Emotional Intelligence Competencies Research Articles

EXPLORING THE LEVELS OF CULTURAL INTELLIGENCE AND EMOTIONAL INTELLIGENCE AMONG ASIAN INTERNATIONAL STUDENTS

Cultural intelligence and emotional intelligence have gained substantial attention as integral components of the intercultural adaptation process. Despite their significance, there exists a research gap in examining the specific levels of these competencies within homogeneous cohorts of international students. Therefore, the main purpose of this study was to address this gap by assessing the levels of cultural intelligence and emotional intelligence among Asian international students enrolled in Chinese universities and their associated with sociodemographic variables. The study comprised 228 student participants. Participants completed self-report questionnaires measuring their cultural intelligence and emotional intelligence. The findings reveal that a significant proportion of Asian international students exhibit moderate to high levels of both cultural intelligence and emotional intelligence. Additionally, the research highlights a positive correlation between cultural intelligence and emotional intelligence. Among sociodemographic variables, prior travel experiences and international students’ friendships with local students displayed significant relationships with their cultural intelligence and emotional intelligence. However, gender, age, and educational level were not significantly related to cultural and emotional intelligence competencies. The study might offer valuable insights into the extensive body of cross-cultural literature on international students and can also serve as a practical guide for university communities seeking to implement measures that enhance the cultural and emotional intelligence of international students.

Emotional Intelligence: Catalyst for enhanced human resource management performance

This study investigates the pivotal role of emotional intelligence (EI) in optimizing human resource management (HRM) outcomes. Through a mixed-method approach combining quantitative surveys and qualitative interviews, the research explores the correlation between EI competencies and various HRM effectiveness metrics. Findings reveal a significant positive relationship between EI levels among HR professionals and key performance indicators such as employee engagement, leadership effectiveness, and conflict resolution. Furthermore, qualitative insights underscore the nuanced ways in which EI influences HRM practices, emphasizing its role in fostering empathetic communication, facilitating constructive feedback, and mitigating workplace tensions. These results have profound implications for organizational HR strategies, suggesting the integration of EI development programs into HRM training initiatives. By cultivating EI competencies among HR practitioners, organizations can enhance their capacity to nurture a positive work environment, foster stronger employee relationships, and ultimately achieve greater organizational success.

Developing Undergraduate Business Students’ Emotional Intelligence in a Block Class

Research suggests that developing undergraduates’ emotional intelligence (EI) may improve current academic and future work performance, as well as health and well-being. Curriculum to help undergraduate business management students improve their EI competencies was designed and implemented in a 4-credit course taught over 18 days. During 3-hour class periods, students participated in activities such as mindful walks, journaling, and guided meditations designed to improve self-awareness and self-management competencies. The steps in the Multiple Approaches to Understanding instructional design model are explained and illustrated with the entry points, analogies, and activities of the EI curriculum.

Impact of Emotional Intelligence on the Well-being of Teachers and Students

Studies from across the world have reported a high prevalence of stress across all spheres of life and the field of higher education is no exception. The United Nations has given impetus to the well-being of people by incorporating the same in its sustainable development goals. The discussion on well-being can never be complete without a mention of emotional intelligence, a key skill in managing emotions, which in turn leads to well-being. The new normal is presently witnessing the key stakeholders of higher education, namely teachers and students adjusting themselves to the transition from online to hybrid classes. Research studies have reported a high prevalence of stress among teachers and students. With this background, this study examines the association between emotional intelligence and well-being among teachers and students. The sample for the study included 100 teachers and 100 students from Government and private colleges in South India. Emotional Intelligence was measured using "DeepaKrishnaveni Emotional Intelligence Test", developed for adults in the Indian context. Well-being was assessed using the "General Well-being Scale", which measures the 6 facets of well-being. The study found a significant association between emotional intelligence and well-being. It has implications for developing the emotional intelligence competencies of both teachers and students, thereby promoting their well-being.

