Relationship Of Emotional Intelligence Research Articles

PERCEIVED PROFESSIONAL DEVELOPMENT NEEDS AND EMOTIONAL INTELLIGENCE AS PREDICTORS OF MATHEMATICS TEACHING ANXIETY AMONG MATHEMATICS PRE-SERVICE TEACHERS

The primary purpose of this study was to determine whether perceived professional development needs and emotional intelligence predicts mathematics teaching anxiety among mathematics pre-service teacher. This study employed descriptive and correlational designs. Using the stratified random sampling, 103 mathematics pre-service teachers were selected as participants from Davao del Nortes seven higher education institutions during the school year 2021–2022. Moreover, this study utilized three adapted and validated survey questionnaires to gather data, which were treated using mean, Pearson-r, and regression analysis. The findings suggested that pre-service teachers perceived professional development needs are highly addressed, and emotional intelligence is manifested most of the time. Furthermore, the mathematics teaching anxiety of mathematics pre-service teachers is less evident. Findings also revealed that both perceived professional development needs and emotional intelligence exhibit a significant negative correlation with mathematics teaching anxiety. In addition, only perceived professional development needs to predict mathematics teaching anxiety among mathematics pre-service teachers. Future researchers may consider the studys findings which may help them uncover other factors that might improve the conduct of perceived professional development needs and emotional intelligence in relation to mathematics teaching anxiety among mathematics pre-service teachers. With these, teachers and school administrators are encouraged to address professional development needs and assess and boost emotional intelligence to help eliminate mathematics teaching anxiety among mathematics pre-service teachers. KEYWORDS: mathematics education, perceived professional development needs, emotional intelligence, mathematics teaching anxiety, pre-service teachers, descriptive and correlational designs, regression analysis, Philippines

Research on emotional intelligence among Indian teachers: A Systematic Review and meta-analysis of its correlation with health parameters and impact of gender

Background Emotional intelligence is the self-perception related to identification and regulation of emotions. Several studies have been done among Indian teachers evaluating emotional intelligence in relation to demographic, professional and various psychological parameters, but the variety of scales, teacher types, and conflicting results makes it difficult to draw any meaningful conclusions from this heterogeneous data. The present work aims to synthesize the available data by both qualitative and quantitative analysis and is the first such attempt to include only Indian studies in this field. The main objectives were to determine the correlation of emotional intelligence with teachers’ health parameters and to study the gender difference in emotional intelligence. Methods After a thorough literature search in Google, Google scholar, Scopus, Web of science and Pubmed, fifty-five Indian studies were selected which empirically examined teachers’ emotional intelligence, either alone or in association with another parameter evaluating teachers’ psychological health and performance. After qualitative assessment of major findings, quantitative analysis was performed. Three separate meta-analysis were carried out. The first one with fifteen effect sizes among 3291 participants evaluated correlation with personal health parameters. The second with nineteen effect sizes in 4165 participants evaluated correlation with professional health parameters. The third with twenty-six studies involving 6005 participants assessed effect of gender. Results The results show that almost all studies have used a trait measure, teachers’ emotional intelligence is positively correlated with both personal and professional health parameters and gender has no effect on emotional intelligence. Conclusion Major limitations are a very high degree of heterogeneity of the data, incomplete description of the scales, inadequate randomization and small sample sizes in many studies. The results indicate the importance of emotional intelligence in both personal and professional life of teachers and no effect of gender preparing a solid base for future research.

