Emotional Intelligence Scores Research Articles

IMPACT OF EMOTIONAL INTELLIGENCE ON THE RESEARCH STRESS: A STUDY OF GENDER DIFFERENCES

The study aimed to determine how EI affected both male and female research students' levels of research stress. Public universities located at Karachi and Jamshoro recognized by HEC were population of the study. The Current study was purely descriptive. In this study quantitative approach was used. Research scholars’ responses were collected through a Survey technique. The study's participants were research scholars from public and private universities. Sample size was comprised of 300 (160 male & 140 female) research students and through the use of random sampling technique, data was gathered. Two research tools EI and research stress were used to collect the data from research students. The mean emotional intelligence score for both male and female students was 2.30, indicating low emotional intelligence. The research stress mean score was (M= 3.60) which shows the high level of research stress among male and female. The emotional intelligence scores of male and female scored differed significantly (t= -5.000, p= <.001). Additionally, there were significant differences between male and male respondents' levels of research stress (t= 8.990, p=.001). Emotional Intelligence and Research Stress were found to have a similar negative effect (-.784, p= 0.01) in both male and female students. Sincelower EI levels are associated with higher stress, we should work to help students increase their emotional intelligence to reduce their stress towards research.

The Effects of Emotional Intelligence-Oriented Psycho-Education Programme on Problem Solving and Decision-Making Skills

The study's goal is to find out how emotional intelligence training affects adolescents' capacity for problem-solving and making choices. With a pretest-posttest control group, this study is an actual experimental design. 22 students who were enrolled in secondary school using this paradigm participated in the study. Nonparametric tests like Mann Whitney U and Wilcoxon Signed Ranks were deemed appropriate for data analysis because there were fewer than 30 students in each of the experimental and control groups. Problem-solving and decision-making abilities were employed in the experimental and control groups of the conducted pretest findings, which are initially used for emotional intelligence. According to the study's findings, there was a significant difference in the students in the experimental group's total scores for emotional intelligence (Z = -2.402, p.05), problem solving (Z = -2.845, p.01), and decision-making skills (Z = -2.580, p.05). It has been discovered that emotional intelligence is useful in the improvement of decision-making abilities. The results of the study showed that there was a significant difference in the emotional quotient of the pupils in the experimental group (p.01). Additionally, a statistically significant difference in favor of the experimental group was discovered for both problem-solving and decision-making abilities (p .01). These results were talked about and understood.

Emotional intelligence and conflict resolution styles among nurse managers: a cross-sectional study

Background/Aims Emotional intelligence may help nurse managers to deal with conflicts. However, the relationship between emotional intelligence and conflict resolution is still not clearly understood. This study aimed to explore nurse managers' emotional intelligence levels and conflict resolution styles, and to identify any associations between these factors. Methods A cross-sectional study design was used, with a convenience sample of 197 nurse managers recruited from five public and two university hospitals. Data were collected on emotional intelligence and conflict resolution using two specialised self-reported scale-based questionnaires. The Statistical Package for Social Sciences (version 25) was used to analyse data, with P<0.05 indicating statistical significance. Results The nurse mangers' average emotional intelligence scores ranged from 80–139 and 40% had low levels of work-related emotional intelligence. The integrating style was the most commonly used approach to conflict resolution, while the avoiding style was the least used. Higher levels of emotional intelligence were significantly associated with integrating, obliging and compromising styles, and were able to predict the use of integrating and compromising styles of conflict resolution. Conclusions Nurse managers with higher levels of emotional intelligence are more likely to use the integrating and compromising styles of conflict resolution. Training programmes aiming to improve managers' conflict resolution skills should focus on assessing and increasing emotional intelligence.

