USING EQUINE-BASED LEARNING TO FORM LEADERSHIP COMPETENCIES

This article highlights the importance of emotional and spiritual intelligence in human life. The capacity to express, understand, see, use, and control one's own or others' emotions is referred to as emotional intelligence. While, spiritual intelligence refers to the ability to understand deeper meanings, values, purposes, and unconscious aspects of one's self including the ability to integrate these meanings, values, and purposes in conducting more meaningful and creative lives, a positive attitude and mindset while facing hardship in any situation or circumstances. The focus of this article is on the emotional and spiritual intelligence revealed in the Prophet's leadership, including intrapersonal and interpersonal skills. The method employed for this research is qualitative, focusing on the content analysis of books and articles related to the concept of emotional and spiritual intelligence. The findings of this article are the multifaceted aspects of good character in Islamic ethics, is a vast area of behavior that cannot be constricted into a concept such as, Emotional intelligence. Emotional and spiritual intelligence from Islamic perspective is distinctive and different from emotional intelligence in secular outlook. As a key component of the Prophetic model of leadership, the acuteness of his intrapersonal and interpersonal emotional awareness and comprehension became the fundamental components that rendered to his ability to control his emotions effectively which makes him known as successful leader in the history of humanity.

Researches have shown that emotional intelligence (EI) plays a crucial role in university education. Students’ EI affects their motivation to learn, perception of information and academic achievements. Educators’ EI impacts their job satisfaction and sense of self-efficacy. Recent researches take into consideration the EI of learners or educators, but ignore the correlation between them. The paper studies how the EI of one group of educational actors (educators) is interconnected with the performance of other actors (learners) in the same context. This study describes the situation at one university in terms of EI, and presents the results of panel data analysis (N=329) showing the relationship between educators’ EI and students’ academic performance. The findings indicate that the educator’s experience and his/her qualification negatively affect the students’ academic performance. These results could be explained by the assumption that teachers might miss certain mistakes on the part of their students at the beginning of their university careers; however, as educators become more experienced, they require more of their students. A relationship between students’ EI and educators’ EI was not found. It is supposed that even though educators seem to be crucial figures in the educational process, students cooperate with different representative groups at the university. Therefore students’ EI could be influenced not only by educators but also by other actors of the educational process (other students, administrative staff etc.).

Introduction and research problem. Determining the criteria for training efficiency or learning outcomes is one of the primary tasks in the analysis of training efficiency. Despite a significant amount of studies on this topic, there are no clear criteria for determining the factors affecting the quality of education. The research purpose is to develop multifactorial higher education models taking into account teachers and students’ emotional intelligence and determine their impact on training efficiency. Materials and methods. More than 800 students from all faculties of the Financial University and more than 100 teachers took part in the study. The dependence of training efficiency on three factors was taken as a basis. Firstly, there are factors related to the educational process (student’s grade-point average (GPA), teacher’s average rating according to the results of the survey “Teacher as Viewed by Students”, etc.). Secondly, socio-cultural factors consisting of indicators of a content-methodological component, a communicative-informational component, a leisure-household component, a creative component, etc. Thirdly, the factors responsible for assessing the emotional intelligence of a student and a teacher. The influence of these factors on students’ performance is statistically analyzed. Two regression models were developed using 375 responses from teachers and students of the Financial University. Results and discussions. Factors that significantly affect the quality of student learning were identified. The resulting indicator is a student’s GPA for the summer examination period of the 2020-2021 academic year (PA_LS) is directly dependent on the following factors: an indicator of decrease in a teacher’s average rating according to the results of the survey “Teacher as Viewed by Students” (IPSGS); an indicator of the content-methodological component (QMC); a student’s GPA on the previous midterm assessment (PA_ZS). PA_LS is inversely related to the emotional intelligence decline indicator (ISEI); the difference between the average value of emotional intelligence of the teachers who taught the students and the emotional intelligence of this student (ROEI); teachers’ average rating based on the results of the survey “Teacher as Viewed by Students” (PGS_2020) and the level of teachers’ emotional intelligence (EI_t_2020). A very high level of significance of the regression equation was obtained, which corresponds to the level of significance α=1.80∙10-75. Moreover, most of the indicated coefficients of the regression equation are significantly different from zero at a significance level of less than 0.05. Conclusions. The study of the influence of teachers and students’ emotional intelligence on training efficiency showed that there is a statistical relationship between them. The developed multifactorial models made it possible to identify the relationship between an increase in students’ knowledge and a teacher’s change, a decrease in his/her emotional intelligence and students’ general emotional intelligence. The degree of influence of the results of the previous examination period on training efficiency was determined, and a slight positive dependence of a grade for current academic performance on the creative component of students’ sociocultural conditions was noted. The use of modeling various components of the educational process on private models using various methods for their development will allow determining the dependences between them and effectively using the results obtained in the management of the educational process. The developed multifactorial higher education models make it possible to assess the existing relationships between teachers and students’ emotional intelligence and various components of the educational process. The obtained modeling results can be directed and effectively used in the academic governance.

