Exploring the Role of Emotional Intelligence in New Teachers’ Approaches to Educational Inequality in Low-Resource Schools

This qualitative study investigates how personality traits and emotional intelligence (EI) jointly influence decision-making styles in organizational settings. Drawing upon the Big Five Personality Model, Goleman’s Emotional Intelligence framework, and Scott and Bruce’s decision-making typology, the research explores the lived experiences of 18 mid- to senior-level professionals from diverse sectors including corporate, education, healthcare, and public service. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that while personality traits shape default tendencies—such as rationality in conscientious individuals or avoidant behaviour in those high in neuroticism—emotional intelligence plays a critical moderating role. High-EI individuals demonstrated better emotional regulation, interpersonal sensitivity, and ethical awareness, enabling them to adapt their decision-making style according to context. Moreover, emotionally intelligent participants integrated both rational and intuitive strategies, especially in high-pressure or emotionally charged situations. The study underscores the interplay between stable personality traits and flexible emotional capacities in influencing organizational decision-making. It concludes that effective decision-making is best understood through a combined lens of personality and emotional intelligence, with implications for leadership development, HR practices, and organizational training programs.

This study investigates the role of Artificial Intelligence (AI) in enhancing Social-Emotional Competence (SEC) among higher education teachers. SEC, which includes emotional regulation, relationship management, and stress coping, is essential for effective classroom management and student engagement. However, many higher education institutions struggle to equip teachers with sufficient SEC, resulting in increased stress and diminished teaching effectiveness. AI has emerged as a transformative tool, offering real-time feedback, simulations, and data-driven insights to support teachers’ emotional and social development. The principal objectives of the study were: (1) to explore how AI-based tools can enhance social-emotional competence among higher education teachers, (2) to assess the effectiveness of AI in improving teachers’ emotional intelligence and classroom management, and (3) to identify the challenges and limitations associated with implementing AI-driven solutions for SEC development. A mixed-methods research design was employed, combining quantitative surveys and qualitative interviews. A sample of 100 higher education teachers from five universities was selected using stratified random sampling. A structured questionnaire measured emotional intelligence, classroom management, and stress levels before and after AI-based training. Semi-structured interviews gathered teachers’ perceptions of AI’s impact, while classroom observations evaluated behavioral changes. Data analysis included paired t-tests and thematic analysis. Results showed that AI-based training programs significantly improved teachers’ emotional intelligence and classroom management. Pre- and post-training surveys indicated a 15% increase in emotional intelligence and a 20% improvement in stress management. Teachers reported increased self-awareness, better emotional regulation, and improved student-teacher relationships. Classroom observations confirmed that AI-supported teachers managed student behavior more effectively and responded with greater empathy and patience. However, challenges such as technological limitations, resistance to change, and lack of technical support were identified as barriers to effective implementation. The study concludes that AI holds significant potential to enhance teachers’ SEC by providing real-time feedback and data-driven insights. Addressing infrastructure challenges and improving professional development programs are necessary to maximize the effectiveness of AI-driven SEC interventions. The findings underscore the need for integrating AI-based emotional intelligence training into higher education frameworks to improve teacher effectiveness and student engagement. Further research should explore the long-term impact and scalability of AI-based SEC interventions.

This study investigates the correlation between emotional intelligence and social support on academic achievement among high school students. Utilizing a non-experimental quantitative approach with purposive sampling, data were collected from 70 students aged 15-18 years in grades X-XII at SMAN XY Lampung Selatan. Emotional intelligence was assessed using Goleman's Emotional Intelligence Competencies (GEIC), social support was measured with the Multidimensional Scale of Perceived Social Support (MSPSS), and academic performance was evaluated based on the previous semester's scores. Multiple regression analysis revealed that emotional intelligence and social support collectively contribute 68.6% to academic achievement, indicating that 31.4% of the variance is attributable to other factors not examined in this study. Based on the data analysis, emotional intelligence and social support significantly influence students' academic achievement in SMAN XY Lampung Selatan. This research is expected to provide practical contributions for schools, teachers, and parents to train students' emotional intelligence and enhance social support, enabling students to demonstrate optimal academic performance. Theoretical contributions are also anticipated to enrich studies on psychological variables supporting academic achievement in educational psychology.

Emotional intelligence instruction in a pharmacy communications course.

