Interpersonal Development Research Articles

Exploring the Role of Emotional and Spiritual Intelligence in enhancing Teaching Competency: A Study on the Influence of Personal Growth and Interpersonal Skills on Educator effectiveness

This study examines the role of emotional intelligence (EI) and spiritual intelligence (SI) in enhancing teaching competency, emphasizing the mediating influence of personal growth and interpersonal skills on educator effectiveness. Emotional intelligence, which encompasses self-awareness, emotional regulation, empathy, and social skills, enables teachers to manage classroom dynamics, foster meaningful relationships, and create supportive learning environments. Similarly, spiritual intelligence, defined by purpose-driven actions, ethical alignment, and resilience, equips educators to inspire students holistically while maintaining balance and moral integrity in their professional roles. The interplay of these intelligences with personal growth, characterized by self-reflection, adaptability, and continuous learning, further enriches teaching practices, enabling educators to respond effectively to evolving classroom challenges. Interpersonal skills, including communication, collaboration, and conflict resolution, are integral to building constructive relationships with students, colleagues, and parents, amplifying the impact of EI and SI on teaching effectiveness. Employing a mixed methods approach, the study combines quantitative measures of EI, SI, and teaching competency with qualitative insights from interviews and focus groups to provide a comprehensive understanding of these dynamics. Findings highlight the transformative potential of integrating EI and SI into teacher training programs, fostering a holistic approach to professional development that prioritizes emotional and spiritual dimensions alongside technical expertise. The study underscores the importance of fostering these intelligences to empower educators to navigate the complexities of modern education with resilience, empathy, and purpose. By advancing a framework that integrates emotional and spiritual intelligence with personal and interpersonal development, this research contributes to the growing body of knowledge advocating for a more inclusive and value-driven approach to enhancing teaching competency and improving educational outcomes.

Success stories: exploring perceptions of former fellows of a global faculty development program for health professions educators

BackgroundFaculty development programs (FDPs) in health professions education (HPE) are instrumental in supporting, promoting, and improving HPE curricula and activities that target individual- and system-level capacity strengthening. FAIMER, a division of Intealth, has been offering FDPs for global health professions educators in HPE and leadership for over two decades through the International FAIMER Institute in the USA and FAIMER Regional Institutes located globally. This paper explores perceptions of former program participants (Fellows) of FAIMER global FDPs by eliciting their success stories.MethodsThe study utilized a modified Success Case Method approach. Study participants recruited were 14 FAIMER Fellows nominated as exemplars of success cases by program directors and faculty members from seven global sites, using extreme case sampling technique. Of the 14 Fellows, two were from Africa, nine from Asia and three from Latin America. In-depth interviews were conducted with each Fellow to understand their self-perceived success, and factors from both their local context and FAIMER’s FDPs that have contributed to their success. Theoretical thematic analysis method was used to analyze the data.ResultsThe top three areas of success perceived by Fellows were career advancement & recognition, professional development, and advancement of HPE. Fellows identified both institutional-level factors and personal attributes as contributing to their success. They also reported that FAIMER global FDPs have substantially contributed to their success by expanding professional networks, fostering academic achievement, and enhancing interpersonal development and leadership skills.ConclusionsThe findings show that Fellows perceive that there are multiple pathways for them to succeed in advancing the field of HPE. The Fellows’ stories highlight the continuing value of FAIMER global FDPs for HPE educators worldwide in professional development and leadership. The study also proposes recommendations for enhancing faculty development activities in HPE.

대학생의 온라인 대인관계 발달과정과 경험에 관한 내용분석 연구

This study intends to suggest a way to help college students build healthy interpersonal relationships in online space by looking at the online interpersonal development process and what they experience in the process. To this end, in-depth interviews were conducted with 10 college students who have been in a relationship for more than six months online and analyzed using a qualitative content analysis method. As a result, the participants of this study began to establish relationships through games and social networking services (SNS), and began to communicate naturally by adding friends or sharing the same interests in the game. Participants gradually formed an inner intimacy by self-opening with those they met online but shared more daily life by sharing personal contact information or favorite activities together. As the number of times met while feeling inner intimacy increased, they became close and special to each other. Participants gained confidence through online relationships and expanded their relationships by meeting various people non-face-to-face. Because it was non-face-to-face, I was able to treat the other relationships more comfortably, by listening to each other, asking for advice, and experiencing growth and development together. This study suggests that being online is a place for active relationship formation for college students.