Received: 26 July 2012 Abstract Accepted: 20 August 2012 Leadership of graduate managers has become a focal point of many employers worldwide. Leadership development is in high demand and leadership initiatives are an effective tool for career development in the corporate environment. The objectives of the study were to assess the Transformational Leadership (TL) and Emotional Intelligence (EI) level of graduate managers, and to analyse the relationship between their EI and TL performances at work. The role of gender in leadership was examined. Sixty three graduate managers (33 men, and 30 women) who are following the masters’ degree programme were randomly selected from a Sri Lankan university. The Multifactor Leadership Questionnaire of Bass and Avolio, was used to assess the leadership style performances of the respondents. Genos EI Inventory was used to measure their EI level. Descriptive and inferential analyses of data were conducted using SPSS software. Respondents recorded higher scores for TL performances at work. Respondents’ EI levels and TL styles reflected a difference with regard to their gender. Respondents have scored slightly lower scores for the EI sub-constructs in comparison to the normative figures of Genos EI. The higher fluctuation of Mean values of respondents indicated the volatility of the reasoning ability of respondents. The fact that graduate managers depicted higher scores for progressive leadership styles and lower scores for passive leadership styles augurs well for their career development. Emotional Intelligence of men significantly related with their Transformational leadership style. Study concludes that high Transformational leadership of Sri Lankan graduates managers and manageresses, and the relationship of Transformational Leadership with managers EI as well, could enhance management and production performances in corporate environments.

There are 65 military schools in the United States with many sharing the same goals and objectives, which are to develop and prepare students for leadership roles and for post-secondary academic success. Other than anecdotal claims by their alumni, these schools lack the evidence of how this is achieved. This study aims at providing such evidence by assessing the effects of a school's military environment on the students' development of emotional intelligence (IE) as measured by the Trait Emotional Intelligence Questionnaire-Short-Form. EI has been associated with academic success and higher leadership effectiveness. This exploratory analysis finds a positive correlation between leadership education level and students' EI scores (r= .28, <; .05), and a regression analysis (F(1, 51)= 4.20, p< .05) predicts and EI score increase of 17% for each year of exposure to the school's military environment. This study suggests that the school's military environment inherently fosters social emotional learning, which in turn positively influences the development of the students' EI.

Islamic education plays an important role in developing the emotional intelligence of students. The concept of emotional intelligence in Islam is closely related to moral formation and the refinement of ethics. The Qur'an and Sunnah as the main sources of Islamic teachings offer a complete guide to building emotional intelligence which includes the ability to recognize one's emotions, manage emotions, motivate oneself, empathize, and foster good social relationships. Moral education in Islam aims to produce human beings who are not only intellectually intelligent, but also have high emotional and spiritual intelligence. The holistic approach in Islamic education integrates spiritual, intellectual, and physical formation so that learners grow into balanced and dignified individuals. Educational methods such as example, habituation, advice, and educative punishment are systematic efforts to shape the positive character and emotional intelligence of learners. This study explores the concept of emotional intelligence in the treasures of Islamic thought, analyzes the principles of Islamic education related to the development of emotional intelligence, and describes strategies and methods that can be implemented in the educational process to build emotional intelligence of students effectively and sustainably.

In the context of the changes and challenges of the 21st century, the main focus of education, especially religious education, is to prepare students to live purposeful and meaningful lives with well-developed analytic, emotional and spiritual abilities to assist them in achieving a life perspective that allows them to face the larger world with greater self-confidence and self-awareness. Therefore, the main objectives of the study are: to bring forward the concepts of religious education, emotional intelligence and spiritual intelligence; to discuss the importance of emotional and spiritual literacy in children’s education; and to discuss the main strategies to enhance the educational process through emotional and spiritual intelligence. This article is a conceptual framework based on a theoretical review. The author reviews literature from books, scientific journals and research reports to develop relevant concepts.Contribution: This study provides information about two important intelligence in Christian Orthodox religious education. Recognising emotional and spiritual intelligence has allowed teachers to engage with students and help them perform at their best. Emotional intelligence and spiritual intelligence promote self-efficacy, self-awareness, self-regulation, motivation, empathy and social skills, which help students perform management tasks in their future occupations but also help them to improve relationships with parents, colleagues and God.