PurposeAs a crucial soft skill, emotional intelligence (EI) is reported to have many benefits, yet it remains largely unexplored in construction project management. The purpose of this paper is to explore further application of project manager's EI to improve project performance.Design/methodology/approachA questionnaire‐based survey covering 112 project managers in construction is used to determine project managers’ EI, and relate that to the performance of their most recent projects, as well as examine the moderating effects of international involvement and contract type.FindingsResults indicate high expressions of six EI factors in project performance of large and complex scale; whereas the effects of self‐confidence and teamwork have not been confirmed. Additionally, international involvement and contract type are found to moderate the relationships between certain EI factors and project performance.Practical implicationsThe paper makes recommendations on selection and appointment of project managers to construction organizations; meanwhile it assists project managers in recognizing the significant competencies that cater for large and complex construction projects.Originality/valueIn this paper, the EI model is modified especially for project managers, to make up for the deficiency of project managers’ EI framework, as well as the project performance criteria for construction projects. Then an analysis takes place of the key EI dimensions or competencies on project performance, which contributes to the body of project managers’ EI.

Summary Academic achievement is one of the most important concepts in the field of education. Although emotional intelligence, as a key factor in academic achievement, has been studied in various studies, yet the results obtained are not in harmony with each other and the topic is yet under debate. In order to fill in this informational vacuum, the present research was undergone using a meta-analysis method. In order to make a thorough search to find articles within the Iranian context, key words such as “Emotional Intelligence” AND (Emotional OR Intelligence) AND “academic achievement” OR “academic status” AND “Student” AND “Iran”, were used without limitation in dates or language in the following sites: Medline, Scopus, ScienceDirect, Web of Knowledge, Ovid, Wiley, Google Scholar, and Persian databases such as SID, Irandoc and Magiran. The random effect model was utilized for statistical pooling. A total of 23 articles were chosen to enter the meta-analysis. The pooled results showed a meaningful relationship between emotional intelligence and academic achievement (Pooled Correlation = 0.157; 95% CI, 0.081-0.231). The Cochran Q (Q = 145:126, p = 0.000) and I2 = 84.84% index indicated a high heterogeneity among the articles entering the meta-analysis. In subgroup analysis, the students in state universities had more summary effect (0.177; 95% CI, 0.085 - 0.267) compared to the ones studying in private ones (0.118; 95% CI, 0.024-0.255). No sign of publication bias was found. A weak correlation was seen between emotional intelligence and educational achievement in the context of Iranian university students. It seems that the relationship of these concepts may be affected by other factors in this setting, so this calls for further studies in this field.

BackgroundDespite the importance of emotional intelligence (EI) for academic performance of university students with disabilities, limited research was undertaken to address this issue.ObjectivesThis research investigates the impact of EI on quality of life (QoL) and academic performance among university students with disabilities. Drawn on Salovey and Mayer’s EI framework, this research examines the impact of four main EI dimensions: self-emotion appraisal, others’ emotion appraisal, use of emotion, and regulation of emotion, on academic success through the lens of QoL.MethodsA quantitative, cross-sectional research design was employed, including a sample of 328 university students with several types of disabilities. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the obtained data and test the justified hypothesized relationships.ResultsThe results demonstrate that the higher levels of EI are significantly related to improved QoL, which consequently has a positive impact on students’ academic performance. The results confirmed that QoL demonstrated partial mediating effects in the relationship between EI and academic achievements, signaling that EI can contribute to academic success both directly and indirectly by fostering students’ overall QoL.ImplicationsThe study contributed to the current literature by emphasizing the interconnections of emotional competences, quality of life, and academic performance, and provided practical implications for interventions aimed at supporting this vulnerable population.

Business seems to be enamoured by the construct of emotional intelligence. The emotional intelligence framework has enabled managers to understand the contribution of emotions in creating desirable qualities in business such as enthusiasm, motivation, and affective commitment (loyalty), and how these can be enhanced in the workplace by influencing employees' affective abilities (Caruso & Salovey, 2004; Cherniss, 2001; Cherniss & Adler, 2000). At its most basic level, the emotional intelligence framework has provided business with a basis for implementing competencies that identify skills that enable employees to deal with emotions in the workplace. While enthusiasm for the potential of emotional intelligence is shared by many in the business community (Goleman, 2000, 2004), there are those working in and with business who have some level of psychological training and cannot understand the attraction (see Murphy, 2006). Some of this can be linked to the varying conceptualizations of emotional intelligence (see Mayer, Salovey, & Caruso, 2000), while other criticisms emerge from the way in which emotional intelligence is measured (Conte, 2005; Landy, 2005; Locke, 2005).