Experiential Learning: The Effects of a Digital Learning Companion Project on Tutors’ Service-Learning Outcomes

Abstract: Community-oriented education has witnessed an increasing interest in online service-learning opportunities. Digital Learning Companion is an online service-learning project supported by Taiwan’s Ministry of Education to give students experiential learning opportunities and practice social responsibility. As part of the initiative, 189 local and international students served as tutors for remote children. A mixed-methods design, including pre- and post-questionnaires and sharing videos, was employed to evaluate its effects on service-learning outcomes. The results revealed that all tutors improved personal competence, interpersonal relationships, and charitable responsibility. However, no significant difference was found in social justice responsibility. Furthermore, significant differences between the international and local tutors were noted in outcomes regarding personal competence, interpersonal relationships, and charitable responsibility, with the mean scores of the international group higher than those of the local one. Conversely, no significant difference was found in social justice responsibility with respect to nationality. The findings highlight the benefits to tutors with respect to personal and interpersonal development and support the implementation of similar service-learning projects.

Causes of occupational stress and burnout amongst administrative staff in public universities: case of Pakistan

PurposeThe primary aim of this study is to delve into the causes of occupational stress and burnout amongst administrative staff members in Pakistani universities. It does so by employing a qualitative research strategy, offering a comprehensive understanding of the issue.Design/methodology/approachThis study uses a qualitative research strategy to examine the causes of occupational stress and burnout amongst administrative staff members in Pakistani universities. Around 20 semi-structured interviews were conducted via Teams with administrative employees in renowned universities in Rawalpindi, Islamabad and the Lahore region of Pakistan. Saldana's (2014) structured inductive data analysis method was used to analyse the collected data.FindingsThe study sheds light on the harsh realities faced by university administrative staff in Pakistani universities. These include top management ineffectiveness, role ambiguity, role conflict, favouritism, inequality, a communication gap with higher authorities, disparity of rewards and recognition, no career paths and opportunities, feeble leadership, corruption, inappropriate use of power, mishandling of qualified staff and non-acceptance of shifting roles from administration to academia. These are not just academic concepts but real-life challenges that demand immediate attention.Originality/valueThe study's findings have significant implications for Pakistan's Ministry of Education. Based on these findings, the recommendations proposed can serve as a roadmap for enhancing interpersonal development, implementing career development programmes, succession planning and supporting university administrative staff. These initiatives can lay the groundwork for achieving the UN Sustainable Development Goal-4 targets, making this research a valuable resource for policymakers.

Leadership Development in Medicine: A Review.

The complex and unique challenges of healthcare requirephysicians who are competent leaders. Leadership is shaped by complex dynamic processes and various factors. Such factors include intrapersonal (leadership identity, cognitive abilities, and self-leadership) and interpersonal factors (vision and mission developmentand team building). The purpose of this paper is to review current thinking and advancements in leader and leader development by drawing on the administrative literature and discussing how it may apply to medicine, focusing on the contemporary approaches, challenges, and opportunities in this field. More specifically, this review analyses the intrapersonal and interpersonal development of medical leadership, beginning with a consideration of the current state of medical education and practice. It also covers the current challenges affecting medical leadership, as well as the implications for practice, policy, and research. In this paper, it was found that leader and leadership development are both essential for leader growth andto enhance leaders' competencies and effectiveness. The latter leads to improved organizational performance. The paper also highlights the importance of integrating various methods of teaching and learning to optimize leadership development programs.

The Impact of Educational Environment and Educational Strategies on Adolescents' Interpersonal Relationships

In modern society, interpersonal relationships at the adolescent stage not only have a profound impact on the development of an individual's social skills but also play a key role in his or her future career, family and social life. With the increasing research in education and psychology, adolescents' interpersonal relationship development has become a focus of attention in the fields of education and mental health. The impact of teaching and learning environments and educational strategies on adolescents' social skills and emotional development has become more pronounced, especially in an increasingly complex and diverse society. Therefore, an in-depth exploration of this topic is important for developing more effective educational policies and fostering good interpersonal relationships among adolescents. This paper analyzes in depth the influence of educational environment and educational strategies on the interpersonal development of adolescents, and through a comparative analysis of previous studies, the author finds that the creation of an open and positive educational environment has a positive influence on the promotion of the development of adolescent interpersonal relationships. Educational strategies of cooperation, communication, and content diversity play an important role in adolescents' maintenance of interpersonal relationships. The paper also points out that while existing research provides valuable insights, further research is needed on other factors that may influence adolescents' interpersonal development. The paper concludes with some recommendations for educators and policymakers aimed at creating more effective teaching and learning environments and strategies to promote healthy interpersonal relationship development among adolescents.