The Relationship Between Emotional Intelligence and Sleep Quality in Female High School Students: A Web-based Cross-sectional Study

Background Emotional intelligence as the ability to understand emotions in self and others, is recognized as underlying success in various aspects. Objective This study aimed to investigate the relationship between emotional intelligence and sleep quality in female high school students. Methods This cross-sectional study was conducted on 284 female high school students in Rasht in 2019-2020, selected by cluster sampling. Demographic, the Bar-On emotional intelligence, and the Pittsburgh sleep quality index (PSQI) questionnaires were completed online by the participants. Data were analyzed by IBM SPSS statistics software, version 22 using Spearman’s correlation coefficient and multiple logistic regression analysis. Results The Mean age of participants was 13.94±0.95 years, and the mean previous grade point average (GPA) of participants was 19.61±0.89. The Mean total score of students’ emotional intelligence and sleep quality were 334.95±42.82 and 4.71±3.20, respectively. There was a significant negative correlation between the total score of emotional intelligence and sleep quality (r=-0.427 and P<0.001). Also, 31% of the subjects had poor sleep quality (95% CI, 25.7%-36.6%), and the multiple logistic regression showed an inverse relationship between poor sleep quality and emotional intelligence score (OR=0.98, P<0.001). There was no association between demographic variables and sleep quality (P>0.05). Conclusion About a third of female students had poor sleep quality. There was a significant relationship between sleep quality and emotional intelligence. Therefore, poor sleep quality was associated with lower emotional intelligence.

Emotional intelligence as a mediator between spiritual care-giving competency and core competencies in Chinese nursing interns: a cross-sectional study.

The development of nursing interns' fundamental competencies should be a top focus because they represent an essential reserve for nursing professionals. The objective of this study is to investigate the relationship between spiritual care-giving competency (SCG) and nursing core competencies (NCC) among Chinese nursing interns,adopting a competency-based education (CBE) perspective, additionally, the study aims to examine how emotional intelligence (EI) serves as a mediator in thisrelationship. A nationwide online survey was completed by 1811 Chinese nursing interns at vocational colleges between June and July 2022 as part of a multi-site, cross-sectional, web-based study. Participants completed a demographic questionnaire and competencies inventory for the registered nurse questionnaire (CIRN), the Chinese version of the spiritual care-giving scale questionnaire (C-SCGS), and the Chinese version of the Wong and Law EI scale questionnaire (WLEIS-C). Means, standard deviations, t-tests, one-way ANOVA analysis, and Pearson's production correlation coefficients were calculated using IBM SPSS25.0 software. Mediated effect tests and studies utilizing the process plug-in SPSS developed by Hayes. The NCCs of college nursing interns were related to whether working as student leaders, whether have a better self-learning evaluation level, whether a college nursing intern with good interpersonal relationship, and whether they intend to engage in the nursing profession in the future. The scores of NCC, EI, and SCG were (156.43±23.14), (61.55±9.10), and (167.64±20.52) respectively. There were positive correlations among SCG (r = 0.402), EI (r = 0.506), and NCC. The partial mediating effect of EI between SCG and NCC was 0.127, accounting for 36.29% of the total results. The average levels of Chinese college nursing interns' NCC and SCG were at a moderate level. EI is mediating between SCG and NCC in Chinese nursing interns. This new perspective shows that developing and improving SCG and EI may improve NCC. We suggest modifying the nurse curriculum and instruction to strengthen NCC and integrating SCG and EI management into the nursing curriculum.

Evaluation of student emotional intelligence at various points in a pharmacy curriculum