IntroductionEmotional and spiritual intelligence are crucial factors in enhancing individuals’ knowledge and academic achievement. This study aims to examine the correlation between spiritual intelligence, emotional intelligence, and student achievement through a systematic review and meta-analysis.Materials and methodsA search was conducted in the PubMed, Scopus, Web of Science, SID, and Google Scholar databases from 2007 to December 2022. The effect sizes (EF) included the mean and standard deviation of emotional intelligence, spiritual intelligence, and student achievement and correlation coefficients among spiritual intelligence, emotional intelligence, and student achievement. Random effects models were used to pool the results, and the Q test and I2 index were employed to assess heterogeneity. Correlation coefficients were transformed into standard data (Z) using log transformation.ResultsThe overall mean score of educational achievement in university and school students was 15.91 (95% CI: 15.26–16.78). The mean scores of spiritual and emotional intelligence were 138.27 (95% CI: 129.19-147.35) and 128.94 (95% CI: 117.08–140.80), respectively. The correlation coefficients between spiritual intelligence, emotional intelligence, and student achievement were r = 0.36 (95% CI: 0.18–0.51) and r = 0.50 (95% CI: 0.28–0.67), respectively.ConclusionsEmotional and spiritual intelligence are independent predictive factors in educational achievement for university and school students. Therefore, improvements in emotional and spiritual intelligence can promote students’ academic achievement.

Emotional Intelligence (EI) is broadly separated into an ability model, measured as maximal performance, and several mixed models, measured as typical performance. The two approaches to EI have been criticised for measuring different constructs, however, some authors have sought to link them, with ability EI being the antecedent of mixed EI. The proposition of this paper is to extend this link to include attitudes as potential antecedents of ability and mixed EI. It is proposed that the inclusion of attitudes within an EI framework provides a broader context for understanding the inputs and outputs of EI, something that is yet to be demonstrated by either the ability or mixed models independently. Furthermore, it is proposed that an attitude-based model of EI will help address some of the criticisms that currently face both models of EI. Specifically, attitudes may be used to provide an ethical and values led basis to EI; they could give greater insight as to the automatic, habitual and non-conscious processes of EI; and they could help support individuals more widely in their personal development.

