Aspects Of Emotional Intelligence Research Articles

Exploring the Impact of CHATBOT AI on Empathic Responses and Emotional Intelligence: A Mixed-Methods Study

Abstract: This study investigates the impact of Artificial Intelligence (AI) CHATBOTS on users' empathic abilities and emotional intelligence (EI). The study includes a comparative analysis of people who use and don't use AI CHATBOTS for emotional support. The objectives included assessing how the effect of AI CHATBOTS on empathy affects users' empathic responses, investigating changes in emotional intelligence associated with the use of AI CHATBOTS, and identifying factors contributing to the effectiveness of AI CHATBOTS in improving empathy ability. The method involved a comparative study of 140 participants between the ages of 18 and 25, divided into users and non-users of an AI CHATBOT aimed at providing emotional support. Data collection included self-report surveys measuring CHATBOT usage, Interpersonal Reactivity index (IRI), and emotional intelligence (EI). Statistical analysis reveals significant differences in scores for perspective taking, fantasy, and personal distress between users and non-users of AI CHATBOTS, suggesting that technology-mediated empathy may be associated with specific aspects of empathic responses. Qualitative analysis of participants' responses reveals different experiences and perceptions related to the use of AI CHATBOTS, such as emotional and academic support and platform choice (e.g., CHATGPT, SNAPCHAT). The findings provide valuable insight into the complex relationship between technology-mediated empathy and human emotional responses. In conclusion, this study highlights the importance of considering the role of technology in shaping human interactions and emotional experiences. This result suggests that exposure to AI CHATBOTS may influence empathic responses and aspects of emotional intelligence. However, further research is recommended to explore the underlying mechanisms and ethical considerations related to AI-mediated empathy.

THE CORRELATIONAL STUDY OF EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE OF HOME-ECONOMICS STUDENTS

For effective engagement of students in their academics and for enhancing their academic performance it is very necessary to develop the emotional intelligence capabilities of students. The purpose of study was to determine whether there is relationship between emotional intelligence and students' college-level academic performance by assessing the influence of both the individual elements of emotional intelligence and emotional intelligence as a whole. The total of 252 students from three different colleges of Khyber Pakhtunkhwa participated in study. The predictors have shown significant association with criterion variable. The students' academic performance and emotional intelligence were both positively and strongly correlated with relationship management. In predicting students' academic performance, a significant positive relationship amid emotional intelligence and academic performance was found. Emotional intelligence was a significant factor for students’ academic performance that shows that achievement in academia depends not only on cognitive dimensions of intelligence but on emotional skills. Consequently, the institutions should focus upon aspect of emotional intelligence of the students which will result in good academic performance of the students.

베트남 호텔 종사원의 감성지능이 문화적 공감을 통해 친소비자 행동에 미치는 영향

Purpose – The purpose of this study is to explore how hotel employee emotional intelligence influences the formation of cultural empathy, and how cultural empathy affects prosocial behavior toward customers. Design/Methodology/Approach – This study conducted empirical analysis through various methodologies, including confirmatory factor analysis and structural equation modeling. For empirical analysis, a survey was conducted targeting hotel employees in Ho Chi Minh City and Da Nang, Vietnam. The study was conducted based on 261 samples. Findings – Among the sub-factors of emotional intelligence, understanding other people's emotions, controlling emotions, and utilizing emotions significantly positively affected cognitive and emotional empathy abilities. On the other hand, self-emotional understanding was found to have a positive effect only on cognitive empathy ability. This shows that the various aspects of emotional intelligence are important in forming close relationships with customers. Moreover, cultural empathy significantly impacted hotel employee prosocial behavior. Research Implications – This study reveals that self-emotion appraisal influences only cognitive empathy, suggesting a reevaluation of its role in emotional intelligence. It underscores the importance of cultural empathy in multi-cultural service environments, and recommends enhanced training programs for hotel employees to better understand and respond to customer emotional and cultural needs.