IntroductionThe purpose of this study is to evaluate emotional intelligence in doctor of pharmacy (PharmD) students at various points in the curriculum. MethodsThis was a cross-sectional, single site, observational study that included first- through fourth-year PharmD students, conducted from December 2021 to April 2022. The study used the Emotional Quotient Inventory, version 2.0 (EQ-i 2.0) to obtain student emotional intelligence scores. A survey in QualtricsSM (SAP) was used to obtain baseline characteristics. The primary endpoint was the mean total EQ-i 2.0 scores comparing professional years. Secondary endpoints included mean EQ-i 2.0 scores in the composite scales of self-perception, self-expression, interpersonal, decision-making and stress-management. Change in EQ-i 2.0 scores was evaluated using descriptive statistics and analysis of variance. Multivariable regression analysis identified associations between baseline characteristics and EQ-i 2.0 scores. ResultsA total of 137 (137/485, 28.2%) students completed the EQ-i 2.0 assessment. The mean (SD) total EQ-i 2.0 scores were 98.1 (15.5), 92.2 (15.9), 92.4 (12.9), and 103.5 (13.1), for first-, second- (P2), third- (P3), and fourth-year (P4) students, respectively. A statistically significant increase in total EQ-i 2.0 scores was noted in P4 students compared to P2 and P3 students. Work experience and leadership roles within student organizations may be associated with an increase in total EQ-i 2.0 scores. ConclusionsEmotional intelligence varied among students in different years of the pharmacy curriculum. P4 students were found to have the highest average emotional intelligence. The effect of curricular and co-curricular components on emotional intelligence development warrants further exploration.

Gender Differences in Teaching Literature Through an Emotional Intelligence Model

This 12-week experimental study examines the relationship between emotional intelligence (EI) scores and gender in an effort to clarify the persistent generalization that males are less emotionally intelligent than girls. The intervention program's curriculum that was introduced to 87 grade 11 male and female Lebanese students included four literary short stories with three levels of analysis: informational, conceptual, and ESL. Characters, emotional intelligence abilities, and attributes were analyzed at the last level of analysis. At the start of the program and following therapy, the participants took the Shutte Social Emotional Intelligence Test (SSEIT). The study did not reveal any appreciable variations between genders in this regard. Males and females were almost equally emotionally intelligent. It is advised that, in addition to gender, the relationship between emotional intelligence and academic success be explored in order to uncover any correlations that may benefit students in their studies. The study found that EQ scores improved for both sexes after the intervention, but there was a small but significant difference in mean EQ scores between males and females after the intervention. This indicates that teaching literature using an emotional intelligence paradigm has a statistically significant impact on the emotional intelligence EQ scores of males and females as indicated by the Shutte Social Emotional Intelligent Test.

Physical Activity, Body Image, and Emotional Intelligence Differences in Adults with Overweight and Obesity.

Physical activity (PA) and emotional intelligence (EI) are integral parts of human nature. Body image (BI) and body mass index (BMI) may be indications of the psycho-emotional and physical health of human beings. The purpose of this study was to investigate the relationship between PA and EI of Greek adults living with overweight and obesity, as well as to identify the BI and EI differences in this population. A cross-sectional study design was used, involving 216 participants (65% females) of whom 51.4% were young adults (20-40 years), 48.6% were middle-aged adults (41-60 years), while 51.4% of participants were living with overweight or obesity. According to the results, all indicators of PA had very low correlations with EI factors, while statistically significant correlations were observed only for PA at work and the total score of the International Physical Activity Questionnaire with the use of emotions (r = 0.16 and r = 0.17, respectively, p < 0.05). Women had significantly higher EI scores than men regarding the care and empathy factor, while the individuals with obesity had lower scores in the use of emotions factor. Regarding BI, young adults who were satisfied with their BI had better control of feelings than the middle-aged adult counterparts. In conclusion, BI satisfaction and EI may differ between individuals living with overweight and obesity in both genders. Younger individuals with obesity may compensate better for their BI and better control their emotions. On the other side, PA does not seem to have an important role in these associations.

The power (and limits) of the therapeutic relationship: Working alliance, psychiatric distress, and the role of trait emotional intelligence.

