Emotional Intelligence Training Research Articles

Emotional maturity in EFL teaching: Exploring Vietnamese teachers’ perceptions and its impact on student learning outcomes

This qualitative study investigates Vietnamese EFL teachers' perceptions of how their emotional maturity impacts students' learning outcomes. Amidst the growing recognition of emotional intelligence's significance in educational settings, this research focuses on the nuanced context of English as a Foreign Language (EFL) education in Vietnam, where cultural and language challenges present unique demands on teachers' emotional competencies. Through semi-structured interviews with nine teachers across different career stages—novice, mid-career, and near-end—the study explores themes related to emotional regulation, empathy, emotional support, and cultural sensitivity in teaching practices. Thematic analysis revealed that teachers' ability to manage their emotions, empathize with students, create supportive learning environments, and navigate cultural nuances plays a crucial role in enhancing student engagement, participation, and overall learning outcomes. These findings align with Mayer and Salovey's model of emotional intelligence and the concept of the prosocial classroom, highlighting the importance of emotional competencies in fostering effective teaching and learning environments. The study underscores the need for integrating emotional intelligence training in teacher education and professional development programs, emphasizing cultural sensitivity and inclusivity in teaching practices. This research adds to the body of knowledge on emotional intelligence in education, offering insights into its application in the EFL context and implications for teacher development and educational policy.

Leveraging emotional intelligence to foster proactive climate change adaptation: A study of engineering decision-making

The impacts of climate change and development present significant challenges and complexities that require new solutions, wise choices, and multi-disciplinary integration. In this context, emotional intelligence (EI) plays a crucial role. However, traditional engineering education and practice overlook the importance of understanding and managing emotions. This research aims to determine the impact of EI as a tool to enhance proactive decision-making and implement sustainable measures within the engineering profession.The study makes three main research contributions. First, it confirms a positive relationship between EI and proactive sustainable decision-making among engineers. This means that engineers with high EI are more likely to consider the impacts of their decisions on various stakeholders and dimensions of sustainability. Second, it suggests that EI can enhance creativity and innovative thinking in engineering, helping engineers to develop effective solutions for challenges related to climate change. Third, the study advocates for incorporating EI training and assessment into engineering curriculums to foster a sustainable and ethical engineering culture. By improving EI, engineers can enhance their interpersonal skills, self-awareness, and emotional management, which in turn can significantly improve teamwork in addressing challenges related to climate change.

Emotional intelligence training for pre-service primary school teachers: a mixed methods research.

This research devises a training program for developing emotional intelligence focused on social and emotional learning and integrates it into teaching to improve pre-service teachers' emotional intelligence. The study used a embedded mixed design. The quantitative dimension of the study used a controlled quasi-experimental design with pre-test/post-test, and the qualitative dimension used an evaluative case study design. The study was conducted with 73 prospective primary school teachers studying at the faculty of education of a Turkish state university. The study group was formed using purposive random sampling. The sample for the quantitative dimension was composed using probability random sampling, whereas the sample for the qualitative dimension was composed using purposive sampling. The program was administered to the experimental group for 10 weeks. Quantitative data were obtained using the Bar-On EQ-i, and qualitative data were obtained using a semi-structured interview questionnaire and participant diaries. Quantitative data were analyzed using normality analysis and one-factor analysis of covariance, whereas qualitative data were analyzed using descriptive and content analysis. The results found the developed training program to be an effective approach to improve emotional intelligence among pre-service teachers. Moreover, data obtained from documentary sources and focus group interviews during and after the application of the program confirmed and adequately explained the quantitative results. In line with the purpose of the study, the findings obtained from the quantitative part of the study showed that the implementation of the training program for the development of emotional intelligence focused on SEL was an effective approach in increasing the emotional intelligence levels of the pre-service teachers in the experimental group. Similar research results also support that pre-service teachers' emotional intelligence can be improved with additional intervention practices without affecting their curriculum.

The relationship between trait emotional intelligence and English language performance among Chinese EFL university students: The mediating roles of boredom and burnout

With the wave of positive psychology in second language acquisition, more emotion factors are gaining scholarly attention. Despite extensive research on Trait Emotional Intelligence (TEI), burnout and boredom in English as a Foreign Language (EFL) studies, the interplay of these variables remains unknown and the related impact on EFL learner's English Language Performance (ELP) is still underexplored. Given this, in light of Control-Value Theory (CVT), the present study used a quantitative method to examine the mediating roles of boredom and burnout in the connection between TEI and ELP among Chinese university students engaged in EFL endeavor. Data were collected from 489 s-year non-English major students. Structural equation modeling was utilized to analyze the relationships. Results revealed that TEI significantly influences ELP among Chinese EFL university students, through its correlation with both boredom and burnout. Higher levels of TEI are associated with reduced experiences of these negative states, which in turn are linked to improved language performance. These may imply that teacher educators should integrate emotional intelligence training into curricula and professional development to improve students' effectiveness and learning outcome.