Role of Emotional Intelligence in Conflict Resolution and Prevention in Colombia

Purpose: To aim of the study was to analyze role of emotional intelligence in conflict resolution and prevention in Colombia.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: Research shows power dynamics and organizational justice significantly impact conflict outcomes and satisfaction. Power imbalances exacerbate conflicts, leading to dissatisfaction. Unequal power distribution can escalate conflicts due to perceived unfairness. Conversely, organizational justice fosters positive outcomes and higher satisfaction levels. Fostering equitable power dynamics and promoting justice mitigate conflict and enhance satisfaction.
 Unique Contribution to Theory, Practice and Policy: Social cognitive theory, emotional labor theory & affective events theory may be used to anchor future studies on the role of emotional intelligence in conflict resolution and prevention in Colombia. Organizations should implement targeted emotional intelligence training programs aimed at enhancing employees' conflict resolution skills. Policy-makers should advocate for the inclusion of emotional intelligence competencies in leadership development programs and training initiatives.

Role of Emotional Intelligence in Leadership and Organizational Performance in Indonesia

Purpose: The aim of the study was to investigate the role of emotional intelligence in leadership and organizational performance.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: Emotional intelligence plays a crucial role in leadership and organizational performance by enhancing leaders' abilities to understand and manage their own emotions and those of others. Leaders with high emotional intelligence are better equipped to navigate complex interpersonal dynamics, inspire trust, and foster positive workplace cultures. Consequently, organizations led by emotionally intelligent leaders often experience higher employee engagement, productivity, and overall performance.
 Unique Contribution to Theory, Practice and Policy: Trait theory of leadership, transformational leadership theory & social exchange theory of creativity may be used to anchor future studies on the role of emotional intelligence in leadership and organizational performance. Develop customized leadership training programs that focus on enhancing emotional intelligence competencies such as self-awareness, self-regulation, empathy, and social skills. Advocate for the integration of emotional intelligence training into formal leadership development programs at organizational and institutional levels.

Role of Emotional Intelligence on Retaining Faculty Members at Higher Educational Institutions: A Phenomenological Analysis of Selected Business Schools

Competent faculty retention in any academic institution requires its leaders to have adequate competencies of emotional intelligence. The purpose of this study, hence, has been to examine the importance of emotional intelligence in faculty retention in higher educational institutions in Nepal. A qualitative, phenomenological approach was used to achieve the purpose of this study. In this context, eleven faculty members shared their experiences highlighting the value of emotional intelligence in their work environment. Transcription of interviews and focus group discussions were used as primary sources of data collection. Five themes and sixteen sub-themes revealed that competency factors of emotional intelligence such as empathy, self control, and inspirational leadership, conflict management, delivering services, effective communication, teamwork, and collaboration have profound roles in retaining faculty at the academic institution. According to the description of the participants, organizational policies, leadership behavior, and motivational factors also play important roles in retaining the faculty. Furthermore, it was revealed that sports, pairing protocol, spacing effect, and environmental enrichment initiatives would also enhance faculty retention from a brain science perspective. As a result, leaders who want to retain their employees for a longer period need to portray emotional intelligence at their workplace. This research, therefore, serves as a guideline for leaders at selected business schools to connect towards all ongoing debates that contribute to the body of literature as a new area of emotional intelligence in faculty retention.

Impact of Emotional Intelligence on Employee Engagement at the Workplace: Evidence from Service Sector within Pokhara Metropolitan City

Background: In the dynamic landscape of the service sector, the management of a diverse workforce with varying emotions and motivations presents a compelling challenge. Within this context, unraveling the intricacies of emotional intelligence assumes paramount significance. Understanding the factors that influence emotional intelligence and its subsequent impact on employee engagement is crucial for cultivating a positive work environment and augmenting overall organizational effectiveness. Objectives: The objective of this study is to analyze the impact of various dimensions of emotional intelligence on employee engagement at the workplace in various service sectors in Pokhara metropolitan city. Methods: The study utilized a causal comparative research design with a sample of 350 employees from the service sector in Pokhara. Purposive sampling was employed, and structured questionnaires were used for data collection. The analysis included Confirmatory Factor Analysis (CFA) and Path Analysis to explore causal relationships between emotional intelligence dimensions and employee engagement levels. Results:The result of Confirmatory Factor Analysis showed a good fit with model fit indices as χ2/df =1.231, GFI=0.944, AGFI=0.931, RMSEA= 0.024, CFI=0.901, TLI=0.887. The result of Path Analysis revealed that there is a significant positive impact of all emotional intelligence dimensions on employee engagement, explaining 61% of the variance in the Nepalese service sector. Conclusion: The research highlights the positive relationship between emotional intelligence and employee engagement in the service sector in Pokhara, emphasizing the importance of fostering emotional intelligence competencies for organizational success. Organizations should invest in targeted interventions and training programs to enhance emotional intelligence among employees, aiming to improve their well-being, job satisfaction, and overall performance, thereby cultivating a highly engaged workforce.