PERMAINAN TRADISIONAL STIMULUS PENINGKATAN SOFT SKILL ANAK-ANAK KAMPUNG KEBAGUSAN

PERMAINAN TRADISIONAL STIMULUS PENINGKATAN SOFT SKILL ANAK-ANAK KAMPUNG KEBAGUSAN

Volunteering in an After School Program as a Socialization, Social and Emotional Learning Experience for College Students

ABSTRACT This study sought to understand the influence of participation in a physical activity-based, social and emotional learning-focused after-school. Undergraduate students (N = 25) from a variety of ethnic backgrounds participated in semi-structured interviews and regular journaling. Data were analyzed inductively and deductively through the lens of occupational socialization theory. Four themes were developed: (a) career confirmation, refinement, and reevaluation that occurred from volunteering; (b) career development through hands-on experiences; (c) personal and interpersonal development through working with others; and (d) development in relationships and emotional health. The participants found the program to be valuable for their career choices, whether it was confirming their career choice or changing it. It also increased their ability to use social and emotional strategies to deepen relationships and navigate stress within and outside of the program. Implications for research and practice are discusses in relation to the findings.

Ludicidade e o ensino de Matemática: jogos, brincadeiras e dinâmicas

This research paper, resulting from a study aiming to integrate playfulness into mathematics teaching using games, play, and dynamics to make learning more accessible and engaging, seeks to understand the repercussions of incorporating potentially playful devices such as games, play, and dynamics into mathematics education for elementary school students, analyzing how playfulness can enhance learning, promote a more positive view of mathematics, and develop cognitive and interpersonal skills in children. The research adopts an exploratory qualitative approach and was conducted with two 2nd-grade classes in elementary schools in Juazeiro, Bahia, divided into four stages exploring logical reasoning games, ethnic-cultural origin games, mathematical dynamics, and real-world applications of concepts. Results showed that potentially playful activities promoted greater interest, motivation, and cognitive and interpersonal development among students, reducing math-related fears. Playfulness also contextualized mathematical concepts and facilitated content comprehension, offering an effective teaching approach that stimulates creativity and conceptual understanding

Impact of Community Service on the Communication skills of Business Graduates

Introduction: This research aims to investigate the impact of community service on the communication skills of business graduates. Community service involves voluntary work aimed at assisting people in specific situations. The study focuses on business students with prior community service experience from a private-sector business school. Engaging in community service not only improved communication skills but also fostered interpersonal development, enhancing social, ethical, and productivity attributes, making graduates more competent for potential employment opportunities. Methodology: The research employed a quantitative approach, utilizing self-administered questionnaires to collect data from business students with prior community service experience. Two questionnaires were designed based on literature review findings, capturing perspectives from both students and organizations. Close-ended questions facilitated data analysis. Questionnaire 1 targeted 100 respondents, while Questionnaire 2 targeted 50. Data analysis focused on identifying the impact of community service on communication skills enhancement among business graduates. Results/Findings: Analysis of the collected data revealed a significant positive impact of community service on the communication skills of business graduates. Both questionnaires indicated that engagement in community service led to enhanced communication skills, interpersonal development, and increased social, ethical, and productivity attributes among graduates. Future Direction: Future research could explore the long-term effects of community service on the career trajectories and success of business graduates. Additionally, qualitative studies could provide deeper insights into the mechanisms through which community service influences communication skills development and overall professional competencies among graduates. Furthermore, comparative studies across different educational institutions and industries could offer broader perspectives on the role of community service in enhancing graduate employability and workplace readiness.

EFEITOS DE UM CURSO UNIVERSITÁRIO DE EXTENSÃO SOBRE HABILIDADES SOCIAIS DE ADOLESCENTES

ABSTRACT Social skills play an important role in school and professional life. This descriptive and correlational study analyzes the effects of an extension course entitled “Immersion in the University: you are the protagonist of your future”, about the social skills of High School students in public schools. To this end, the Inventory of Social Skills in Adolescents (IHSA-DelPrette) was applied at the beginning and three months after the end of the course, considering two indicators: (1) assiduity and (2) difficulties they had when handling the different demands of social interaction. There was a statistically significant difference between the pre and post intervention scores (p = 0.014), showing an increase in the frequency of skills. For difficulty, no significant difference was observed, although there was a decrease of 13.45%. The university can be a space not only for analytical and instrumental training, but for the interpersonal development of both the internal and external community.

