Perception Of Emotional Intelligence Research Articles

The relation between emotional intelligence, resilience, and burnout in Portuguese individuals

According to the literature, the way through which individuals manage their emotions when faced with challenging situations plays a major role in their personal and professional success and can act as a protective factor against burnout. With the aim of understanding the relationship between the perception of emotional intelligence (EI), resilience (Rs), and burnout syndrome (BS), 1363 individuals aged between 16 and 84 were studied. Of this sample, most of the participants are female, living in the center of mainland Portugal, single, with a degree, employed in the social area, with an open-ended contract, and with a salary of between 1001 and 1500 euros per month. The Wong and Law Emotional Intelligence Scale, the Brief Resilience Coping Scale, and the Oldenburg Burnout Inventory were applied in the questionnaire administered to the participants in person and through Google Forms. The results of the bivariate correlation analysis showed positive correlations between EI and Rs, both in the overall values of EI and in their four dimensions; and negative correlations among EI and BS, both in the overall values of EI and BS, in the four dimensions of EI and in the two dimensions of BS, and between Rs and BS, both in the overall values and in the two dimensions of BS. In conclusion, the higher the perception of EI and Rs, the lower the perception of BS, and vice versa. Therefore, the promotion of positive emotional skills is fundamental as a preventive strategy to combat burnout.

The Impact of Perceived Emotional Intelligence on Occupational Stress Among Nurses: Empirical Evidence From a Saudi Health Cluster

Background: Occupational stress is a significant challenge for healthcare systems worldwide. It compromises the quality of healthcare and jeopardizes patient safety. Globally, the estimated economic impact of occupational stress in the healthcare system ranges from US $221.13 million to US $187 billion. Emotional intelligence has been recognized as a behavioral buffer against occupational stress. Hence, this study investigated whether nurses’ perceptions of emotional intelligence impact their self‐perceived occupational stress.Design: A predictive correlational design was utilized.Method: A prior power analysis using G ∗ Power 3.1 was conducted. A convenience sample of 734 nurses was recruited from Taif Health Cluster. Data were coded and analyzed using IBM® SPSS® Statistics for Windows v.25. Descriptive and inferential statistics were used. A hierarchical regression technique was used. The level of significance was established at p < 0.05. The process of data collection started at August 2022 and continued through October 2022.Results: The results indicated that nurses’ age and working area predicted occupational stress perceptions in the first model (β = −0.28 and β = 0.21, p = 0.001, respectively). The second model showed a significant improvement (ΔF(7,727) = 162.35, p < 0.000, ΔR2 = 0.226) and indicated a negative correlation between nurses’ perceptions of emotional intelligence and occupational stress (β = −0.45, t = −12.8, p < 0.000). The nurses’ sociodemographic characteristics in the first model explained 2.4% of the variance. The second model represented 25.0% of the variance when nurses’ emotional intelligence perception was included.Conclusion: Our study shows a novel framework that indicates a positive perceived effect of emotional intelligence on nurses’ perceptions of occupational stress in Saudi Arabia. Our findings propose that emotional intelligence is a significantly effective mechanism against occupational stress.

The influence of emotional intelligence awareness on the teaching experiences of university teacher trainees: a quantitative and qualitative analysis

Educating prospective teachers is a complex and interdisciplinary effort, encompassing educational policies, core subject knowledge, and honing essential skills, attitudes, and behaviours necessary for effective classroom teaching. This study focuses on the initial stage of teacher development, exploring how pre-service university students perceive and understand emotional intelligence (EI) and its components, especially as they embark on internships in primary and secondary schools. The emotional dynamics in English language teaching classrooms, involving various emotions among students, teachers, parents, and colleagues are examined. The study underscores the importance of emotional expertise for both students and teachers in facilitating a productive teaching and learning process. A review of relevant literature reveals that while there is extensive research on emotions in teacher training, the emphasis has been primarily on general education, with limited focus on second-language teacher education. EI is seen as a critical factor in teachers' classroom management, pedagogical skills, and overall success within the profession. Additionally, studies on EI within English as a foreign language (EFL) teacher education are relatively scarce but indicate a significant impact on teaching outcomes. This research employs a mixed-methods approach to investigate pre-service teachers' perceptions of EI. Quantitative data was collected through a survey questionnaire measuring participants' agreement with statements related to EI. Qualitative data was obtained through in-depth interviews with selected pre-service teachers. The study involved 32 pre-service university students enrolled in English language teacher education programs about to begin internships at primary and secondary schools in Poland.

Predictors and influencing factors of emotional intelligence among nurses in the North East England, United Kingdom.