Emotional intelligence and analytical skill as human capital factors influencing competitiveness through analysis of Toyota Kata, Kaizen and Quality 4.0: empirical study conducted during COVID-19

PurposeThis study empirically tests a model of human capital (HC) factors affecting the organisational competitiveness (OC) of automotive parts suppliers in the Industry 4.0 framework, including concepts such as Toyota Kata (TK), Kaizen and Quality 4.0, during the coronavirus disease 2019 pandemic.Design/methodology/approachAn instrument was created to measure emotional intelligence (EI) and analytical skill (AS) as input variables and OC as the output variable. The instrument was distributed electronically to Tier 1 non-technical employees in Nuevo León and Querétaro, México. A total of 195 surveys were obtained. The instrument used stepwise multiple linear regression.FindingsThis study proposes a model to strengthen the OC of Tier 1 automotive parts supply industry from the perspective of HC factors. Furthermore, it is shown that EI and AS have a positive and significant impact on OC.Practical implicationsFrom an HC perspective, this study provides a useful basis to improve OC for researchers, industry experts and managers at different levels of the automotive industry, including the triple helix (academia, industry and the government).Originality/valueNo studies simultaneously test the relationship of EI and AS to OC; therefore, this study fills a gap in the literature. Furthermore, the study explored the literature on individual Kaizen (IK) and TK, leading to a contrast between the definitions of EI and AS. Finally, for EI, a reference to motivation was found in the IK. In the case of AS, an orientation to ability of problem solving was found in TK.

The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension

Emotional Intelligence (EI) is considered a fundamental variable for a person’s adequate psychosocial adjustment. In education, its importance transcends the level of interpersonal relationships, and has been proposed as a variable that somehow influences academic performance, although there is controversy about whether its effect is direct or, rather, an intermediate variable. The present research analyses, from a sample of 327 students (52.6% female and mean age = 14.5), the relationship of EI with respect to the knowledge and management of oral communication and reading meta-comprehension strategies, which should directly affect different educational outcomes. In order to assess both the direct and indirect effects of these variables, a Partial Least Squares Structural Equation Modelling (PLS-SEM) approach has been proposed, due to its versatility and the possibility of jointly analysing reflective and formative measures. The results show that EI indirectly affects reading self-concept and reading comprehension, as it is involved in the management and handling of both effective oral communication and reading meta-comprehension strategies.

Research on emotional intelligence among Indian teachers: A Systematic Review and meta-analysis of its correlation with health parameters and impact of gender.

Emotional intelligence is the self-perception related to identification and regulation of emotions. Several studies have been done among Indian teachers evaluating emotional intelligence in relation to demographic, professional and various psychological parameters, but the variety of scales, teacher types, and conflicting results makes it difficult to draw any meaningful conclusions from this heterogeneous data.The present work aims to synthesize the available data by both qualitative and quantitative analysis and is the first such attempt to include only Indian studies in this field. The main objectives were to determine the correlation of emotional intelligence with teachers' health parameters and to study the gender difference in emotional intelligence. After a thorough literature search in Google, Google scholar, Scopus, Web of science and Pubmed, fifty-five Indian studies were selected which empirically examined teachers' emotional intelligence, either alone or in association with another parameter evaluating teachers' psychological health and performance. After qualitative assessment of major findings, quantitative analysis was performed. Three separate meta-analysis were carried out. The first one with fifteen effect sizes among 3291 participants evaluated correlation with personal health parameters. The second with nineteen effect sizes in 4165 participants evaluated correlation with professional health parameters. The third with twenty-six studies involving 6005 participants assessed effect of gender. The results show that almost all studies have used a trait measure, teachers' emotional intelligence is positively correlated with both personal and professional health parameters and gender has no effect on emotional intelligence. Major limitations are a very high degree of heterogeneity of the data, incomplete description of the scales, inadequate randomization and small sample sizes in many studies. The results indicate the importance of emotional intelligence in both personal and professional life of teachers and no effect of gender preparing a solid base for future research.

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.