Integrating Pedagogy and Practice: The Impact of Academic Service Learning in the TEFL Context in Higher Education

This study explored the transformative potential of academic service learning (ASL) within a Taiwanese university setting in the context of teaching English as a foreign language. The participants were students majoring in English, enrolled in a semester-long English teaching course. Their academic service-learning project involved teaching English to students in rural primary schools. By adopting both quantitative and qualitative approaches, this study illuminated how ASL influences students’ academic, personal, and interpersonal development. Quantitative findings revealed a significant level of satisfaction with the ASL course and noted substantial gains in personal growth, professional development, and civic engagement domains. As for the qualitative data, the study brought forth the concrete ways in which the academic service-learning curriculum has augmented students’ professional knowledge, skills, and attitudes. While the results aligned with many previous studies asserting the benefits of service learning in enhancing academic and practical learning outcomes, they also shed light on the potential areas of improvement, particularly in fostering civic engagement. Overall, this study underscored the transformative potential of a well-structured academic service-learning curriculum in enriching student learning experiences, bridging the gap between theoretical knowledge and real-world application, and cultivating a deeper sense of civic responsibility.

PSYCHOPEDAGOGICAL WORK IN THE DEVELOPMENT OF STUDENTS

In this document we seek to justify through literature all the issues that underlie psychopedagogical work, with the aim of enriching information on the subject and highlighting the importance of the Psychopedagogue, a professional who is fundamental in educational institutions, with his role being essential both in the sector pedagogical, but also social, occupying a unique place in terms of health and education. Psychopedagogy is comprehensively concerned with learning, considering several factors, such as: educational, physical, emotional, psychological, also analyzing all niches that can contribute positively and negatively to the interpersonal development of children, also including sociocultural issues, which they are shaped by the nucleus where the child develops. Otherwise, the professional highlights points that could harm students in their studies and creates methods that can highlight their protagonism, thus enabling their total satisfaction as a learner, and making them protagonists of the teaching-learning process.

Features of the Intellectual Development of Preschool Children in the China

The article examines the peculiarities of the intellectual development of preschool children in the People's Republic of China, reveals the connection between the dependence of a preschooler's intellectual development on the peculiarities of his/her interaction with the surrounding social environment. The purpose of the article is to analyze and characterize the features of the intellectual development of preschool children in the People's Republic of China. Among the research methods used, the following were decisive: analysis and generalization of scientific and methodical sources for theoretical substantiation of research problems, modelling, synthesis of the obtained data. Results. The results of the study of the intellectual development of high-status, medium-status and low-status members of educational groups of primary schools in the People's Republic of China are presented. It is shown that the intellectual development of high-status and middle-status children aged 4 to 5 years is higher than that of their low-status peers, primarily in aspects such as perception, attention, and memory. It is noted that the integral indicator of high-status subjects corresponds to an average or high level of intellectual development. Moreover, a high level is characteristic of the majority of subjects in this category. The integral indicator of intellectual development of middle-status test subjects is quite comparable to that of high-status subjects. Attention is drawn to the fact that, in fact, there is only one, but important feature between these two categories of subjects ‒ among the high-status children, there are no children with an integral indicator of intellectual development below the average. Conclusions. The integral indicator of intellectual development of the majority of low-status subjects corresponds to a low level of intellectual development. Through the prism of the concept of «interpersonal development situation», the dialectical relationship between the intellectual and socio-psychological development of preschool children in the People's Republic of China is analyzed. Methodical provision of the structure of interpersonal relations in educational groups of kindergartens of the People's Republic of China is presented. Based on the results of the research, a number of scientific and practical recommendations are proposed.

