Abstract
This paper examines how Lecturers’ Emotional Intelligence (EI) can have a positive impact on students’ lifes, both within the classroom and on the place of work. This research uses a grounded theory method as the findings are grounded in the data obtained from the participants. Through in-depth interviews and an interpretivist approach carried out with 4 lecturers working within an Institute at MCAST, the researcher explores and assesses the staff’s perception of the importance of EI at the place of work, EI in the role of the lecturer, and EI in building trust between employees and students. It is hoped that the patterns that emerge from this research may be of benefit to both lecturers and students. This study provides a framework where lecturers may manage their students more effectively as disturbing emotions and impulses can be controlled, thus leading to more effective lesson delivery time. Moreover, EI may lead to further motivation to both staff and students. Consequently, more student retention and willingness to learn may lead to self-development and growth into the human beings’ personal development.
Published Version
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