Recognising that high levels of emotional intelligence (EI) are required for involvement in the nursing practice, this study was conducted to assess the traits of emotional intelligence, perception of emotional intelligence and factors associated with emotional intelligence among nursing teams in Northeast England. For this descriptive cross-sectional study, a concurrent mixed method was employed (qualitative and quantitative method) using a convenience sampling technique. Data were obtained from one hundred and ten (110) staff nurses practicing with the National Health Service via a validated semi-structured questionnaire and in-depth interview. Data collected through questionnaires (online- Google form link) were retrieved via Ms excel spreadsheet and then imported to Statistics Package for Social Sciences (SPSS) version 25 for analyses. Interviews recorded were transcribed word for word as Nvivo software (version 12) was utilised for thematic analysis and rapid analysis was also adopted to validate the responses. Majority (77%) of the respondents were females, and about half (46%) have work experience between one to five years. The mean emotional intelligence trait score for each domain was self-awareness (20.20), self-regulation (38.15), self-motivation (20.54), empathy (18.78), and social skills (29.60), as 82% of the nurses had high emotional intelligence trait. There was a statistically significant relationship between empathy, and race of the respondents (P = 0.040). Also, from the qualitative data; cultural differences, personality traits, self-care, family support, and organisational structure are key predictors of emotional intelligence traits among nurses. Enhancing emotional intelligence traits among nursing teams is significant, as it may serve as an intervention strategy to manage changes and still increase level of morale and productivity among nurses. Hence, creating a more supportive environment, encouragement from team leads or supervisors, and training on stress management strategies can help to reduce burnout, anxiety and stress in nurses.

The relationship between teachers' emotional intelligence and teaching for creativity: The mediating role of working engagement.

Teaching for creativity (TfC) has received increasing attention as an important way to cultivate students' creative thinking and behaviors. The purpose of this study is to examine the mediating role of teachers' work engagement (WE) on the relationship between their emotional intelligence (EI) and teaching for creativity. The study is a cross-sectional design. The sample of the study is 3,307 secondary school English teachers working in Jilin Province, China. The findings show that the teachers' perceptions of emotional intelligence, work engagement and teaching for creativity are relatively high. The findings confirm the hypotheses. The results of structural equation modeling and bootstrapping show that teachers' emotional intelligence is positively correlated with work engagement and teaching for creativity, and teachers' work engagement mediates the relationship between emotional intelligence and teaching for creativity.

A perceptual study of relationship between emotional intelligence and job performance among higher education sector employees in Saudi Arabia

PurposeThe purpose of this research is to investigate faculties' perceptions of emotional intelligence about job performance (task and contextual performance (TP and CP)) in the higher education sector in the Kingdom of Saudi Arabia.Design/methodology/approachThis research employed an explanatory research design method. A quantitative design approach is adopted by implementing a survey-based study. Quantitative data have been collected anonymously from faculty members (n = 277) working in different higher educational institutes in Saudi Arabia.FindingsThe research findings revealed a positive relationship between others' emotions appraisal and use of emotions with CP, whilst all the dimensions of emotional intelligence, namely self-emotions appraisal (SEA), others' emotions appraisal (OEA), use of emotions (UOE) and regulation of emotions (ROE) revealed a significant positive relationship with the TP. Nevertheless, the research supports the argument that emotional intelligence is considered an essential contributor to faculty members' job performance.Practical implicationsThis research study provides empirical support for the argument that emotional intelligence is a direct driver for enhancing job performance through the appraisal, use and regulation of emotions. In terms of practical implications, the research findings will encourage higher education institutions to take specific actions that will help to enhance awareness of and build emotional intelligence skills amongst faculty staff.Originality/valueThis study is the first that has sought to investigate the impact of emotional intelligence on employees' performance in the Saudi Arabian higher education sector. Additionally, this study has developed a new psychometric scale that is useful in the higher education sector.

Duygusal Zekâ ve Çalışanların Yaratıcı Davranışı Arasındaki İlişkide Örgüt Kültürünün Düzenleyici Etkisi

Sayısal yöntem ve ilişkisel tasarımla yapılan bu araştırma ülkemizde hızla gelişen dijital pazarlama sektöründeki öncü işletme mensuplarının duygusal zekâ, örgütsel kültür değerlerinin paylaşımı ve çalışanların yaratıcı davranışları arasındaki ilişkiyi incelemeyi amaçlamaktadır. Toplam 201 katılımcıdan elde edilen veri analizleri sonucunda ön görüldüğü gibi her üç temel kavram arasında güçlü ve olumlu bir ilişkinin varlığı bulunmuştur. Ayrıca bürokratik, destekleyici ve yenilikçi kültürel değerlerin paylaşımının benzer oranda olduğu ve duygusal zekânın çalışan yaratıcı davranışı üzerinde çok güçlü bir etki yaptığı anlaşılmıştır. Bir diğer sonuç da örgütsel kültür değerlerinin benimsenmesi ve paylaşımının artmasına bağlı olarak çalışan yaratıcı davranışının da artacağı olmuştur. Bu bağlamda duygusal zekâ ve örgüt kültürel değerleri algısının kadınlarda erkek çalışanlara göre daha yüksek olduğu da dikkat çeken bir sonuçtur. Örgütlerin yenilikçi olabilmesinin kendi bünyelerinde yaratıcılığı teşvik edip, buna uygun bir kültür oluşturmalarının gereği de açıktır.