The working alliance between therapists and patients is an important factor in the psychotherapy processes. Trait emotional intelligence has also been found to be malleable in treatment and to play a significant role in patient outcomes. The present study investigated how the relationship between measured working alliance and patient symptoms may differ depending on changes in patient trait emotional intelligence capacities. One hundred twenty-nineadults at a community mental health clinic completed self-report measures at thebeginning of treatment, as well as 8 months into treatment. Hierarchical linear regressions were computed to assess the interaction of working alliance and trait emotional intelligence scores on patient symptom scores. Simple slope tests were used to probe significant interactions. Trait emotional intelligence served as a significant moderator on the relationship between working alliance and patient symptoms. Specifically, the relationship between working alliance and patient symptoms was only significant for participants who reported an improvement in trait emotional intelligence over the course of treatment. Results demonstrate that the impact of working alliance on patient symptom outcomes depended on patient improvement in trait emotional intelligence capacities. Such findings emphasize the importance of investigating the nuanced individual factors that impact the ways in which working alliance relates to treatment outcomes.

DISTANCE LEARNERS’ EMOTIONAL INTELLIGENCE AND PERCEPTIONS OF THEIR SITUATIONAL BARRIERS IN LEARNING ENGLISH

Students face various barriers in learning English via distance education. The purpose of this explanatory mixed methods study was to collect quantitative and qualitative data regarding students’ emotional intelligence (EI) and the situational barriers (SB) they faced in learning English via distance education. In phase one, 238 students voluntarily submitted their questionnaires containing Schutte’s Self-Report Inventory Emotional Intelligence scale. The mean EI score of the distance learners was 130. Based on the EI scores, three subgroups of respondents; HighEI, MidEI, and LowEI were identified. In phase two, 18 participants chosen based on their EI scores were interviewed. The interviews were transcribed and analyzed using content analysis. The qualitative data revealed eight major situational barriers. Out of these, SB1 Job, SB2 Family and Home, and SB4 Time were most frequently cited. The study also found that distance learners’ EI was significantly related to their perceptions of the situational barriers to learning English through distance education. Studies affirmed higher EI students are better at moderating the negative effects of challenging circumstances and achieving their goals. Thus, it is crucial to fortify students’ EI through training, mentoring, and counselling programs to empower them to moderate their barriers, persevere, communicate with others, and make informed decisions to achieve academic success.

Assessment of Emotional Intelligence in Facilitators of Government and Private Sector Medical College

Aim: To evaluates the EQ level in facilitators of government and private medical colleges of Karachi. Study design: Cross sectional Place and duration: Ziauddin Medical College, January-June 2022 Methodology:Facilitators of government and private sector medical institutes particularly lecturers were targeted population. The calculated sample; (n=35/institute) was recruited by simple random technique. The questionnaire regarding demographic data was self-developed however, emotional quotient was assessed by EQ scale. Chi-square test was applied as test of significance. Results: The maturity scale score of females showed that statistically (p-value=0.011) they are emotionally more mature than males. When sensitivity and maturity score were compared between the two institutes (Government or private) their scores were similar and there was no significant difference between sensitivity and maturity scores of government and private sector employees. According to EQ compatibility scoring system scale ,100% male and 100% female scored in the range of extremely high competency category. Conclusion: The emotional quotient analysis showed that females are more sensitive and mature emotionally than males though the emotional intelligence of male and female participants was equal. Emotional sensitivity, maturity and intelligence scores of Government and private sector employees was comparable to each other. Keywords: Emotional quotient, Medical education system, Facilitators, Government and private sector

The validity of a general factor of emotional intelligence in the South African context

Emotional intelligence (EI) plays an important role in the prediction of important work-related outcomes, such as work performance. Southern African scholars frequently deploy total scores of EI without considering its hierarchical structure. This study investigated the presence of a general factor, as manifested among the subscales of the EQ-i 2.0, using an archival dataset of 16 581 employees in Southern Africa. Orthogonal first-order, single-factor, higher-order, oblique lower-order and bifactor models were specified to investigate the hierarchical structure of EI. The evidence supports the notion that a total score could be calculated for EI based on the EQ-i 2.0. A total EI score also appears to be predictive of employees’ individual work performance, as measured by their managers. It might, therefore, be practically meaningful for practitioners to calculate or use a total score when making selection decisions about employees based on the EQ-i. 2.0.Contribution: The findings of the present study offer insights into the theoretical and empirical structure of EI based on statistical techniques that have not been used on the construct in the Southern African context. Concurrent validity evidence further provides additional support that an overall quantitative score, based on the EQ-i. 2.0, has utility in hiring practices, where the aim is to predict future work performance.