Enhancing Resilience through Emotional Intelligence in Religious Communities for Crime Prevention Post-COVID-19

The aftermath of COVID-19 has wrought significant emotional distress, exacerbating the incidence of emotionally motivated crimes, particularly within families. This phenomenon presents a substantial challenge to the South African Police Service (SAPS), especially due to the private nature of these crimes. In response, this study investigates whether the religious community in the Mamelodi policing area can leverage emotional intelligence (EI) to foster resilience and aid in crime prevention. We employed a quantitative approach, utilizing non-probability sampling to survey 104 adult Christians in Mamelodi. Participants provided informed consent. The Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) was used for assessment, covering four EI variables: emotionality, self-control, sociability, and well-being. The findings reveal a high level of EI, with scores of 74.06% for emotionality, 68.41% for self-control, 59.26% for sociability, and an impressive 86.84% for well-being, culminating in an overall EI score of 72.14%. These results suggest that Mamelodi's churches are effective community-based entities capable of collaborating with SAPS to prevent emotionally driven crimes, through resilience-building rooted in EI competencies. This research contributes to the South African academic discourse by intersecting psychology, policing, and community studies, particularly focusing on a township population often living below the poverty line and with limited EI awareness.

The influence of COVID-19 on PA student use of emotional intelligence competencies.

The influence of COVID-19 on PA student use of emotional intelligence competencies.

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.

Emotional intelligence and leadership styles: a case study of school heads in Pakistan

ABSTRACT In the contemporary education system, school effectiveness anticipates teacher dedication, a sense of responsibility, and team spirit. Such a soft shift in perspectives urges school leaders to reshape their administrative roles to architects of a conducive environment for ensuring the fulfilment of school goals and the promotion of teacher well-being. Arguably, this shift stipulates extended competencies of leadership, namely interpersonal and intrapersonal, which are the essential traits and competencies of Emotional Intelligence (EI). Therefore, this paper presents school heads’ perceived levels of emotional intelligence and the influence of EI on practiced leadership styles. A phenomenological case study was employed with representative cases of five schools. The sample comprised both school heads (n = 5) and teachers (n = 10). Data were collected using four methods, namely semi-structured interviews with teachers and school heads; shadowing of school heads’ to observe their behaviours; a web-based emotional intelligence test to assess school head’ perceived EI; and a self-assessment questionnaire of leadership styles. The findings highlight weak levels of emotional intelligence among school heads. The frequently preferred leadership styles include authoritarian and transactional which underscores a notably weak emotional intelligence integration in leadership practices. However, the sentiments of school heads and teachers varied, because the former considered leadership as their right to rule the team, while the latter found a disconnection between school heads and teachers and a concern for teacher well-being. The findings imply the urgent need to improve the EI of school heads to ensure teacher well-being.