PurposeThis study examines the role of emotional intelligence on academic achievement among students at a private university in Kuwait.Design/methodology/approachThe data were obtained through a questionnaire which elicits information on students' sociodemographic data and their overall college grade point average (GPA). The 16-item Wong and Law Emotional Intelligence Scale (WLEIS, Wong and Law, 2002), was used to evaluate the level of emotional intelligence and explore the effect on academic performance in a sample of 480 Kuwaiti college students.FindingsThe results of the study indicate that academic success was strongly associated with self-emotion appraisal (SEA) and use of emotions (UOE). However, the results did not show direct correlations with age, high schooling system, gender and nationality. Additionally, results provide supporting evidence that the WLEIS scale has good psychometric properties and can be used as a reliable tool to assess the emotional intelligence skills among college students in Kuwait.Research limitations/implicationsThe study has several limitations that require consideration when interpreting the findings. First, this research used a quantitative methodology, which can provide limited information about emotional intelligence, and further qualitative research is necessary to identify contributors and inhibitors of this construct. Second, as in any study using self-report measures, the results may have been influenced by participants' acquiescence and need for social desirability. Further studies should aim to include ways in which EI can be incorporated into academic curricula and qualification framework and barriers that may pertain to encourage emotional intelligence skills development in higher education and suggest solutions accordingly. In future studies it would be interesting to see educators' self-perception vs of students to include a multi-rated for the emotional intelligence. To this end, these areas of study could provide a more comprehensive understanding in the sense of integrating emotional intelligence theories and methods from multiple disciplines that constitute social, personality and psychological trait within higher education. This research has only considered samples from a private university in Kuwait. Extension of sampling scope to other universities around the country and in the Middle East may bring a better understanding of students' emotional intelligence level. In terms of EI components, the results of this study indicated that students score highest in self-emotional appraisal (SEA) and the use of emotions (UOA) and lowest on regulation of emotions (ROE). Additional studies can be conducted to see whether the same results apply on Arab students in the Middle East as a whole. The present study has provided more evidence of the need for cross-cultural comparison of an imported construct and its measurement by showing that the emotional intelligence construct, defined by the WLEIS (Wong and Law, 2002), may be understood differently in other cultures.Practical implicationsThere are two key implications in this study, one concerning gender and the other relating to students' GPA. The results suggested differences between the way female and male students viewed EI skills in relation to their academic achievement. Considering that the instrument used to measure EI was the Wong and Law Emotional Intelligence Scale (WLEIS), a self-report measure, perhaps a degree of bias was introduced. Male students' EI scores as a whole (M = 5.56) were higher than the EI mean score for female students (M = 5.39). As Novinger (2001) proposed, emotional expressiveness in the Arab world is such that women are trained to be less demonstrative of their emotions than men.Social implicationsIn addition, gender and cultural values may influence communication styles among Arab students during the teaching process. An awareness of gender and cultural difference related to EI could be beneficial to all parties (students, educators and administrators) in higher educational institutions. Educators' sensitivity to students' EI skills associated with culture can be manifested in a wide variety of teaching practices, ranging from educators' expectations toward students to their interpersonal interactions with students and from teaching styles to assessment methods. For example, an understanding of the possible impact of gender on EI skills may raise educators' levels of cultural sensitivity in dealing with students in the Middle East, particularly, in Kuwait. Even though this study did not show a significant relationship between the overall EI level and students’ GPA, an effect on EI components SEA and UOA was found. University administrators and educators wishing to increase students' academic achievement would do well to incorporate the use and recognition of emotions into their curricula. For instance, emotions can be used to channel the anxiety created by exams to motivate students to prepare more thoroughly and attain more higher standards.Originality/valueEmotional intelligence skills are important predictors of academic success, and they play a key role in students' performance, and greater the emotional intelligence, the academic achievement will be higher. The results of this study support the research studies suggesting that students' emotional intelligence (EI) should be considered by curriculum designers to enable educators assist their students reach successful academic performance.

Emotional intelligence is the ability to perceive, interpret, demonstrate, control, and use emotions to communicate with and relate to others effectively and constructively. This ability to express and control emotions is essential, but so is the ability to understand, interpret, and respond to the emotions of others. The purpose of this study is to show the impact that emotional intelligence has on pupils and whether this affects their relationships with others and their social interaction. Moreover, this study intends to show how much emotional intelligence and its components affect academic achievement. This is a quantitative research approach, based on data from 154 questionnaires with 20 questions each, measuring emotional intelligence with five assessment levels, conducted on 154 pupils aged 10 to 14 years old. Cronbach's Alpha reliability coefficient is used to see the instrument's internal consistency. The findings of this research indicate that emotional intelligence is an important element of significant influence on pupils' academic achievement. This shows that pupils nowadays possess cognitive skills to recognize, understand, and express their emotions, as well as adapt to social relationships. Based on the results, it is evident that there is a link between emotional intelligence and academic achievement, establishing that the higher the emotional intelligence, the higher the pupils’ performance. Emotional intelligence supports and maintains the emotional well-being of pupils individually and with their peers. 
 
 Received: 28 February 2023 / Accepted: 26 April 2023 / Published: 5 May 2023

Introduction: In recent years, there has been a growing interest in the role of emotional intelligence in educational settings. This is particularly relevant in the context of English as a foreign language (EFL) teaching, where educators not only teach a language but also navigate cultural and emotional barriers. The concept of emotional maturity, as a component of emotional intelligence, has gained attention for its potential influence on teaching effectiveness and student outcomes. Therefore, the current qualitative study aimed to investigate Vietnamese EFL teachers’ insights into the nuanced relationship between teachers’ emotional competencies and their ability to engage students in the learning process. Methodology: To gather data, semi-structured interviews were conducted with nine Vietnamese EFL teachers at varying stages of their careers, including novice, mid-career, and near-retirement stages. The study employed thematic analysis to identify and interpret patterns within the data, focusing on the impact of teachers' emotional maturity on student engagement. Results: The thematic analysis yielded three major themes. The first one was the significance of emotional regulation in promoting behavioral engagement in students. The second theme was the role of empathy as a key factor in fostering emotional engagement, and the third theme involved the influence of emotional support in enhancing cognitive engagement. These findings underscore the crucial role of teachers’ emotional competencies in facilitating different types of student engagement. Conclusion: The study concludes that emotional regulation, empathy, and emotional support are pivotal in enhancing behavioral, emotional, and cognitive engagement in students, respectively. It highlights the need for teacher training programs to include emotional intelligence training and emphasizes the importance of supporting teachers’ emotional well-being in educational institutions. The research offers valuable insights into the intersection of teacher emotional maturity and student engagement, presenting significant implications for educational practices and policies.