Measuring Emotional Intelligence in First Year Medical Students

Abstract: Background: The term emotional intelligence is being used more often in the medical field and different healthcare-related fields. The evaluation of emotional intelligence is crucial in assessing how well students adjust and perform academically. Neglecting this stage of life can result in psychiatric issues or make them worse, as well as failure in social and academic situations. Objectives: To evaluate first-year medical students' emotional intelligence (EI) and determine how it relates to their social and personal characteristics. Materials and Methods: This cross-sectional study included 166 first-year medical students and took place at University College of Medicine and Dentistry between September and December 2022. Ethical approval was obtained from the ERB committee before the study was conducted. A proforma was used to collect social and demographic information, while an emotional quotient self-assessment checklist was used to assess participants' emotional intelligence, rated on a five-point Likert scale. The collected data was then subjected to statistical analysis. Results: Out of 166 students approached in the first year class, 149 (79 females and 70 males) participated in the study with an average age of 19.12 ± 0.69 years. Results showed that 33.6% of the first-year medical students scored below the 20 cutoff in all emotional intelligence domains. Those who reported making a conscious career choice, getting adequate sleep, and engaging in more social and physical activity than average had higher emotional intelligence scores (p=0.05). Additionally, females had significantly higher emotional intelligence scores compared to males (p=0.02). A positive correlation was observed among the various emotional intelligence domains. Conclusion: Good emotional intelligence comprises the capacity to comprehend and regulate emotions, to be empathic, to be emotionally aware, and so on. These traits enhance general communication abilities, which enhance performance in the medical training.

Study of Factors Associated with the Development of Emotional Intelligence and Resilience in University Students

Future educational professionals should possess both the academic and personal skills needed for resilience. These future professionals will face difficult situations, and the development of skills such as resilience is an important part of their training. The primary objective of this research paper is to study and analyze the links between the emotional intelligence, resilience, and personalities of undergraduates studying for different degrees in educational sciences. A quantitative analysis was performed with a non-experimental, descriptive, comparative, and correlational design. The sample results show above-average levels in all three dimensions, with resilience exhibiting the highest values. Regarding the influence of gender, males presented a higher level of resilience than females, while females tended to exhibit higher levels of spirituality. University students who studied physical activity and sport sciences were found to be more resilient and to have higher weighted emotional intelligence scores than students with other educational science degrees. Emotional clarity and repair corresponded directly with the subjects’ age. Emotional intelligence was positively correlated with repair, highlighting this variable as fundamental to resilience.

Does maximum emotional intelligence facilitate team organizational citizenship behaviors: A perspective of integrating strategic core roles and multilevel theory

AbstractThis study examines how maximum emotional intelligence (EI) members can contribute to the emergence of team-level organizational citizenship behaviors (OCB). Based on integrating a strategic core role and multilevel theory, we developed and tested a model in which the maximum EI score in teams results in intrateam trust and consequently impacts team OCB and examined whether the indirect effect of maximum EI on team OCB through intrateam trust would be moderated by EI diversity and trust divergence in teams. The results from 129 project teams showed that the relationship of maximum EI with team OCB is mediated by intrateam trust and this relationship is stronger for lower levels of EI diversity and trust divergence than for higher levels of diversity and divergence. The findings advance our understanding of the role of EI in team settings. Our research has important implications for organizations attempting to develop the applied value of EI.