In the context of the changes and challenges of the 21st century, the main focus of education, especially religious education, is to prepare students to live purposeful and meaningful lives with well-developed analytic, emotional and spiritual abilities to assist them in achieving a life perspective that allows them to face the larger world with greater self-confidence and self-awareness. Therefore, the main objectives of the study are: to bring forward the concepts of religious education, emotional intelligence and spiritual intelligence; to discuss the importance of emotional and spiritual literacy in children’s education; and to discuss the main strategies to enhance the educational process through emotional and spiritual intelligence. This article is a conceptual framework based on a theoretical review. The author reviews literature from books, scientific journals and research reports to develop relevant concepts. Contribution: This study provides information about two important intelligence in Christian Orthodox religious education. Recognising emotional and spiritual intelligence has allowed teachers to engage with students and help them perform at their best. Emotional intelligence and spiritual intelligence promote self-efficacy, self-awareness, self-regulation, motivation, empathy and social skills, which help students perform management tasks in their future occupations but also help them to improve relationships with parents, colleagues and God.

Introduction:in the article the authors turn to the question of the development of the social competence of the teacher on the basis of media education. In the society at the present stage there are many changes concerning the sphere of education, which put forward new and higher requirements for students, teachers and the educational process. In an information society focused on innovation, the rapid introduction of technological innovations, data exchange, students of schools and universities carry out through the Internet, various social media and various information resources. They can easily receive various information that they need to be able to correctly assess and interpret, and they can easily check the information they have received from the teacher, who in this situation ceases to be the only source of knowledge. These circumstances justify the increased demands on the teacher. Trained in their professional careers and in the process of life in the modern society will need to be constantly involved in the processes of consciousness, processing, rethinking and broadcasting (transfer) media texts. For this reason, media education is of paramount importance in modern society. In the current reality, the educator must have media literacy and train the students within the framework of the media education paradigm, in order to be successful in a professional way. The authors have considered the possibility of developing social competence of a teacher on the example of a state in South-East Asia - Indonesia, since this country shows a steady growth of those who want to get a higher education.Materials and methods: The methods of investigation were determined based on the tasks of the problem being solved. We used methods such as analysis of scientific sources, comparative analysis, a method of comparison and generalization.Results:the carried out research has allowed to reveal essence of concept of social competence; quality of the teacher; the role of media culture in the educational process; the role of spiritual and emotional intelligence; key aspects of emotional intelligence; Characteristics of a teacher with spiritual intelligence.Discussion and Conclusions: emotional and spiritual intelligence are interrelated with communicative ability of teachers. The social competence of the teacher in a modern, informative society, focused on innovation, in which students spend their free time with the involvement of various media, is possible in full on the platform of media education. The teacher should correspond to the time and self-improvement, be able to build literate communications in society, and also transfer skills to critically think, comprehend, create and broadcast various media texts. These qualities, in turn, will help them to fully adapt in the society and realize their professional career trajectory.

The article substantiates the relevance of the chosen topic in the context of the ideas of the New Ukrainian School and analyzes the scientific sources on the interpretation of the term "emotional competence" in the scientific pedagogical and psychological literature. The results of the analysis of different approaches of foreign and domestic researchers to the interpretation of the concepts of "emotional intelligence" and "emotional competence" are presented. It is determined that the problem of emotional competence is closely related to the phenomenon of emotional intelligence. According to the concept of the New Ukrainian School, the educational process is reoriented to the emotional component, the development of students' emotional intelligence, the successful self-realization of the personality, the successful self-realization of the personality, the discovery and expression of their own potential, which requires the teacher to carry out the educational process on an emotional basis, to build relationships with students , empathy, consciously expressing and managing emotions, recognizing, understanding the emotional world of younger students, creating a positive emotional mood and a favorable psychological climat in class. Therefore, there is a problem of developing the emotional competence of elementary school teachers. Understands the understanding of the emotional competence of primary school teachers as a dynamic combination of views, values, knowledge of emotions, ability to express, understand, manage their own emotions and emotional state of students, personal qualities for successful implementation of the educational process on an emotional basis, principles, their parents, colleagues, their own professional implementation. Theoretical approaches to understanding the structure of emotional competence are generalized, the most common views on the components of emotional competence are defined, its structure is given. In the structure of emotional competence of elementary school teachers are defined personal (expression, understanding, management of their emotions) and interpersonal (ability to perceive, understand, influence the emotional state of students) components. The structure of emotional competence of elementary school teachers is correlated with the ideas of the New Ukrainian School. Key words: emotions, emotional intelligence, emotional competence, elementary school teacher, New Ukrainian School.