Impact of emotional intelligence on knowledge hiding behaviour of teachers: a moderated mediation analysis

Purpose Given the scarcity of research exploring the influence of emotional dimensions on knowledge hiding (KH), this paper aims to examine how various facets of emotional intelligence (EI) affect teachers’ tendencies to hide knowledge. Additionally, the study delves into the mediating influence of organizational cynicism (OC) and explores the moderating role of servant leadership (SL) in this context. Design/methodology/approach The non-probability sampling method was used to gather data from 542 university teachers teaching in India. Structural equation modelling using Smart-PLS has been used to test the hypothesis. Findings The study revealed that EI negatively influences KH. Additionally, OC mediates the relationship between EI and KH. Furthermore, SL moderates the relationship between OC and KH. Originality/value As per the authors’ knowledge, the present study makes an additional contribution by investigating the mediating role of OC in the relationship between EI and KH. Moreover, it also investigates the moderating role of SL in the relationship between OC and KH.

Phenomenon of Artistic and Performing Emotiveness of Future Piano Teachers

The article reveals the phenomenology of emotionality of future piano teachers. The relevance of the study of emotionality and emotiveness in the context of professional training of future teachers of musical art is substantiated. The importance of the study of emotiveness as a means of broadcasting the artistic and figurative content of musical works is determined. The purpose of the article is to summarize information about the interdependence of emotions, emotionality and emotiveness of future music teachers. The concept of "emotions", "emotionality", " emotiveness " was studied, the peculiarities of these definitions were determined in relation to the musical performance training of future teachers of musical art and their further professional activities. It is determined that unlike emotionality, which is a psychological phenomenon, emotiveness is a linguistic category. During the performance of musical performance by both the teacher of musical art and students, emotiveness and emotionality are in an inseparable unity, because musical art is impossible without emotional perception and performance, and work on a musical piece requires the use of emotionality. It has been established that emotionality is one of the aspects of emotional intelligence. The model of emotional intelligence is presented. The phenomenon of emotionality is necessary for the verbal interpretation of the artistic and figurative load of a musical work. The artistic performance presentation of a musical piece by a piano teacher lays the foundation for the student's understanding of the emotional and figurative content of the piece. The teacher must organize the students' verbal and non-verbal communication with the musical piece in an appropriate and accessible form. And this form has signs of emotiveness. emotiveness makes it possible to convey the symbolic language of music through the interpretation of artistic representations as a result of artistic perception through the verbal artistic and pedagogical interpretation of a musical work.

The expansion of artificial intelligence and the problem of values

The author analyzes relation between the expansion of artificial intelligence (AI) and the issue of values. In particular, he points out the difficulties associated with “agreeing on values” in an algorithm vs during a human interaction. The article highlights the obstacles of taking human values into account while designing complex algorithms, which result from the fact that the preferred values are inconsistent, contextual and therefore variable. The values depend on cultural conditions and individual differences as well. In addition, the sentimental values are also difficult to predict and take into account. All this makes it almost impossible to unambiguously define the values to be respected by the algorithm. Currently, an attempt is being made to include “emotional computing” into a design of artificial systems, which, according to many researchers, may turn out to be a breakthrough in the development of AI. There are already advanced attempts being made to model one of the aspects of emotional intelligence, which is to recognise other people’s emotional states based on the analysis of their facial expressions. According to the author, developments in the field of artificial emotional intelligence should rather worry than satisfy the users of the internet. They will contribute to greater control exercised by the institutions that use them, and consequently to further limitation of personal freedom of the individual users. The author suggests that the expansion of digital technology (contrary to the initial hopes) contributes to increased centralization of power and socio-economic inequalities. In the words of Norbert Wiener (1950), the development of digital technology contributes to “the human use of human beings”.

Relationship of Emotional Intelligence and Teacher Competence: Basis for Teachers’ Professional Development Plan

This research investigates the intricate interplay between emotional intelligence (EI) and teacher ability, seeking to establish a foundation for an effective professional development plan. The study employs a mixed-methods approach, combining surveys, interviews, and classroom observations to gather comprehensive data. Initial findings reveal a positive correlation between educators' emotional intelligence and their instructional effectiveness, classroom management skills, and overall job satisfaction. The paper not only elucidates the existing literature on emotional intelligence in education but also uncovers nuanced connections between specific facets of EI (such as self-awareness, self-regulation, social awareness, and relationship management) and distinct elements of teacher competence. The implications of this research are manifold. By recognizing the pivotal role of emotional intelligence in shaping effective teaching practices, educational institutions can tailor professional development initiatives to foster not only subject matter expertise but also the interpersonal skills crucial for building positive teacher-student relationships. The proposed plan incorporates workshops, mentorship programs, and reflective practices, aiming to cultivate emotional intelligence competencies among educators. In conclusion, this study not only contributes to the theoretical understanding of the relationship between emotional intelligence and teacher ability but also provides actionable recommendations for the design and implementation of teacher professional development plans. Acknowledging and nurturing emotional intelligence can pave the way for a more holistic approach to teacher training, ultimately enhancing the overall quality of education.