The Impact of Co-curricular activities on Teaching-learning Processes in Pauri Garhwal District of Uttarakhand

The primary goals of co-curricular activities are to focus on the individual (student), institutional, and broader community levels. The developmentof an individual is the principal goal of co-curricular activities. Numerous experiences have proven that these activities positively impact thestudent’s emotional, intellectual, social, and interpersonal development. Students can learn to negotiate, communicate, and manage conflictthrough working with others. Taking part in these events out of the classroom activities helps students to understand the importance of criticalthinking skills, time management, and academic/intellectual competence. The study highlights the impact of various co-curricular activities onthe teaching-learning process and further explores the correlation between teachers’ academic experience and students’ academic performancein the purview of co-curricular activities.

Attributes of physical education 4 students playing esports: A mixed study

Esports integration into PE 4 courses amidst COVID-19 is quite challenging for physical education instructors as part of the distance learning component. This study aimed to identify the attributes developed among the 70 PE 4 students playing Mobile Legends Bang Bang (MLBB) at Christ the King College de Maranding, Inc. The study utilised a triangulation mixed-methods design and revealed that most of the PE 4 male and female students (85.7%) spent at most 3 hours per day playing MLBB. Their top 2 rankings in MLBB were either epic or legendary, and their medal system scores reached either gold or gold MVP. The students' levels of attributes such as interpersonal communication, cooperation, integrity, self-discipline, teamwork, leadership, and problem-solving skills were developed. There was a significant relationship between the students' attributes and their MLBB medal system scores. Moreover, it revealed four themes that represented the experiences of the participants: (1) creating problems and difficulties that students have to overcome; (2) developing in the students the attributes for personal growth and interpersonal development; (3) allowing students to form meaningful relationships and interactions; and (4) giving students a sense of achievement and satisfaction. Hence, playing esports has enhanced the PE 4 students’ meaningful learning experiences and inspired them to embrace esports as part of the curriculum. For further validation, the same research is needed to identify the other areas or factors that affect playing eSports in physical education courses.

The opportunities and challenges of drama in education in Chinese kindergartens

With the introduction of drama in education and creative drama in China in the late twentieth century, drama in education has become a new practice and research hotspot in the field of education. However, children’s theatre performance and dramatic acting training have for a long time been the main form of Chinese preschool drama education and still have a noticeable impact. In this article, we explore how drama in education can improve and expand Chinese kindergarten teachers’ teaching repertoire and how it can contribute to children’s interpersonal development. This design-based study uses interventions in the form of drama in education workshops in a Chinese kindergarten. By undertaking these workshops, observing workshop participants and interviewing teachers and children, we have found that drama in education supports children’s language learning and helps develop their individual self-awareness. In addition, it also provides multiple new methods of teaching and thus promotes teachers’ individual growth as professionals in the kindergarten classroom. In terms of kindergarten curriculum reform, this study aims to contribute to the current developments and debates about teaching, learning and overall education.

Student Development in a Collectivist Context: Intrapersonal and Interpersonal Development in Trinidad and Tobago

Student Development in a Collectivist Context: Intrapersonal and Interpersonal Development in Trinidad and Tobago

Emotional intelligence competencies in the undergraduate nursing curriculum: A descriptive qualitative study

BackgroundThe evidence suggests that emotional intelligence is an essential interpersonal skill for the nursing profession, but there is a paucity in the literature about how these competencies are integrated into the undergraduate curriculum. ObjectivesTo explore how undergraduate nursing faculty incorporated emotional intelligence competencies in baccalaureate nursing education. Design and settingsThe design for this study was a qualitative descriptive design. Participants were recruited from eight public universities with pre-licensure baccalaureate nursing programs across the United States. ParticipantsA purposive and network sample of full-time, didactic nursing faculty members (n = 8) from pre-licensure baccalaureate nursing programs throughout the United States. MethodsA total of eight semi-structured interviews were conducted via Skype or Zoom between June and October 2020, with a mean duration of 58 min. All were transcribed verbatim. Data analysis continued through thematic analysis and constant comparison. The study is reported in accordance with COREQ guidelines and received IRB approval. ResultsThree themes and eight sub-themes were found within the data: (a) formal strategies (communication, professional formation, empathy/caring), (b) informal strategies (interpersonal development, practice what you preach, teaching strategies), and (c) need for a systems approach (organizational framework, organizational breakdown). ConclusionsThe results suggested that participants used a combination of formal and informal strategies to cultivate emotional intelligence competence in their students and that a systems approach may be the best strategy to support curricular consistency throughout the program of study. Faculty participants unanimously agreed that emotional intelligence skills were essential components of the undergraduate nursing curriculum and were crucial to cultivating a healthy academic environment.