The article deals with the importance of the development of students` emotional intelligence in English lessons as a factor in their adaptation to modern living conditions, to activities in a rapidly changing world.The necessity to study and use emotions in the lesson to reveal the emotional potential of the participants of the educational process and develop the emotional intelligence in them at different levels of learning is justified. It is noted that many social, psychological and physiological deviations are connected with a strong load on the nervous system, the human psyche and the person`s inability to adapt to modern conditions of life creates a problem and complicates life.It is emphasized that when learning a language, we take into consideration not only the students` ability, level of their intellect, but also the emotional sphere, the psychological atmosphere in which the educational process takes place, we use different strategies of emotional intelligence development, create a microclimate in the lessons that will promote formation of positive motivation for learning a foreign language, the learning will be more successful and students will develop the ability to analyze their own and their companions` emotional state and actions, think and make decisions, act decisively and correctly in unexpected or difficult life situations, that is, to show adaptive behavior in emotional situations. It was also noted that the question of the importance of the development of emotional intelligence in the study of language was interesting not only for psychologists, but also for educators. A large number of scientists from various fields both in Ukraine and abroad research this problem. Knowledge and emotional-value components of the educational process in English can be realized through properly selected material, forms of work, kinds and types of exercises.The article presents forms, methods and means of organizing the educational process at different levels of learning that affect the development of the emotional component, contribute to the effectiveness of the English language learning process and the creation of a positive emotional atmosphere in the classroom. It is concluded that emotional intelligence is an important component of personality development that can be developed and improved throughout the study period.Emotional intelligence cannot be viewed without child's cognitive activity. Holistic education is the unity of emotional and intellectual spheres. It is impossible to form a person capable of adaptation in the modern life without it.