Emotional intelligence and management of school culture in Nigeria

Purpose: The purpose of this study was to examine the concept of Emotional Intelligence (EI) and determine if managers’ emotional intelligence is a significant predictor of school culture. It also examined the possibility that gender may have an effect on managers' influence on school culture.
 Design/Methodology/Approach:   The study used a survey research method in order to learn more about how managers' emotional intelligence (EI) affected school culture in the study region during the time of the research.   The independent t-test and multiple regression analysis were used to analyse the data using a sample of 100 vice principals.  
 Findings: The findings indicated that managers’ emotional intelligence influence on school culture varies by gender   and that the emotional intelligence of school managers is a significant predictor of school culture.
 Conclusion: According to the results' interpretation, emotionally intelligent principals can improve the school's environment making it more friendly and compassionate.   Principal plays a significant role in their management effect on school culture.
 Research Limitations and Practical Implications: Stakeholders can practically create a   positive school culture and rid the school system of a toxic atmosphere by improving their employees’ EI competencies which are important comprehensible skills. Future research should aim at finding out specific areas of differences between male and female managers’ EI.
 Contribution to the Literature: The results of this study may serve as a tool for policymakers in teacher and student personnel management, in addition to providing literature for future research.  It may also serve as a resource for school improvement.

Driving Creativity and Innovation through Emotional Intelligence (EI): A Systematic Literature Review

The survival of organizations hinges on their response to customer and societal expectations through creativity and innovation. Understanding and managing the emotions of internal and external stakeholders can help organizations improve the quality of their innovations. With the evolving needs of the customers and society, it becomes important for companies to predict what consumers will think and feel and adapt their strategies accordingly. An absence of a systematic literature review converging the two fields of emotional intelligence (EI) and creativity and innovation motivated the current study. The purpose of this paper is to understand how EI skills can drive creativity and innovation in organizations. The paper through a systematic literature review presents the various intervening variables, that is strategies and behavior, that can ignite the relationship. The paper highlights the role of EI in various stages of the innovation process, proposes a conceptual model illustrating how EI drives creativity and innovation, and identifies research gaps in the area. The findings will help professionals build EI competencies and use them to drive creativity and innovation, and organizations to promote factors that support the relationship. It will allow academics to drive new research using the identified research gaps.

Competencies of Coaches that Predict Client Behavior Change

Coaching as a practice and process has grown. Coach training and certification is currently based on competency models derived from opinion surveys not research on coaching outcomes. Competency models developed on expert opinion were about 50% accurate in terms of predicting managerial effectiveness in prior studies. To address this gap, we tested behavioral emotional and social intelligence competencies of coaches, not self-assessed, that predicted client behavior change over 2 years. The sample was 240 coach-client dyads involving 60 different coaches. Effective coach competencies were achievement orientation, adaptability, emotional self-control, empathy, organizational assessment, and influence. To rule out general mental ability (GMA) as a component, a subsample of 135 dyads based on 27 different coaches showed that GMA was not significant. In the subsample, effective competencies were the above list and conflict management, with near significant findings for coaching/mentoring and teamwork. More studies are needed to guide training and certification programs.

Factors Responsible for Developing Emotional Intelligence Competence of Teachers in Pakistan: Academics’ Perceptive

The research study was descriptive in nature and a quantitative method was used to conduct the study. The purpose of this study was to investigate the factors responsible for developing emotional intelligence competence of teachers. Total 2577 teachers of public and private elementary schools of district Khanewal were the population of the study. By using simple random sampling 610 elementary school teachers were selected as a respondent of the study. Questionnaire was used to collect data from respondents about the factors affecting their emotional intelligence skills. As per results, it was found that teachers were good at self-awareness. They were also self-motivated, self-regularized, socially competent and also had social skills. Moreover, female teachers were good at emotional intelligence skills as compared to male teachers regarding self-regulation. The results showed that there was no significant difference of opinion of teachers about the emotional intelligence competence by sector and qualification. Overall, the results showed that teachers were having high emotional intelligence skills. The study suggested that emotional intelligence training must be a part of professional development of teachers and professional learning communities must be fostered where teachers can share their experiences and learn from experiences of others. Moreover, support systems and resources must be provided to teachers in order to manage their stress effectively.