Mediating effect of emotional intelligence on the relationship between employee job satisfaction and firm performance of small business

PurposeThe aim of this study is to measure the mediating effect of emotional intelligence on job satisfaction and firm performance of small business and to identify the critical success constructs and significant path of emotional intelligence in relation to job satisfaction and firm performance.Design/methodology/approachThis study provides an analysis of the relevant literature that has been published on the renowned journal of small business. This study’s theoretical framework and constructs were developed based on prior research of emotional intelligence in small business. Along with, data were gathered from 355 respondents, with a valid response rate of 73.95%. This study used the SEM-PLS to measure the validity of the theoretical framework and test the hypothesis.FindingsThis study revealed that infrastructure, leadership and management, salary, working hours, working environment and emotional intelligence are very crucial for job satisfaction and firm performance. Emotional intelligence mediated the relationship between five job satisfaction factors (working hours, organizational infrastructure, leadership and management, working environment, salary and other benefits) and firm performance. Thus, this study can contribute to enhancing firm performance and developing a new dimension of small business.Research limitations/implicationsThe result of this study will assist the researchers and service providers in understanding the mediating effect of emotional intelligence on job satisfaction and firm performance of small businesses. Thereby, policy formulation in the era of training of employees, leadership and technology-based services orientation will assist to in enhancing opportunities for small businesses and upholding sustainable business.Originality/valueTo the best of the authors’ knowledge, this study is the first to analyze the link of the mediating effect of emotional intelligence on job satisfaction and firm performance of small business.

The Relationship of Emotional Intelligence, Organizational Climate, and Interpersonal Communication to the Performance of Elementary School Teachers in Simpur District, Hulu Sungai Selatan Regency

This study aims to analyze the direct and indirect relationship of emotional intelligence, organizational climate, and interpersonal communication to the performance of primary school teachers in Simpur District, South Hulu Sungai Regency. The method used in this study is quantitative research method. The population of this study was 188 teachers. The sample of this study was 127 teachers with the Proportional Random Sampling technique. Data collection instruments are questionnaires consisting of emotional intelligence (39), organizational climate (36), and interpersonal communication (35) that have met the requirements of validity and reliability tests. Teacher performance data is taken from PKG. Data analysis to test hypotheses using path analysis. The results of this study are that there are a direct relationship emotional intelligence with teacher performance, organizational climate with teacher performance, interpersonal communication with teacher performance, emotional intelligence with interpersonal communication, organizational climate with interpersonal communication, and indirect relationships of emotional intelligence through interpersonal communication with teacher performance and organizational climate through interpersonal communication with teacher performance

The need and opportunities for developing emotional intelligence in education

Emotional intelligence directly influences teacher performance as one of the indicators of successful teaching evaluation. In a comprehensive meta-analysis, Martins, Ramalho, and Morin (2010) showed that emotional intelligence is clearly, strongly, and unequivocally related to mental and physical health. They examined emotional intelligence in relation to school performance. It was shown that emotional intelligence has organisational, clinical, health, educational and social implications. Another question of great interest and importance is whether emotional intelligence can be developed. Recent evidence from Di Fabio and Kenny (2011) suggests that specific training may have significant benefits. We need to know more about what type of training is needed and why (Di Fabio & Kenny, 2011).
 In this publication we seek answers to the following questions:
 - Can emotional intelligence be developed in education?
 - If it can be developed, how?
 - Is there a link between emotional intelligence and empathy?
 - What are the links between emotional intelligence and coping strategies?
 It is assumed that emotional intelligence can be learned. From birth, children are able to decode the feelings of others, express their own emotional state, delay or even control their emotions, i.e. they learn to "manage their emotions" (Kádár, A., 2012). Therefore, it is important that teacher education institutions and teacher training should place more emphasis on the development of emotional intelligence. This development is necessary for two reasons. Firstly, as our research has shown, the number of teachers who become emotionally weak, putting their own and their students' mental health at risk, increases in proportion to the length of time in the profession. On the other hand, their relational skills suggest that the majority of these teachers are capable of effective interpersonal relationships, as they are well-intentioned, willing to care about others, and even their strong desire to conform is underpinned by a desire to maintain good social relationships (Baracsi, 2011).