Mindfulness Based Emotional Intelligence Training to Reduce Emotional Vulnerability for Medical Students

Mindfulness Based Emotional Intelligence Training to Reduce Emotional Vulnerability for Medical Students

A model for Enhancing EI Performance in Conflict Resolution

This study explores a methodology to improve the performance of Emotional Intelligence (EI) in dispute resolution, utilizing quantitative analysis of 287 respondent's questionnaire data. This study examines how well active perception, Emotion understanding and task complexity predict outcomes of EI performance in conflict resolution, focusing on each of their roles and relationships. It is discovered that active perception significantly influences and strongly predicts EI performance in conflict resolution. Similar to active perception, Emotion understanding shows significance as mediator of the relationship between EI performance and active perception as well. In order to predict Emotional Intelligence, active perception and Emotion Understanding have various relationships. The study determines how important and influential these factors are in a relationship to each other. Although Emotion understanding and active perception have a high predictive value on EI performance in conflict resolution. These findings demonstrate how important it is for Emotional Intelligence (EI) training programs to emphasize active perception, emotion understanding and task complexity in order to promote successful conflict resolution outcomes. For professionals who want to develop competencies in Emotional Intelligence (EI) and advance organizational effectiveness in conflict resolution setting, the research offers insightful information. This research deploys transaction cost theory as the groundwork.

Effect of Emotional Intelligence on the General Health and Life Orientation of Adolescents Who Have a Hearing Impairment

ABSTRACT Deafness is a common sensorineural disorder that can lead to lower quality of life and life orientation. Hence, we examined the effect of emotional intelligence (EI) on the general health and life orientation of adolescents who have a hearing impairment. The Participants were 32 adolescents aged 16–19 years selected via random sampling method from Deaf schools in Isfahan. They were randomly divided to intervention and control groups. Each group also consisted of 16 adolescents. The intervention group participated in an EI program for 12 sessions. These sessions were implemented for 45 minutes a day, two days a week for six weeks. Data were collected by a General Health Questionnaire (GHQ) and Life Orientation Test (LOT). The findings suggested that EI training significantly influenced the general health and life orientation of the experimental group, after participation in the intervention sessions. These results suggest that EI might result in positive and effective consequences and might play an important role in the improvement of general health and life orientation of the participants. For this reason, these findings have critical implications for therapists, teachers, and parents in supporting adolescents who have a hearing impairment to develop their general health and life orientation.

Effectiveness Of Emotional Intelligence Training Programs For Healthcare Providers In Kolkata

Effectiveness Of Emotional Intelligence Training Programs For Healthcare Providers In Kolkata

Genuine small talk in hospitality services encounter

PurposeThis study proposes “genuine small talk” in hospitality settings, particularly in coffee shops and its impact on enhancing guest experiences. This study aims to delineate how genuine small talk, characterized by sincerity, mutual respect, truthfulness and empathy, differs from traditional conversational engagements and influences service outcomes.Design/methodology/approachThe study adopts a case research approach, focusing on the global coffee shop industry, particularly in high-context cultural settings. Using an abductive research paradigm, it intertwines theoretical concepts with empirical data gathered from face-to-face interviews with coffee shop visitors and managers. Data analysis involved qualitative coding techniques to synthesize and interpret findings related to genuine small talk.FindingsGenuine small talk in hospitality, marked by sincerity, mutual respect, truthfulness and empathy, significantly enhances customer experiences. It transforms service encounters, turning negative experiences into positive ones and fostering customer loyalty. The study finds that genuine small talk is a strategic tool for emotional resonance and repeat patronage, yet its effectiveness depends on the staff’s ability to discern and adapt to customer moods and preferences.Social implicationsThis study highlights that genuine interpersonal interactions are key to enhancing customer experiences in hospitality. These genuine exchanges, characterized by sincerity, mutual respect, truthfulness and empathy, not only improve the immediate service encounter but also foster long-term customer loyalty. By transforming transactional interactions into meaningful connections, genuine small talk serves as a strategic tool in the hospitality industry, potentially reshaping service dynamics and elevating the perceived value of customer service. This research underscores the importance of staff training in emotional intelligence and adaptability to customer preferences, crucial for implementing genuine small talk effectively.Originality/valueThis research contributes to the hospitality literature by elucidating the nuanced role of genuine small talk in service encounters. It extends existing discourses of service interactions by highlighting the potential of genuine small talk in fostering connections and enhancing guest experiences.