The effect of emotional intelligence, motivation and job burnout on safety behaviors of construction workers: a case study

PurposeGiven the cruciality of construction workers' safe behaviors, the possible influential factors on workers' behaviors should be studied, and one of these factors is characteristics. The authors identified emotional intelligence (EI), motivation and job burnout as characteristics that might affect a worker's safety behavior, and the aim of this study is to investigate these possible relationships.Design/methodology/approachWorkers' EI, motivation and job burnout status were assessed by a structured interview. Furthermore, workers' safety behaviors were assessed by a checklist derived from national codes, regulations and other research studies. Then, the researcher's observations took place, and the data were acquired.FindingsEI and motivation of workers were able to predict safety behaviors, and the effect of job burnout on safety behaviors was not significant. In addition, motivation's influence on job burnout was not significant. Therefore, in order to promote safety behaviors, the EI and motivation of workers need to be taken into consideration.Practical implicationsThe results indicate why construction managers should consider the workers' EI and motivation competencies and how this consideration could lead to safer and better performance in construction projects.Originality/valueThe possible effects of EI, motivation and job burnout on the safety behaviors of construction workers haven't been paid enough attention. Moreover, the authors couldn't find a study similar to the present one that was conducted in Iran. Also, an original model was presented, and safety behaviors were studied through fieldwork rather than using questionnaires.

Relationship of Emotional Intelligence with academic scores and gender in students of Masters in Health Professions Education (MHPE) at a Public Sector University.

To determine the correlation between Emotional Intelligence (EI) scores and academic scores and identify other factors that have a relationship with EI. Cross-sectional analytical study was conducted in the year 2021 on 52 students enrolled in three batches of the MHPE program of a public sector university in Karachi. Data was collected by using Sterrett's Emotional Quotient Self-Assessment Checklist along with a self-constructed form for obtaining demographic profile information. Descriptive analysis was done by calculating percentage, mean and standard deviation. The correlation was done by using Spearman rho and association was tested by Chi-square. Data from forty-one participants showed that the majority need to improve their EI. Females and married participants had higher EI scores. There was a significant positive correlation between EI scores and academic performance but no significant association was found between EI and gender of the participants. The study showed that EI competencies have a strong positive correlation with the academic performance of MHPE students. Hence, it emphasizes the need for including development of EI in the outcomes and curricula of the existing MHPE program.

Women Entrepreneur’s Emotional Intelligence and Firm Performance: Mediating Role of Networking Competencies

Research on women entrepreneurship is increasingly gaining momentum across the globe, particularly emerging markets that are characterized by institutional voids. This study develops and tests a conceptual framework investigating the role of women entrepreneurs’ Emotional Intelligence (EI) in predicting the perceived performance of their ventures. EI influences the networking competencies, which is among the defining competencies of an entrepreneur. Thus, the study also examines whether network competences of women entrepreneurs mediate the impact of EI on firm performance. The data has been collected from 151 women entrepreneurs through a survey in Indian context using a structured questionnaire. Data analysis is done using the partial least square-structural equation modelling, the results of the study reveal that EI and networking competence have a positive significant impact on firm’s financial and non-financial performance. EI also has a positive significant impact on networking competence of women entrepreneurs. Moreover, networking competence partially mediates the relationship between EI and financial and non-financial firm performance showing both direct and indirect relationship of EI with firm performance. The study’s findings add to the body of knowledge on gender and entrepreneurship and have significant implications for women entrepreneurs who want to succeed in business by employing their networking and EI skills.

Exploring the relationship between emotional intelligence and emotion regulation: Evidence from junior high school EFL teachers in China

Teachers’ emotional intelligence (EI) and emotion regulation (ER), as protective factors against stressful situations, play active roles in promoting teachers’ well-being and sense of teaching self-efficacy. However, few studies have touched on the linkage between these two variables, which, to some extent, has hindered the in-depth exploration of their functions in teachers’ professional development. To address this gap, the current study examined the EI and ER of 474 junior high school English as foreign language (EFL) teachers in China via a questionnaire and semi-structured interviews. With the aid of SPSS 26.0, the data collected through the questionnaire were coded, computed, and analysed. Both descriptive and inferential statistics were used to report the levels of EFL teachers’ EI and ER and the correlation between them. The semi-structured interviews were recorded and transcribed, and the data were subsequently analysed. The results indicate a positive correlation between EFL teachers’ EI and ER. The detailed statistics display that all dimensions of EI were positively and significantly correlated with all dimensions of ER. The results further explain the relationship between teachers’ EI and ER in an EFL context. Practical implications are put forward concerning the development of EI and ER competencies.