Abstract
The present study aims to examine the relationship of instructors’ emotional intelligence (EI) with the satisfaction index of their corresponding students. For this purpose, data were collected from 650 full-time students and 6 male instructors from a major Middle Eastern University. Emotional intelligence of the instructors was measured with the help of average of students’ responses with the weightage of each assessing parameter, i.e., self-awareness, self-management, social awareness, and relationship management which also reflected the students’ satisfaction index (SSI). Moreover, authenticity of the data was confirmed with the help of Cronbach’s alpha, and the analysis of data was carried out using descriptive statistics, correlation, and box plots. The students’ satisfaction index is calculated by correlating various parameters such as comfort, skill, learning, and motivation in order to identify the most critical parameter. For identifying the most critical parameter, box plots are used. Final results reveal a strong correlation of instructor’s EI with student satisfaction index (r = 0.951, p < 0.005 , F >> Fcritical). Findings of the study can be beneficial to highlight the importance of students’ satisfaction index (SSI) which is correlated with instructor’s EI.
Highlights
Emotional intelligence (EI) is an ability to understand and manage own as well as others’ emotions [1]
In a similar study conducted by Junjun et al with 534 primary teachers, it was observed that the emotional intelligence of educational leaders significantly influenced their instructional strategies
Some of the major contributions that help to conduct this research work include the study by Wu et al [10] which studied the impact of EI on self-efficacy and teaching performance on 467 Chinese middle school teachers, the study by Chen and Guo [11] which studied the impact of EI on 534 primary teachers, and the study by Corcoran and Tormey [12] which surveyed 559 secondary school teachers
Summary
Emotional intelligence (EI) is an ability to understand and manage own as well as others’ emotions [1]. Mathematical Problems in Engineering with high EI possessed the ability to better handle the behaviors of their respective students and subsequently helped them in showing improved academic performance [12]. Reese recommends that teachers with high EI possess the ability to handle students’ behavior reflexes and to develop interpersonal skills for improvement in their academic performance [13]. Some of the major contributions that help to conduct this research work include the study by Wu et al [10] which studied the impact of EI on self-efficacy and teaching performance on 467 Chinese middle school teachers, the study by Chen and Guo [11] which studied the impact of EI on 534 primary teachers, and the study by Corcoran and Tormey [12] which surveyed 559 secondary school teachers. Data availability statements are included in the study followed by references
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