Self-Concept and Emotional Intelligence in Relation with Digital Literacy

As a student teacher candidate, the ability to communicate is a vital competency to be mastered. One of the best ways to share is how students and teacher candidates use technology. Advances in information and communication technology make digital literacy ability as significant as other abilities that exist in every individual human being. This study attempted to establish a link between self-concept and emotional intelligence and digital literacy abilities. This study uses the correlation method, with data collection carried out through a survey with an instrument in the form of a questionnaire for elementary school teacher education students at universities in West Java using the proportional random sampling technique. The results of this study indicate the correlation coefficient and the coefficient of determination, namely for self-concept with literacy ability, the correlation coefficient value is 0.563. This means a positive and significant relationship exists between self-concept and digital literacy ability, while emotional intelligence with digital literacy ability has a correlation coefficient of 0.651. This means a positive and meaningful relationship exists between emotional intelligence and digital literacy ability. The coefficient of determination of 0.433 means that the magnitude of the relationship between self-concept, emotional intelligence, and digital literacy ability is 43.3%. And the calculated F value is 103.730 from the Ftable value of 3.04. This research suggests that student-teacher candidates can develop self-concept and must be able to control emotional intelligence to improve digital literacy as a support in the learning process and to improve academic achievement

Social Competence and Emotional Intelligence in Relation to Work Commitment Among School Administrators in Selected Districts in the Division of Bohol

Social Competence and Emotional Intelligence in Relation to Work Commitment Among School Administrators in Selected Districts in the Division of Bohol

Assessing the Emotional Intelligence and Academic Performance of Quantity Surveying Students

Previous studies have established that Emotional Intelligence (EI) has an effect on the performance of students. EI of construction students has been found to be lower than their counterparts in other disciplines. These studies, however did not evaluate the EI in relation to performance. Thus this creates a gap with regards to the relationship of EI and the academic performance of construction students. Therefore, this study assessed the emotional intelligence and academic performance among quantity surveying students. Data were collected by means of closed–ended questionnaires, which were administered online. Data gathered were analysed using descriptive (Mean, Frequency and Standard Deviations) and inferential (Analysis of Variance) statistics through the use of Statistical Package for the Social Sciences (SPSS software). The 16-item Wong and Law Emotional Intelligence Scale was used to evaluate the level of emotional intelligence and explore the effect on academic performance. The results of the study indicated that quantity surveying students have a high level of EI, and a significant difference was found between students EI and academic performance. Students with higher Academic performance were found to have higher level of Self-Emotion Appraisal (SEA) and Use of Emotions (UOE). However, the results did not show a significant difference under Others’ Emotion Appraisal (OEA) and Regulation of Emotions (ROE). Thus this study concluded that EI of quantity surveying students gave an indication of the level of academic performance (CGPA) and therefore recommends that EI should be incorporated into academic curricula to improve the EI level of constructionstudents.

Social Competence and Emotional Intelligence in Relation to Work Commitment Among School Administrators in Selected Districts in the Division of Bohol

Social Competence and Emotional Intelligence in Relation to Work Commitment Among School Administrators in Selected Districts in the Division of Bohol

A Study of the Relationship between Emotional Intelligence and Personality Development of Rural Adolescents

