DYNAMICS OF EMOTIONAL INTELLIGENCE AMONG VISITING FACULTY IN THE ACADEMIA OF PAKISTAN: SOME POLICY INSIGHTS

Abstract

Emotional intelligence is increasingly recognized as essential for effective teaching & interpersonal relationships within academic settings. Visiting faculty, in particular context, face unique challenges due to the temporary nature of their positions, which can affect their emotional well-being and professional efficacy. In the context of KP, Pakistan, this study aims to assess the levels of emotional intelligence amid visiting faculty in KP, examining variations by gender & age to provide insights for policy recommendations that support the development of this important group. A cross-sectional study was conducted with a sample of 200 visiting faculty members across academic institutions in KP. Data were collected over self-administered questionnaire, analyzed using descriptive statistics and bivariate analyses, including one-way analysis of variance. Findings revealed no significant difference in emotional intelligence levels amid male and female faculty members. The study highlights need for targeted emotional intelligence training & support, mainly for younger faculty members. The policymakers should consider incorporating EI initiatives within faculty development programs to enhance educational outcomes and foster a resilient academic community.