Trait emotional intelligence and resilience: gender differences among university students.

Previous studies have reported strong correlations of emotional intelligence (EI) with mental health and wellbeing; it is also apowerful predictor of social functioning and personal adaption. Resilience is the ability to adapt to significant life stressors and is also crucial for maintaining and restoring physical and mental health. The aim of this study was to investigate EI and resilience in healthy university students, with afocus on gender differences in EI and resilience components. A total of 277datasets collected via online questionnaire were analyzed. The questionnaire comprised the Self-Report Emotional Ability Scale (SEAS) developed by Freudenthaler and Neubauer for assessing trait EI facets and the Connor-Davidson Resilience Scale (CD-RISC). Regarding trait EI, females scored significantly higher in the total score for interpersonal emotional skills and in the subscale "Perception of the emotions of others" than males. Men showed significantly higher total scores in intrapersonal emotion-related abilities than women, and in the subscales "Regulation of one's own emotions" and "Control over the expression of one's own emotions." Concerning resilience, female students had significantly higher scores in the CD-RISC subscales "Personal competence and tenacity," "Control," and "Spiritual influence." The intrapersonal trait EI (SEAS) sum score showed asignificant positive correlation with the total scores of the CD-RISC (rs = 0.445, p < 0.001). There were also positive correlations between the interpersonal trait EI sum score and the CD-RISC total score (rs = 0.438, p < 0.001). The results indicate gender differences in specific facets of trait EI and resilience, and an interaction between the two psychological constructs was demonstrated regardless of gender. For prevention of mental disorders and to foster wellbeing, it might be helpful to focus on improvement of self-perception in girls and women, and on supporting emotional awareness towards other people's emotions in boys and men. Further studies in the field should address other populations.

RELIGIOSITY AND RELIGIOUS STUDIES: CONTRIBUTION IN THE EMOTIONAL INTELLIGENCE OF UNIVERSITAS BINA BANGSA STUDENTS

This study discusses the role of religiosity and religious studies in contributing to the development of students' emotional intelligence. Religiosity and religious studies have long been important aspects of individual and societal life, and this study aims to understand its impact on students' emotional development. Through religious studies, students can develop a better emotional awareness of their own feelings and emotions, as well as recognize how those emotions affect behavior and interactions with others. The values of empathy, compassion, and responsibility instilled by religious practice also help students develop the ability to feel the feelings and perspectives of others, which are key aspects of emotional intelligence. In addition, religious practices provide guidance on how to cope with negative emotions and manage stress, thus helping students deal with challenges in a healthier and positive way. Religious studies also provide a deeper purpose in life and a sense of inspiration for students to achieve their goals, helping them stay energized in the face of obstacles, and seek deeper meaning in life. However, the positive effects of religiosity and religious studies on emotional intelligence can vary between individuals and depend on the application of religious values in daily life. Therefore, a holistic and inclusive approach in respecting the diversity of religious beliefs and religious practices is essential in recognizing the benefits of the role of religiosity and religious studies in shaping students who are more empathetic, balanced, and contribute positively to society.

