and human capital characteristics after the most recent global financial crash of 2008. Personal interviews were conducted, and a “Trait Meta-Mood Scale” instrument (i.e. TMMS-12) was specifically designed for the measurement of emotional intelligence. Logistic regression analyses were conducted to test the hypotheses.

This study demonstrates that in disadvantaged environments, such as developing regions suffering from a severe global crisis, the early internationalization process of a new firm is mainly triggered by entrepreneurs’ emotional intelligence attributes rather than conventional human capital-related attributes. Moreover, social–emotional competences are more significant than personal–emotional competences to explain entrepreneurs’ exporting behaviour in such an adverse context.

The effect of emotional intelligence on venture internationalization is investigated in situations in which entrepreneurs are pressured to pursue risk-bearing strategies, pushed by a disrupting shock that weakens the national economic condition (e.g. an economic recession). While previous findings have highlighted the importance of entrepreneurs’ human capital attributes in their entering foreign markets, few studies have analysed how the emotional intelligence competences of entrepreneurs lead them to internationalize. This study fills this gap in the literature on entrepreneurial behaviour by focussing on the emotional, cognitive and psychological qualities of entrepreneurs to explain their exporting business decisions.

It is understood that the personality traits and intelligence levels of the tourist guides directly or indirectly affect their ability to solve the problems they encounter on tours. This study aims to test whether emotional intelligence has an intermediary effect on the problem-solving skills of professional tourist guides with perfectionist personality traits.

Field research was conducted within the study to analyze suggestions on the interaction of variables on an empirical basis, and data were collected using interview, document review and survey technique. Thus, the mixed-methods approach was used in the study. Within the scope of this study in which 410 professional tourist guides were surveyed, a substantial part of the research data was obtained through the application of the survey technique. Besides, interviews were carried out with 12 professional tourist guides. The clues obtained by the qualitative study were transformed into hypotheses within the scope of the quantitative study, and the intermediary effect was tested.

A relationship between the main themes, sub-themes and codes was determined within the framework of the qualitative method. As a result of the mediation test, it has been revealed that emotional intelligence has an intermediary role in the relationship between perfectionism and problem-solving skills. According to the results of bootstrapping, the indirect effect of emotional intelligence on perfectionism and problem-solving skills was found out to be significant.

The study acknowledged that positive perfectionism, high emotional intelligence and problem-solving skills contributed to the professional tourist guides being willing to provide better service. In tune with the assumption that the more the quality of the tours carried out through agencies increases, the more satisfied tourists are; the study implicated that it would be advisable for agencies to prioritize the trainings provided for their tour guides to enhance their positive perfectionist, emotionally intelligent personalities and problem-solving skills. Given that professional tourist guides may create a positive country image with the quality service they provide, the significance of such trainings stretch beyond the benefits of such organizations.

Relevant variables were analyzed with a mixed method and applied on professional tourist guides.

The objective of this paper is to address the predictive validity of the behavioral approach of EI by Boyatzis and Goleman. There are two research questions guiding this study: emotional and social competencies are positively and significantly related with job performance; and emotional and social competencies will be more successful in predicting performance than universal personality dimensions, like the Big Five personality traits.

The paper is based on the data of three medium‐sized Spanish organizations (n=223) that were involved in a competency management project based on emotional and social competencies. SPSS and structural modeling techniques available in the SEM program LISREL 8.51 software are used to enter the empirical analyses of the paper.

Results show that emotional competencies and personality traits are valuable predictors of job performance as measured by the nominations procedure in the study. In addition, competencies seem to be more powerful predictors of performance than global personality traits.

The sample size is small.

The paper will provide reflective practitioners with useful conceptual and developmental handles for emotional competencies within organizations.

The paper helps to build a body of research that contributes to overcoming the paucity of evidence for the predictive validity of EI measures claimed by many authors.

Frequently the universities' Placement Service is based on the student's hard profile at the expense of soft traits. On the other side, the “person–organization fit” axiom suggests firms are looking for profiles with specific soft skills to face the increasing level of environmental turbulence. This research aims to understand if high-resilience students also have high academic achievements and how the three components of resilience (emotional intelligence, positive thinking, planfulness) can have different impact on individual performances.

The research was conducted on students enrolled on different courses of studies and years in an Economics and Law faculty. A questionnaire was administered during the first exam session (ante-Covid) and the second and third exam sessions (post-Covid). This questionnaire consists of 84 questions related to planfulness, emotional intelligence and positive thinking, whose combination can be considered a measure of resilience. In fact, the Principal Component Analysis (PCA) was carried to identify these three new variables (the components) based on the 84 initial ones. Finally, an ordered logit model was implemented to verify whether, and in what direction, planfulness, emotional intelligence, positive thinking and Covid 19 (the independent variables) affected the students' performance (the dependent one).

While planfulness positively affected academic performance, emotional intelligence affected it negatively. The impact of positive thinking and Covid was not significant, and thus what emerged from the preliminary analysis of the grades is not confirmed.

This is a case study of a university experience that is paying great care in preparing students to satisfy the firms' work demands. To confirm and refine results the sample will be expanded to other faculties and other life/soft skills will be investigated.

This soft trait approach—that studies how various measures of soft skills are related to course grades—has a two-fold significance by crafting universities' placement activities and facilitating firms' onboarding.

This is a case study of a university experience; a university that is paying great attention to preparing students ready to satisfy the firms' work demands but also citizens capable of supporting the growth of their nation and society in general.

The research can be considered a first step towards the inclusion of the formal evaluation of the students' life skills in their academic path, creating a link with their achievements.