IMPORTANT ASPECTS TO CONSIDER FOR DESIGNING AND IMPLEMENTING AN EMOTIONAL INTELLIGENCE EDUCATORS TRAINING PROGRAM IN MEXICO

Purpose: The purpose of this qualitative applied research was to learn about the most important aspects to consider for designing and implementing an emotional intelligence (EI) training program among educators of Monterrey, Mexico. Using the results of the analyzed data, a list of the aspects that were found to be very important to consider for designing an EI program. Theoretical framework: For Brackett and Stern (2024) “everyone values Emotional Intelligence, but actually learning the components is another matter entirely” (p. 26). According to Goleman (2020), the components of EI are self-awareness, self-regulation, motivation, empathy, and social skills. Most effective educators based in Goleman’s (2015) view are alike in one crucial way: “they all have a high degree of what it has come to known as emotional intelligence” (p. 1). Methods: The data were collected using a qualitative method. The participants who were purposefully selected for obtaining data were three Mexican expert practitioners on adult professional development and one expert on EI development. Results and conclusions: Using the results of the analyzed data, a list of the aspects that were found to be very important to consider for designing an EI program: (a) establish clear goals, (b) analyze the context, (c) use role plays, (d) use experiential practices, (e) provide time for structured reflection, (f) foster collaboration and a sense of community, (g) analyze case studies, (h) have participants set goals, (i) use qualitative assessment, (j) view and analyze videos of teachers using emotional and classroom management skills, (k) identify sources of stress, (l) use relaxation techniques, (m) identify manifestations of stress, and (n) learn ways to cope with stress. Findings implication: As a result of this study, some of the strategies and aspects recommended to consider within an EI educator training program may be applicable to international leadership educators as well. Uniqueness/value: All of the foundational aspects mentioned in this study represent great assistance in providing a solid base of data that confirmed the need to foster EI among educators.

Exploring the Relationship between Moral Decision-Making and Emotional Intelligence

Purpose: The general objective of the study was to explore the relationship between moral decision- making and emotional intelligence. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the relationship between moral decision- making and emotional intelligence. Preliminary empirical review revealed that emotional intelligence significantly influences individuals' ability to make ethically sound decisions, as evidenced by positive correlations between emotional intelligence and various aspects of moral decision-making. It found that individuals with higher emotional intelligence demonstrated superior emotional awareness, regulation, and empathy, enabling them to navigate moral dilemmas more effectively. The study highlighted the practical implications of these findings, suggesting that interventions aimed at enhancing emotional intelligence could promote ethical behavior in educational, organizational, and societal contexts. Overall, the research provided valuable insights into the intricate interplay between emotional intelligence and morality, informing strategies for fostering ethical leadership and social responsibility. Unique Contribution to Theory, Practice and Policy: The Social Learning theory, Cognitive Developmental theory and Dual Process theory may be used to anchor future studies on moral decision- making and emotional intelligence. The study offered recommendations that contributed significantly to theory, practice, and policy. It suggested further investigation into the underlying mechanisms of the relationship between moral decision-making and emotional intelligence. Practical implications included integrating emotional intelligence training into educational curricula and organizational practices, fostering ethical leadership and decision-making. Policy-wise, the study advocated for the integration of emotional intelligence and ethical education initiatives into broader societal frameworks. Collaboration among stakeholders was recommended to design evidence-based interventions promoting moral development and emotional competence, ultimately contributing to positive social change. Keywords: Moral Decision-Making, Emotional Intelligence, Education, Leadership, Ethical Dilemmas, Interventions, Stakeholders, Collaboration

An Investigation into the Impact of Teachers’ Emotional Intelligence on Students’ Satisfaction of Their Academic Achievement

This paper explores the correlation between teachers’ emotional intelligence (EI) and students’ academic achievement. Utilizing the Daniel Goleman questionnaire, the study delves into the multifaceted aspects of EI that extend beyond traditional leadership qualities. Goleman contends that, while attributes such as determination, intelligence, and vision are essential, they alone do not encapsulate effective leadership. Emotional intelligence introduces a spectrum of qualities crucial for leadership success, including self-awareness, managing emotions, motivating oneself, empathy, and social skills. The study employed a questionnaire developed by the researcher, employing a statement-based approach. Participants, predominantly students, were tasked with selecting statements that best resonated with their experiences. The questionnaire aimed to assess various dimensions of emotional intelligence, including self-awareness, emotional management, self-motivation, empathy, and social adeptness. Through statistical analysis of the collected data, the paper examines the relationship between teachers’ EI levels and students’ academic achievement. Findings revealed the significance of teachers’ ability to comprehend and regulate emotions, as well as their capacity for empathy and effective social interaction. Furthermore, the study sheds light on how these facets of emotional intelligence contribute to creating conducive learning environments and fostering student engagement and achievement. This research underscores the pivotal role of emotional intelligence in educational settings and provides insights into how enhancing teachers’ EI can positively impact students’ learning outcomes. The implications of these findings extend to educational policies and practices, advocating for the incorporation of EI training and development programs for educators to cultivate conducive learning environments and facilitate students’ academic success.