Emotional Intelligence: Understanding, Assessing, and Cultivating the Key to Personal and Professional Success

A complicated idea that has received a lot of attention in workplace behavior and psychology is emotional intelligence (EI). It includes the capacity to recognize, comprehend, control, and make use of one's own and other people's emotions. The components of emotional intelligence, how it is measured, and how it affects societal and individual functioning are all covered in this brief. Emotional perception, or effectively identifying and understanding emotions, is the first aspect of emotional intelligence. Other skills, such as emotional comprehension, which entails understanding the origins and effects of emotions, are built upon this ability. Emotional management is the capacity to manage and regulate one's own feelings, resulting in flexible reactions and better judgment. Utilizing emotions to promote problem-solving, creativity, and relationship-building is another aspect of emotional intelligence. To gauge emotional intelligence, several self-report and ability-based tests have been devised. While ability-based tests evaluate achievement overall tasks needing emotional competency, self-report methods ask participants to rate their own emotional skills. These evaluations offer insightful information on emotional strengths and deficits, enabling focused therapy. According to research, emotional intelligence has a big influence on how people perform. It is related to expanded leadership potential, better leadership skills, and better work output. Relationships are more likely to succeed and be rewarding for those with greater emotional intelligence since these people often have superior social skills, sympathy, and methods for resolving disputes. Additionally essential in social settings, emotional intelligence promotes collaboration, teamwork, and successful dispute resolution.

Emotional intelligence as a key driver of the formation of professional scepticism in auditors

Purpose: Litigation against auditors has augmented as the number of corporate failures increased over the past decades. A failure to exercise professional scepticism has been cited as one of the main contributing factors to audit failure. This research establishes a link between professional scepticism and emotional intelligence (EI). Credence is given to the design of interventions promoting the development of auditor EI with the view of combating the incidence of audit failure.Design/methodology/approach: A sample of United States (US) judicial opinions was examined where professional scepticism of auditors was considered. A dual coding system was applied where process elements of professional scepticism and components of emotional intelligence were identified and linked.Findings/results: A significant overlap between elements of professional scepticism and facets of emotional intelligence was indicated, especially those of self-assessment, conscientiousness, organisational awareness, communication skills, leadership and managing influence.Practical implications: Emotional intelligence competencies become part of the resources available to the auditor, which may be used to exercise their professional scepticism. Interventions designed to enhance auditor emotional intelligence may positively impact the levels of professional scepticism demonstrated, ultimately aiding in lowering the incidence of audit failure.Originality/value: This research offers a new process perspective of professional scepticism which has been adapted from the works of seminal authors in the field. Using the data sample, the incidences of overlap between emotional intelligence and the process steps of professional scepticism are identified and categorised within this framework. This research contributes to the body of empirical research on emotional intelligence in the auditing field.

Aspects of Emotional Intelligence Based on the Noble Qurʾān: An Analytical Study

One of the most important fields of research is the effort to develop human abilities in various areas and to use them for the advancement of life and the improvement of one&amp;#39;s livelihood. The Qurʾān, which Muslims believe that was the last book revealed by Almighty Allāh (God), gives many examples of how emotions help people and make them happier. The Qurʾān is a book that deals with emotions by using its guidance and helps refine people&amp;#39;s emotions which were stated its various Sūrahs (chapters). This research makes an attempt to understand emotional Intelligence (EI), and to determine its aspects and skills based on Qurʾānic wisdoms. To investigate this issue, this study uses a qualitative data using both deductive and inductive approaches. The findings presented in this article are the outcomes of a thematic analysis of Qur&amp;#39;ānic verses (texts) related to the EI. This research identifies five aspects of EI: Religious, Psychological, Social, Environmental, and Divine Laws. It also identifies forty basic skills derived from Qurʾānic verses. Finally, it suggests further studies to come up with more EI skills that encompass all human aspects and achieve its goals and meet its needs.

Emotional Intelligence Differences Between Male and Female Adolescents

This study aims to determine differences in the level of emotional intelligence in male and female adolescents. This research is a type of comparative descriptive quantitative research. The population used in the study was 1060 students of SMAN 1 Kampar Timur who were enrolled in the 2022/2023 school year with a sample of 290 students who were selected using the proportional random sampling technique. Data collection was carried out using an emotional intelligence questionnaire which was arranged based on aspects of emotional intelligence. Data were processed using descriptive analysis techniques and comparative analysis techniques T-Test. The results showed that: 1) as many as 38.6% of students have moderate emotional intelligence; 2) as many as 37.2% of male adolescents have moderate emotional intelligence of male adolescents; 3) as many as 35.9% of young women have moderate emotional intelligence; 4) there is no difference in emotional intelligence in middle adolescents in terms of gender with the result sig = 0.078 (sig. &gt; 0.05).TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//