Emotional Intelligence and Stress among University Students in The Situation of Covid-19

Students’ life at university is very chaotic and challenging in the situation of COVID-19. Thus, investigating the stress-protective factors can potentially benefit the students and their academic life. Hence, considering Emotional intelligence (EI) may play a vital role in understanding students’ stress. The present study is very crucial as a lack of emotional intelligence in such an unstable situation of COVID-19 may lead to possible failure that can negatively impact students’ well-being and future. The main objective of the present study was to examine the link between EI and perceived stress among university students. This was done through a quantitative study of the relationship between EI and stress. A cross-sectional research design to recruit a convenience sample of students from a few public university campuses in Malaysia, with a total respondent of 213 students was used. These students were invited to complete a voluntary and anonymous 38-item online questionnaire. Self-report questionnaires, consisting of the short 16-item measure of emotional intelligence (WLEIS), and the 10-item Perceived Stress Scale (PSS) were distributed to these students. Correlation analyses were performed to examine the link between EI and perceived stress (PS). Major findings have shown that there were significant correlations between EI constructs (Self-emotions appraisal, Use of emotion, and Others-emotion appraisal) and PS. Subsequently, independent-sample t-tests showed a not statistically significant difference in mean EI and PS scores between male and female students. In conclusion, the constructs of trait, EI could be of vital importance in understanding stress among university students. The present study suggests that universities may offer EI as among measurements in the selection of their prospective students, and the management should offer a few interventions to enhance students' emotional intelligence. Future research may address controlling other personality traits associated with the Perceived Stress Scale such as anxiety and neuroticism which may be confounded with reports of perceived stress.

Investigating Linguistic Abilities and its Relationship with Empathy, Emotional Intelligence and Cognitive Flexibility

Purpose. Languages play an important role in shaping our brain and personality. Numerous studies in the past have found that bilingual and trilingual individuals outperform monolinguals on certain cognitive assessments. In some studies, monolinguals have outperformed the other two groups on emotional tests. Most of the studies have reported mixed findings on this topic, making it difficult to draw conclusions.&#x0D; Procedure. For the first time, the present study attempts to examine linguistic ability, empathy, emotional intelligence and cognitive flexibility in an Indian sample of 90 participants (Mage = 26.86 years, SD = 7.45) (28 monolingual, 30 bilingual and 32 trilingual). Each of the participants completed the Interpersonal Reactivity Index Questionnaire, Trait Emotional Intelligence Questionnaire – Short Form and Colour Stroop Test on PEBL (Psychology Experiment Building Language) software.&#x0D; Results. One – Way ANOVA revealed statistically significant results for Empathy [F(2,87) = 218.84, p &lt; 0.001], Emotional Intelligence [F(2,87) = 232.19, p &lt; 0.001] and Cognitive Flexibility [F(2,87) = 27.05, p &lt; 0.001]. Mean empathy score was 38.67 for monolingual group, 65.86 for bilingual group and 81.25 for trilingual group. Mean emotional intelligence score was 76.32 for monolinguals, 151.93 for bilinguals and 195.15 for trilingual group. Mean conflict score was 253.24 for monolinguals, 108.29 for bilinguals and 20.64 for trilingual group. Pairwise comparisons and Tukey’s HSD displayed differences across groups, with the trilingual group outperforming the other two groups on all three variables. Results from this study showed large effect sizes (η2): 0.84 for EI, 0.83 for empathy and 0.38 for cognitive flexibility.&#x0D; Conclusions. Findings from this study highlight the important role played by languages and the associated benefits they offer. Participants speaking more languages dominated this study as they had better empathy, emotional intelligence and cognitive flexibility when compared to their monolingual counterparts.