Emotional Intelligence and Success in Initial Vocational Education and Training: A Study Among Healthcare Assistants and Social Care Workers

Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training, while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning. Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission. Results: The findings confirmed our hypotheses and reflected EI's positive influence on training achievement. We observed that participants with high EI (as an ability and personality trait) obtained better grades than participants with lower EI. Moreover, our results showed that ability EI has a direct influence on achievement in theoretical health and social care training, while the link between trait EI and practical training is indirect and mediated by engagement in learning. Conclusion: The present study confirms EI's positive influence on school achievement in the VET context and further corroborates the important role that EI can play in dual IVET apprentices' achievement, particularly in the health and social sectors. This original study contributes to research on the VET system by placing EI among the skills necessary to ensure professional success.

The Influence of Transformational Leadership on Work Stress in Banking: Unveiling the Mediating Role of Emotional Intelligence

The objective of this research is to conduct a comprehensive investigation into the factors that contribute to job stress among banking employees in Karachi. This study aims to elucidate the relationship between transformational leadership and work stress, in the social exchange theory. The study collected data from multiple individuals employed at various banks in Karachi. A questionnaire was employed to gather information from a total of 380 employees. The analysis of this study was conducted using the SMART-PLS4. For this quantitative research study, convenient sampling was employed, along with a cross-sectional technique. The findings suggest that transformational leadership and work stress are positively correlated. Additionally, emotional intelligence factors, including self-awareness, self-regulation, motivation, and empathy, were found to mediate the relationship between transformational leadership and job stress. However, the study did not find evidence to support the mediating effect of social skills on this relationship. In Karachi's banking sector, putting transformational leadership into practice and giving emotional intelligence training top priority can greatly lower workplace stress, improve the well-being of workers, and create a more optimistic and successful work atmosphere. The cross-sectional approach and sample size of this study restrict the findings to the banking industry in Karachi. For a more comprehensive knowledge of the evolution of work stress and wider generalizability, future studies should make use of longitudinal approaches and take into account other mediators and moderators. The research examines the relationship between transformational leadership and work stress through the novel mediator, emotional intelligence. The five components of emotional intelligence enable a more thorough investigation to gain a deeper understanding of workplace dynamics. Utilizing the study's structure to deliver valuable insights to the organizations.

Exploring Perceptions toward Emotional Intelligence in Chilean Construction Using a Qualitative Approach

This study aims to analyze the perceptions of construction experts in the Chilean construction industry regarding emotional intelligence. This exploratory and qualitative study is based on data collected through semi-structured interviews with construction professionals. The collected data were analyzed using a qualitative content analysis (QCA) technique to leverage how emotional intelligence (EI) is perceived by professionals in Chilean construction projects. A review, coding, and categorization were carried out within each transcribed interview, which allowed the elaboration of coding dictionaries and corresponding frequency tables to identify emerging topics. Our main results indicate that interviewees perceived EI as a tool to help them face the problems in Chilean construction projects. According to the interviewees, the benefits of implementing EI training are mainly the socio-emotional development and the transfer of critical skills to confront the challenges related to workers’ interactions. The main barriers are related to the work culture, lack of awareness of EI among construction workers, economic interests, and gender factors. The literature points to limited studies on understanding emotional intelligence in the construction sector, particularly in South America. This study contributes to responding to the need to explore and provide knowledge on emotional intelligence in the construction sector in the context of a South American country. This study contributes to exploring and understanding how EI is understood among workers in Chilean construction projects. In practicality, construction managers may use our findings to design training programs that leverage EI to improve the management of construction projects.

Does Social and Organizational Support Moderate Emotional Intelligence Training Effectiveness?