Emotional Intelligence in Autistic Adults: A Review with Considerations for Employers

Emotional intelligence is important within the workplace, as indicated by the multitude of positive workplace outcomes associated with heightened emotional intelligence. Research has demonstrated that many autistic individuals exhibit lower levels of trait emotional intelligence, potentially putting them at a disadvantage within the workplace. Emotional intelligence, however, is multifaceted, yet research on how autistic adults fare in these facets separately has remained siloed. All four facets are important and should be considered alongside one another to allow for a complete understanding of emotional intelligence and autism. The purpose of this paper is to review existing research with respect to how autistic individuals fare for each of the four facets of emotional intelligence, namely, perceiving emotions, using emotions to facilitate thought, understanding emotions, and managing emotions. This review is primarily intended to be descriptive and not prescriptive, though areas for consideration within the workplace—particularly regarding how autistic individuals may experience difficulties in meeting the necessary demands for sustainable career success—based on the reported findings are provided. Given this and the recognition that neurodiversity is an important component of organizational diversity, this paper is important for both individual employment sustainability efforts and organizational sustainable competitive advantage efforts.

Mediation effects of positive and negative affect on the relationship between emotional intelligence and life satisfaction in rural school teachers.

Few studies have investigated the ways in which the specific facets of trait emotional intelligence (EI), positive affect (PA), and negative affect (NA) influence individuals' general life satisfaction, especially in teachers. This study explored the effects of three facets of trait EI [appraisal and expression of emotions (AEE), utilization of emotion (UE), and regulation of emotions (RE)] and two typical affects (PA and NA) on teachers' general life satisfaction. The participants were 577 Chinese rural school teachers (ages 18-49 years) who completed three questionnaires-the Schutte Self-Report Emotional Intelligence Test, Positive and Negative Affective scale, and Satisfaction with Life Scale. After validating the scales, a structural equation modeling analysis showed that trait EI, PA, and NA had a significant and positive effect on teachers' general life satisfaction. PA played a partial mediating role between trait EI and life satisfaction. Furthermore, this study found that PA significantly and positively mediated the relationship between AEE, UE, RE, and life satisfaction. These results suggest that teachers with higher EI are more likely to have positive emotions, thereby enhancing their general life satisfaction, and that understanding the role of one's own and others' emotions and increasing positive emotions may be the key to improving teachers' general life satisfaction. Future implications and the study limitations are discussed.

Examining Young Adults’ Emotional Intelligence at Selected Malaysian College: A Cross-Sectional Study

Transition to university is one of the major development challenges among young adults. The transition process requires them to adjust to new academic circumstances, adopt different learning styles, establish healthy social network, and to be more independent in handling tasks. The adaptation is determined, to a large extent, by the level of emotional competency and autonomy young adults develop to help them cope with the stressors in life. Surprisingly, emotions perhaps the “critical component” to predict the dynamics of youth adults’ behaviour. A critical and so far rather neglected component of “emotional intelligence (EI)” can be the protective factor for young adults in the transition process. Despite EI brings adaptive outcomes on young adults’ development, yet a review demonstrated that a limited investigation was dedicated to examining Malaysian young adults’ EI in Jitra, Malaysia. For the methodology, the current study utilized the cross-sectional survey method to assess the effects of gender and fields of study on young adults’ EI using the Schutte Self-Report Emotional Intelligence Scale (SSREI). Data analysis indicated that there was no significant difference among gender in the EI. While a significant difference was discovered in the aspect of EI among students from diverse certificate programmes. The results presented that there is still room for Malaysian students to improve their EI, especially in the domain of perception of emotion. Malaysian young adults might need further guidance and improvement in EI skills to become more emotional competence. The researchers also recommended that further study could focus more on developing EI modules, assess the impacts of gender, as well as fields of study on the development of young adults.