“Adolescence” is a dynamically evolving theoretical construct informed through physiologic, psychosocial and cultural lenses. This critical developmental period is usually understood as the years between the onset of puberty and the establishment of social independence [1]. Personality development is not only about changes in traits but also about changes in other layers of the self, such as the identity layer. Forming one's identity is thought to be the key developmental task of adolescence, but profound changes in personality traits also occur in this period [2]. Emotional intelligence is a set of qualities and competencies that captures a broad group of individual skills and dispositions, usually referred to as soft skills that are outside the traditional areas of specific knowledge, general intelligence, and professional skills [3]. Emotional Intelligence plays an important role in the job performance, enthusiasm, decision making, successful management and leadership. This research examines emotional intelligence in relation to personality development of rural adolescents. The study was conducted in rural areas of Bhiwani district and Gurugram district of Haryana State. From each district sample constituted of randomly selected 120 adolescents including 60 males and 60 females of 14-16 years. Personality Development Scale by John and Srivastava [4] was used for assessing personality development. Emotional intelligence was assessed by Emotional Intelligence Scale (EIS) of Hyde, Pethe and Dhar [5]. The results revealed that majority of the adolescents had average level of emotional intelligence and personality. Emotional intelligence was found to be positively and significantly correlated with personality. The collected data was classified and tabulated as per the objectives. For analysis of data a frequency, percentages, mean, standard deviation and independent sample ‘z’ test were used.

Adversity Quotient Promotes Teachers' Professional Competence More Strongly Than Emotional Intelligence: Evidence from Indonesia.

Teachers’ professional competence has become a popular issue since the COVID-19 pandemic. Therefore, this study investigates teachers’ professional competence, in terms of emotional intelligence (EI), adversity quotient (AQ), and organizational citizenship behavior (OCB), when teachers need to deal with abnormal situations, such as the COVID-19 pandemic. Moreover, this study also seeks to explore the relationship of EI and AQ with teachers’ professional competence mediated by OCB. The research data were collected through a questionnaire using a Likert scale from 589 participants: elementary school teachers in Indonesia were chosen through accidental sampling. The data analysis used structural equation modeling (SEM), complemented by common method bias, correlational, and descriptive analysis. The result shows that EI, AQ, and OCB have a significant relationship with teachers’ professional competence. However, AQ more strongly promotes teachers’ OCB and professional competence than EI does. In addition, OCB mediates the relationship between EI and AQ with teachers’ professional competence. Accordingly, a new model regarding the relationship of EI and AQ with teachers’ professional competence mediated by OCB was confirmed. Therefore, it is suggested that teachers’ professional competence can increase through EI, AQ, and OCB. Hence, the new empirical model deserves to be discussed, adapted, and even adopted by practitioners and researchers to develop the professional competence of teachers in the future.

Emotional Intelligence Impacts on Work Performance: The Case in Telecommunication Malaysia Research Company

The study of the correlation between Emotional Intelligence (EI) and work performance is crucial for the organisation. Some of the organisations do not consider EI skills as the work performed. This study investigates the correlation between EI and the work performance of a telecommunication research company in Malaysia. There are 66 participants involved in this study: senior researchers and researchers. A set of questionnaires was distributed to assess their employees’ background, EI, and work performance. As a predictor of research employees’ work performance and EI, the results show that EI had a significant positive relationship with work performance. The findings also show that employees with high EI experience a greater level of task performance. Moreover, the authors also present the relationship of EI with work performance over employees’ background such as gender, marital status, age and work experience. It was found that married employees have a higher correlation than single employees. The study recommends that organisations introduce EI development programs for existing staff to improve their performance at work.

Emotional intelligence among fourth and fifth grade students in the State of Kuwait: A comparative study between people with learning disabilities and normal people in light of some demographic variables: الذكاء الوجداني لدى تلاميذ الصف الرابع والخامس بدولة الكويت: دراسة مقارنة بين ذوي صعوبات التعلم والعاديين في ضوء بعض المتغيرات الديموغرافية

The study aimed to identify the differences in emotional intelligence of 186 male and female students from fourth and fifth grades in the State of Kuwait in light of some demographic variables (pupil category, gender, and academic grade), After reviewing the theoretical literature, the researchers prepared a measure of emotional intelligence to reach the goals of the study, which had an appropriate degree of reliability and validity. The results of the study showed that there were statistically significant differences at the level of (0.01) between the mean scores of students with learning difficulties in favor of females. The study also showed that there are no statistically significant differences for emotional intelligence between ordinary students and those with learning difficulties, as well as the absence of statistically significant differences for the emotional intelligence of ordinary students between males and females, and finally, the study did not show the existence of statistically significant differences of emotional intelligence in relation to the grade variable, The study ended with a number of recommendations, as conducting training coerces for parents and teachers to help them providing the pupils with emotional intelligence skills. Incorporating the emotional intelligence skills in to the curriculum.