The main purpose of the study was examining the correlations of emotional intelligence, academic help-seeking behaviour, and psychological help-seeking behaviour on students’ academic achievement in Woldia College of Teacher Education (WCTE), Woldia, Ethiopia. The participants were 283 first‑year regular diploma students (179 males and 104 females) of the college in the academic year of 2015/2016. The study employed a quantitative approach which followed correlation design involving four instruments to collect data for the study: Emotional Intelligence Questionnaire, Academic Help-Seeking Behaviour Questionnaire, Psychological Help-Seeking Behaviour Questionnaire, and Cumulative Grade Point Average (CGPA). The reliability statistics for Emotional Intelligence, Academic Help-Seeking Behaviour and Psychological Help-Seeking Behaviour Questionnaires showed Cronbach Coefficient Alpha of 0.856, 0.882, and 0.873 respectively. To answer the research questions raised in the study, descriptive statistics such as mean and standard deviation and Pearson product-moment analysis, as well as inferential statistics such as independent sample t‑test, multiple regression tests, and beta coefficients were conducted. The Pearson correlation analysis reported the following findings: (1) emotional intelligence, academic help-seeking behaviour and, psychological help-seeking behaviour had a significant positive correlation with students’ academic achievement; (2) emotional intelligence and academic help-seeking behaviour had a positive but not significant correlation with each other; (3) however, emotional intelligence was negatively but not significantly correlated with psychological help-seeking behaviour. The multiple regression analysis showed that there was a significant contribution of emotional intelligence, academic help-seeking behaviour and psychological help-seeking behaviour to the total variance of academic achievement (R2 = 0.383, F = 24.789, P < 0.05). The beta coefficients revealed that the independent contributions of independent variables of the study to the total variance of academic achievement were found to be emotional intelligence (22.0248%, which is 57.4634% of the total R2, which was 0.383), academic help-seeking behaviour (11.861%, which is 30.9457% of the total R2, which was 0.383, and psychological help-seeking behaviour (4.4426%, which is 11.5908% of the total R2, which was 0.383) respectively. The independent sample t‑test reported that there were significant gender differences in students’ emotional intelligence and psychological help-seeking behaviour. The gender differences in academic help-seeking behaviour and academic achievement were not statistically significant. Finally, it was recommended that parents, instructors, counsellors, and administrative bodies should work on promoting students’ emotional intelligence and developing students’ help-seeking behaviours (academic and psychological help-seeking behaviours) to enhance academic achievement of students in WCTE.

&lt;p style="text-align: justify;"&gt;The issues of poor academic outcomes, dismissal, high attrition, and dropout rates among college students have long concerned for many educators and college communities. Several scholars have posited that these problems can be addressed through the development of emotional intelligence and increased student engagement. Considering these problems, the present study aimed to assess the efficacy of emotional intelligence and student engagement in improving academic performance. The sample of the study consisted of 119 undergraduate students selected using the convenience sampling technique. Self-report Emotional Intelligence Test and Student Engagement Scale were adopted to measure emotional intelligence and student engagement respectively. Cumulative Grade Point Average (CGPA) served as a measurement of academic achievement in the present study. Results from regression analyses revealed that certain components of emotional intelligence and academic engagement demonstrated a significant prediction effect on academic performance. From demographics, students’ programs of study showed a significant relationship with academic achievement. The present findings may provide directions for the college communities in fostering student engagement and emotional intelligence, thereby improving academic achievement of their students. The study also discusses limitations and future research directions.&lt;/p&gt;