The Relationship Of The Duration Of Gadget Use With The Emotional Intelligence Of Adolescents In SMA Negeri 1 Binjai Langkat District

In this era of globalization, many teenagers are affected by technological advances, one of the technologies that teenagers enjoy is gadgets. Gadgets have an appeal to teenagers where gadgets can be used to fill various applications. However, excessive use of gadgets in adolescents can make teenagers not care about the environment, so that it can affect the ability to empathize, express emotions appropriately, manage emotions, and all of these are aspects of emotional intelligence. The purpose of this study was to determine the relationship between the duration of gadget use and adolescent emotional intelligence in SMA Negeri 1 Binjai, Langkat Regency. This type of research is correlational with a cross sectional approach. The population in this study was 280 10th grade students at SMA Negeri 1 Binjai Langkat Regency, the sample size used was 74 respondents. The sampling technique used is simple random sampling. Methods of data collection using a questionnaire. The statistical test used in this study was Chi-square with 0.05. The results of this study indicate that the duration of gadget use shows that there is a relationship between the duration of using gadgets and emotional intelligence in SMA Negeri 1 Binjai, Langkat Regency (p=0.02; p&lt;0.05) with a prevalence ratio of 2.78. From the results of the study, parents must be more selective in giving rules for teenagers to play gadgets, namely by frequently monitoring the content seen by teenagers whether it is in accordance with their age and providing rules for the time limit for teenagers to play gadgets so that teenagers do not lose track of time in the sense that teenagers do not neglecting bedtime or bathing, schoolwork, and ignoring the people around the teenager.

Pengembangan Kecerdasan Emosi Di Pesantren Ar-Raudatul ‘Ilmiyyah Kertosono Nganjuk

This research aims to determine how emotional intelligence developed at the Ar-Raudatul 'Ilmiyyah Kertosono Islamic Boarding School. What are the priority aspects of developing emotional intelligence at the ar-Raudatul 'Ilmiyyah Islamic Boarding School, and what is a form of developing emotional intelligence at the ar-Raudatul 'Ilmiyyah Islamic Boarding School? The method used in this research is descriptive-qualitative, which extracts data through observation, interviews, and documentation. The results of this study indicate that the development of emotional intelligence is crucial because it is one of the efforts to create a personal figure who has akhlaq al-karima. To achieve this goal, at the Ar-Raudatul 'Ilmiyyah Islamic boarding school, several aspects of emotional intelligence have been developed, which are related to self-awareness, independence, self-actualization, interpersonal relationships, social responsibility, and empathy, the abilities of which are essential or primary. Which dramatically affects one's success. Emotional intelligence is another form of developing akhlaq al-karma so that it contains both human and divine aspects.

THE USE OF MODERN TECHNOLOGIES IN THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN ENGLISH LESSONS

This article deals with general aspects of emotional intelligence and modern technologies in teaching English. The methodological model is represented by several assignments that can be used for developing emotional intelligence in English lessons. The article presents the survey results, concerning the problem of emotional intelligence development in secondary school, among Kokshetau teachers and the experimental research of the methodological model approbation among high school students in Kokshetau. Keywords: pedagogical technology, emotional intelligence, emotional intelligence components, empathy, motivation, self-awareness, self-regulation, social skills.

Considering Emotional Intelligence as a Leadership Competency for Lesotho Secondary School Principals

&lt;p&gt;As an educationist over the years, I have experienced principals’ outburst and their tendency to make a scene out of seemly minor issues that could have been addressed with little modesty. This behaviour has led to an uproar amongst parents, teachers and learners about the school principals’ insensitiveness which is attributed to lack of emotional intelligence (EI) competency. The study is underpinned by the transformational leadership theory which aims at pioneering change of attitude in school leadership so that different educational actors could be influenced to achieve the school and overall educational objectives. This qualitative study generated data from five (5) conveniently selected secondary school principals, five (5) parents and five (5) teachers using semi-structured interviews. Using thematic analysis method, the study revealed that principals with EI are able to enhance school performance and satisfy parents. Thus, the study revealed that EI is useful in establishing and maintaining good relationships with different school stakeholders. It is fundamental in managing conflicts in schools and facilitates constructive management of any stressful situations. The study further revealed that principals could acquire this skill through self-enrichment and induction initiatives by the Ministry of Education and Training (MoET). It is recommended that before principals are appointed, they should be subjected to multiple aptitude tests to evaluate their knowledge and competencies. Furthermore MoET through its experts should continually induct principals on EI aspects.&lt;/p&gt;