The Relationship Between Employees’ Perceived Emotional Intelligence and Job Stress in Higher Education Sector in the Kingdom of Saudi Arabia

The aim of this research study is to investigate faculty staffs’ perceptions of emotional intelligence in relationship to the job stress in the higher education sector in the Kingdom of Saudi Arabia. Educational system across the globe has been facing rapid reforms where the teachers’ roles have become more demanding. Emotionally intelligent faculty members can make an effective learning experience by their own motivation and enthusiasm, they are more sensitive towards their students ‘academic performance, disruptive behaviors and relationship management. The emotional intelligence is essential to deal with various issues in a better way. Higher education institutions are affected by the issues of globalisation, which demand faculty to handle job related stress by being emotionally intelligent. The proposed emotional intelligence (EIQ) model focuses on the relationship of perceived emotional intelligence with job stress. This research employed a explanatory research design method. A quantitative design approach is adopted by implementing a survey-based study. Psychometric scales are adopted for measuring employees’ perception about their emotional intelligence and job stress. Additionally, quantitative data has been collected from faculty members (n=277) working in different higher educational institutes. PLS-SEM was used to analyse the proposed model. This research provides empirical support for the argument that emotional intelligence is a direct driver for handling job stress through the appraisal, use and regulation of emotions. Keywords: Emotional Intelligence, Job Stress, Higher Education Sector, Kingdom of Saudi Arabia (KSA), Perceptual Model DOI: 10.7176/EJBM/14-4-04 Publication date: February 28 th 2022

Leadership styles: The role of emotional intelligence inIndian IT companies

Purpose. The present research aims to study the relationship between emotional intelligence and leadership styles — transformational leadership, transactional leadership, and laissez-faire leadership. Design. The sample was taken from IT professionals of the NCR region of India, and standardized instruments used for data collection include “The assessing emotions scale” and “Multifactor leadership questionnaire”. The collected data was analyzed using SmartPLS 2.0 and SPSS 23. Findings. Findingsrevealed that there exists a relationship between emotional intelligence and leadership. The results indicated that all the three leadership styles: transformational leadership, transactional leadership, and laissez-faire leadership, are affected by emotional intelligence. The most substantial relationshipof emotional intelligence was discovered with transformational leadership and the weakest with transactional leadership. Practical implication. This study suggests that the organizations should recruit managers with high emotional intelligence level to improve performance and provide training to improve the emotional intelligence level of employees. Originality and value of results. There is previous research focusing on a leader’s emotional intelligence and leadership styles on organizational performance. However, the current area of interest is the role of emotional intelligence in leadership styles.

Emotional intelligence predicts wise reasoning

ABSTRACT Emotional intelligence (EI) and wisdom are psychological capacities claimed to be important foundations for positive social interactions, thus promoting human flourishing. Prior theorizations suggest these constructs are related, but there is no empirical evidence for this. Two studies examined the relationship of EI and wisdom, and meta-cognitive and interpersonal mediators. Study 1 was conducted online (N = 99) and focused on meta-cognitive mediators. Study 2 was conducted in person (N = 150) and added interpersonal mediators. Across two studies and different populations, findings showed that only the emotional management branch of EI correlated with wise reasoning. Greater epistemic humility, need for cognition, empathic concern, and perspective taking accounted for this relationship. This suggests that competency in emotion management is important in wise reasoning – recognition of a changing world, self-transcendence, consideration of diverse perspectives, and search for compromise. The EI-wisdom relationship may occur through thoughtful, prosocial consideration of others and their perspectives.