Given the dearth of systematic research and inconclusive results regarding the effectiveness of emotional intelligence (EI) training in adult training, this study was conducted to evaluate the effectiveness of EI training. This study aimed to assess the effectiveness of EI training on learning and transfer outcomes, considering underexplored moderation of social and organizational support with experimental and longitudinal research design. Training transfer was measured through changes in organizational citizenship behavior (OCB) and counterproductive work behavior (CWB). Participants self-assessed their OCB and CWB levels, while their supervisors also provided evaluations, allowing for separate analysis. Data, from a sample comprising 176 government officials, were collected across different periods and analyzed employing diverse analytical tools. The results revealed positive effects of EI training on training outcomes in both samples but positive moderation effect of social and organizational support on the effect of EI training on training outcomes was observed in the self-evaluation sample but not in the supervisor evaluation sample. The findings advance the debate on social exchange theory and organizational support theory by showing the boundary condition of their applicability. Furthermore, this study clarifies the impact of EI training on training outcomes by emphasizing the nuanced role of social and organizational support.

Customers emotional intelligence and satisfaction: The mediation of bankers emotional labour

Purpose: There is high competition in the Nigerian banking system, with banks challenged by engaging in best practices that will lead to customer satisfaction. This study examines the effect of customers’ emotional intelligence on their satisfaction with selected banks in Nigeria operating in Jos, Plateau. It also assesses customers’ perceptions of banker emotional labor as a mediating factor. Research Methodology: Sample for the study was 341 drawn from customers of Access, UBA, and GT Bank within Jos Metropolis who completed a survey on emotional intelligence, perceived emotional labor, and customer satisfaction. Results: The study found a significant relationship between perceived emotional labor and customer satisfaction and between emotional intelligence and perceived emotional labor. The relationship between emotional intelligence and customer satisfaction is not significant. However, emotional labor was found to be a full mediator in the relationship between emotional intelligence and customer satisfaction. Limitations: There is a limitation in sample size in the study. The actual number of customers from the three banks could not be ascertained. Contribution: The study concluded that bank customer satisfaction is a product of high emotional intelligence when these customers also have a high perception of emotional labor. It is recommended that banks provide brief emotional intelligence training tips for their customers. Novelty: The study has shown that as much as employee emotional intelligence is important to customer satisfaction, customers’ EI is as important. Keywords: Customers, satisfaction, emotional intelligence, emotional labour

Building paths to success: a multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachers.

The situation generated by the recent pandemic has had several effects on education, one of them being the necessary but hasty efforts of teachers and students to adapt to the demands of a virtual classroom environment. Thus, it is essential to promote the development of digital competencies in future teachers, enabling them to create effective learning situations in the digital medium. Moreover, the European university curriculum includes a set of specific competencies (specific to each degree) and a series of generic competencies, many of which are related to emotional intelligence. Our work emerges from these specific premises and the more general need to develop emotional skills and learning abilities in virtual environments for future educators. The sample comprised 240 students in higher education, pursuing a bachelor's degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it. The findings show a significant improvement in the academic achievement at the end of the bachelor's degree studies of the students in the experimental group. These results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students.

Nursing interventions to promote dyspnea self-management of complex chronic patients: An integrated review

ObjectivesChronic dyspnea, a distressing symptom in patients with complex chronic conditions, is linked to higher risks of mortality. This study aimed to identify nursing interventions that could improve self-management for complex chronic patients, thereby enhancing control over chronic dyspnea. The findings intend to guide nursing care strategies that promote self-management among this population. MethodsWe searched the databases Medline, Scopus, Web of Science, CINAHL, Cochrane Database of Systematic Reviews (CDSR), and Joanna Briggs Institute (JBI) databases were searched in December 2023. We included adult patients with complex chronic conditions with chronic dyspnoea. The team screened articles collaboratively, using Rayyan software. A qualitative appraisal was performed according to JBI Critical Appraisal Checklist tools. The review protocol is registered under the number CRD42023456021. ResultsOur review included 18 studies that explored a variety of interventions for chronic dyspnea. We identified pharmacological interventions (such as oxygen therapy and inhalation treatments) and non-pharmacological approaches (including educational programs, breathing exercises, fluid intake management, body awareness techniques, peer support, emotional intelligence training, and the use of web applications). Those interventions empower patients, improve their ability to fulfill life roles, mitigate emotional distress, and improve overall quality of life. Nursing care can be crucial in enabling individuals to achieve independence and autonomy in self-care. ConclusionsPromoting self-management for chronic dyspnea in complex chronic patients requires a holistic approach, encompassing multidisciplinary interventions, individualized self-care education, peer engagement, and technological support. Current research on self-management inadequately addresses interventions targeting patient behaviour change. It highlights the need to delve deeper into the self-management process. Further research is needed to expand the evidence base and refine these interventions.

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.