A Cross-Sectional Survey of Emotional Intelligence Relating to Binge Eating Disorder in Unemployed Population

Aim: To examine the associations between emotional intelligence (EI) and Binge Eating Disorder (BED) with a mediating role played by post-traumatic stress disorder (PTSD) in the unemployed population, thus performance in an integrated manner. Study design: A Cross-sectional study Place and duration of Study: Rural and urban areas of Punjab, Pakistan during the months of December 2020-2021 Methodology: For this purpose, Wong and Law Emotional Intelligence Scale, Binge Eating Scale and PTSD Check List–Civilian Version was used to measure EI, BED, and PTSD score, respectively. The assumptions were tested using non-linear regression-based partial least squares path modelling (PLS-SEM). Results: The results revealed that unemployed individuals are at enhanced risk to develop BED. High levels of EI help to cope the stress of unemployment and overcome BED and vice versa. In this study, PTSD, a cause of unemployment, was found to be negatively related to EI and positively related to BED. However, no mediation of PTSD between EI and BED was observed. Conclusions: Our findings suggest that enhanced emotional abilities are directly associated with lower levels of work-related stress and BED. However, a diagnostic study is needed to validate the findings and establish BED diagnosis in individuals with low EI. This study helps in validation of emotional intelligence as a factor in the development of binge eating disorder. It helps in the development of programs based on prevention of binge eating disorder in unemployed population on the basis of emotional intelligence level understanding. Keywords: Unemployment, eating behaviour, emotional stability, stress disorder, mediation analysis

The impact of periodic social events on personal emotional intelligence: Radiologists' experience at an Egyptian teaching hospital.

Radiologists need to learn more about the management of their emotions and their impact on individual well-being as well as proper communication within the radiology realm. This cross-sectional study was conducted to assess the relationship between joining social events organized by the radiology department of Al-Ahrar Teaching Hospital and the emotional intelligence of radiologists. A questionnaire-based survey was conducted on 82 radiologists at the Radiology Department of Al-Ahrar Teaching Hospital, Sharkia Governorate, Egypt. This was preceded by a pilot study among radiologists, and modification of the questionnaire items to be more precise. The questionnaire consisted of three sections: it assessed sociodemographic, personnel, and workplace characteristics of the participants; social events' related factors, and emotional intelligence of radiologists. 52.4% of radiologists had moderate emotional intelligence scores, and 24.4% had high emotional intelligence scores. High emotional intelligence scores were significantly associated and positively correlated with the increased participants' years of work experience and frequency of attending social events, and the overall impression of the events. The radiologists' overall impression of the social events was the only significant independent predictor of a high emotional intelligence score. The majority of the participants in this study had moderate to high emotional intelligence scores. The social events that were organized by the radiology department succeeded in crossing-over the gaps in communication and workflow knowledge that take place due to significant personnel turnover and should be considered for improving team preparedness and communication in similar workplaces.

English Teachers in Vietnam and the Relationship Between their Resilience and Emotional Intelligence

Various studies have demonstrated the importance of emotional intelligence (EI) and resilience as abilities that teachers should possess in order to be effective. It has even been shown that there is a significant positive connection between EI and resilience. This study aimed to investigate the levels of emotional intelligence and resilience of English teachers in Vietnam. It further sought to confirm the connection between EI and resilience. Through snowball sampling, 11 Filipino and 16 Vietnamese English teachers were selected to be the respondents of this study. The Schutte emotional intelligence test was used to measure the respondents’ EI while the Brief Resiliency Scale was utilized to measure their resilience. The findings showed that 40.74% of all the respondents had moderate EI scores while 59.26% had high EI scores. In addition, the results found that the Vietnamese, the females and those without a romantic partner had higher EI. However, these differences were not statistically significant. In terms of resilience, 7.4% of all the respondents had low resilience scores, 70.27% had moderate resilience scores while 22.22% had high resilience scores. The results showed further that the Vietnamese, the males and the respondents with a romantic partner had higher resilience. However, these differences were not statistically significant. A low positive relationship between the respondents’ EI and resilience scale scores was found but this relationship was not statistically significant. The findings of this study were unable to confirm the connection between EI and resilience among the respondents.