What does an exemplary leader look like? Is there a connection between emotional and spiritual intelligence and exemplary leadership? How do emotional and spiritual intelligence correlate with women as effective leaders? A glance at recent newspaper articles reveals that too many leaders today appear to be seeking power, prestige and political advantage to the detriment of their principles. The last thing the world needs is another ego-driven, power-hungry executive whose decisions benefit only a small group. The leaders we really need are passionate, personal and purpose-driven people, said Julie Delaney and Dr. Sandra Watkins in a presentation at the University of Nebraska conference on Women in Education Leadership in Lincoln in October 2012. They discussed using spiritual and emotional intelligence to improve leadership. Delaney, a PhD student in educational leadership at the University of Nebraska-Lincoln, is the principal of St. Paul the Apostle School, a 2011 National Blue Ribbon School in Iowa. She's also associate director of environmental issues instruction at Upper Iowa University. Watkins, a professor of educational leadership at Western Illinois University, has been an associate superintendent for curriculum, instruction and student support services in North Carolina and an assistant superintendent in Nebraska. Combining a series of leadership frameworks including those of Abraham Maslow, Stephen Covey and Lawrence Kohlberg, Delaney and Watkins sought to identify the characteristics and behaviors that lead to excellence. The tip of Maslow's and Covey's leadership pyramids focuses on the spiritual. Maslow called his top concept “transcendence to repay the world” while Covey labeled his “spiritual intelligence.” Kohlberg's sixth and last stage of moral development is “universal ethics orientation.” Too often, it seems like our leaders are working in Kohlberg's Stage 2—“self-interest orientation”—more concerned about their power and prestige than other issues. Then there are leaders like Mother Teresa, Harriet Tubman and Sandra Day O'Connor, who stand out for their style: leading with wisdom and grace. Delaney and Watkins created a list of 15 characteristics exhibited by women leaders of wisdom and grace. They included being authentic and collaborative, serving others, being results driven and transparent, adaptable, self confident, optimistic and intuitive. Exemplary leaders excel in managing themselves, their relationships and their organizations. All three must be in place for success to occur. Being able to successfully manage ourselves requires a high level of emotional intelligence. A term coined by Dr. Daniel Goleman in his book of the same name, emotional intelligence is characterized by having well-developed skills in self-awareness and self-management. Self-awareness means we listen to our gut, know our strengths and limits and have a sense of our self-worth and capabilities. Scoring high in self-management means we can keep our emotions under control—even late on a Friday afternoon. Other qualities include adaptability, transparency, optimism, using intuitive skills and chalking up achievements. Managing relationships requires social competence, organizational awareness and service. When we're empathetic and participate in active listening, understand others' perspectives and sense their emotions, we're socially aware. We're also able to take an active interest in their concerns. By reading the currents, decision networks and politics throughout the organization, we develop organizational awareness. Service involves listening to and meeting the needs of followers and customers. People with good relationship management skills influence others by wielding a wide range of persuasive tactics. Through feedback and guidance, they develop others and act as catalysts for change. They resolve disagreements, build bonds and emphasize teamwork and collaboration. They also have a compelling vision to guide and motivate others. Delaney's interest in the spiritual and moral components of leadership came from her experience as the leader of a “Blue Ribbon School.” This federal program recognizes those public and private elementary schools whose students perform at very high levels or whose levels of academic achievement have improved significantly. Since the program began 30 years ago, 7,000 schools have won the designation. At the awards ceremony, Delaney noticed that the majority of winners were faith-based schools. She was curious about what set the winners apart from their peers and what, if anything, it said about their leaders. Sensing that the answer lay in the leaders' moral leadership, Delaney explored the concept seeking insights from author Deepak Chopra, who noted that “a leader is the symbolic soul of the group.” Spiritual intelligence is defined by a connection to self, to others and to the transcendent. When you're connected to self, you're in touch with your values and beliefs. Your emotional quotient is strong; your manner is calm, serene. When you're connected to others, you use self-knowledge as a basis for understanding them. You're respectful of others' beliefs, values and cultural backgrounds. You're caring and compassionate, able to forgive. This requires a strong set of interpersonal skills. Connecting to the transcendent is being joined to something greater than ourselves. It leads to a greater sense of purpose in our lives. We're concerned about moral issues such as justice and respect rather than solely on power and prestige. Another way of looking at it is through the head, heart and hand of leadership. The idea was coined by Dr. Thomas Sergiovanni, the Lilian Radford Professor of Education at Trinity University in Texas. In Sergiovanni's leadership paradigm, the heart is committed to a personal vision, what you value and believe. The head employs theories of practice combined with reflection and a personal vision of how the world works. These are merged into the hand, where actions, decisions and behaviors occur. Sergiovanni noted that “moral authority is the means to add extra value to your leadership practice, and this added value is the secret to bringing about extraordinary commitment and performance in school.” Spiritual leaders are “guided by a light,” said Delaney. “They have a light in their eyes and see the light of where they're going.” The Interstate School Leaders Licensure Consortium developed six standards to strengthen K-12 school leadership, which correlate to types of leaders: visionary, instructional, organizational, collaborative, ethical and political. Great leaders are not born, they're made in the crucible of hard work, experiences, attention to self and others. Contacts: julie.delaney@st-paul.pvt.k12.ia.us or 563.322.2923 Watkins: SG-Watkins@wiu.edu or 309.298.2297

EEG Study of Emotional Intelligence Among Adolescents

Developing a Model for Physical Education Teachers’ Professional Performance Health Based on Talent Management and Emotional Intelligence

Emotional intelligence among nursing faculty is vital for modelling effective communication and support for students, fostering a positive learning environment. It also enhances faculty resilience, enabling them to manage stress effectively and provide quality education consistently. This study aimed to assess the the Effectiveness of Neurolinguistic Programme upon Emotional intelligence among Nursing Faculty at Selected Nursing Colleges, Chennai. Methods: The Quasi-Experimental Research design was used to assess the Effectiveness of the Neurolinguistic Programme upon Emotional intelligence among 180 nursing faculty (90- control & 90-intervention group) who were selected using purposive sampling technique. Data was collected using tools such as Proforma to assess the Background characteristics of the college faculty, Emotional intelligence Self-evaluation inventory-Schuttee. Collected data were tabulated and analyzed using descriptive statistics like frequency, Mean, SD and inferential statistics such as using one-way ANOVA/t test in SPSS 24. Results: Study findings revealed that there is statistically significant difference in Emotional intelligence scores between Control (102.32/165±18.64) and Interventional group of Faculty in the post test (134.50/165±19.764, p<0.001). ie. Emotional intelligence scores were significantly high in the interventional group than the control group of Faculty, which can be attributed to the effectiveness of Neurolinguistic Programme upon Emotional intelligence nursing faculty. Conclusion: NLP techniques increase emotional intelligence in nursing faculty, promoting compassionate communication and patient care. These benefits extend to teaching, which improves the learning experience for students. Healthcare settings benefit from improved emotional understanding in both patient treatment and educational processes.