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

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

A study on emotional intelligence, job satisfaction and burnout syndrome on private school teachers

This research was carried out to observe the “Emotional Intelligence, Job Satisfaction and burnout syndrome among private school teachers”. It will deal with whether Emotional Intelligence and Job Satisfaction will reduce the Burnout Syndrome level of private school teachers and helps to analyze their perceptions and will also help to understand the Importance of being Emotionally Intelligent. For the completion of this research, we have prepared a proficient questionnaire which was distributed among 88 respondents to know their perception of Emotional Intelligence and Job Satisfaction related to Burnout Syndrome. A lot of private school teachers especially higher secondary teachers are facing more levels of Burnout Syndrome. The current study employed an Emotional Intelligence framework as a means of explicitly examining the emotional competencies and experiencing Job Satisfaction or Burnout. Emotional Intelligence is hypothesized to have a positive relationship with higher Job Satisfaction and a negative with burnout. After considering the analysis results, the conclusion is drawn according to value. This study provides apparent research knowledge to the readers.

Relationship between Emotional Intelligence and Communication Skills of Healthcare Workers

Purpose: The importance of health workers has revealed more with the epidemic process. This process also required healthcare workers to be in contact with more individuals than in the normal process. This study aims to reveal the relationship between emotional intelligence and communication skills of healthcare workers. 
 Design/Methodology: 150 questionnaires have been applied to healthcare workers by using the “Emotional Intelligence Scale” of Wong and Law (2002) and “Communication Skills Scale-Adult Form” of Korkut-Owenand Demirbaş-Çelik, (2017).
 Findings:. Reliability, frequency, correlation, and regression analyses have been made via the SPSS statistical program and the outcomes have been interpreted. It is clear that there is a positive and significant relationship between employees’ communication skills and perception of emotional intelligence (r=0.823, p

Nurses' perceptions of emotional intelligence in the clinical setting: A qualitative systematic review.

The aim of the study is to explore available literature on nurses'/midwives' perceptions of emotional intelligence in the clinical setting. Emotional intelligence is a crucial skill in nursing practice but little is known about nurses' perceptions of it. Eight electronic databases (CINAHL, Cochrane, Embase, ProQuest Dissertations and Theses Global, PsycInfo, PubMed, Scopus and Web of Science) were searched until November 2020. Quality appraisal was performed using the Critical Appraisal Skills Program Checklist. Data analysis was conducted using Sandelowski and Barroso's two-step approach of meta-summary and meta-synthesis. Five themes emerged from the 17 included studies: (1) understanding emotional intelligence in clinical nursing, (2) nurses' utilization of emotional intelligence, (3) benefits of being an emotionally intelligent nurse, (4) barriers to developing emotional intelligence and (5) recommendations to enhance emotional intelligence. Nurses expressed interest in enhancing their emotional intelligence, and they identified barriers and provided corresponding recommendations to support their endeavours. Future studies should be geographically distributed and include nurses from all sectors of the profession to amass a holistic and comprehensive conceptual understanding of emotional intelligence. Policy makers and nursing educators should tactically and successfully integrate emotional intelligence training into the nursing profession and curricula.

A Comparative Investigation of First and Fourth Year Pre-service Teachers’ Expectations and Perceptions of Emotional Intelligence

A Comparative Investigation of First and Fourth Year Pre-service Teachers’ Expectations and Perceptions of Emotional Intelligence

Perception of Emotional Intelligence (EI) of the Private University Faculty Members of Bangladesh

The human world is changing and becoming more complex day by day. So work pressure, fear, anxiety, stress, depression is a common cognitive issues that every employee faces in the workplace which affect their productivity, performance, morale and so on. This paper attempts to find out the perception level of private university faculties in Bangladesh upon emotional intelligence. The scope of the study has been done about private universities faculties, where sample size is (N=250).The collected data has-been analyzed using mean, standard deviation and regression analysis. Overall this research contributes a meaningful implication about emotional intelligence and how private university faculties perceive them. Keywords: Emotional Intelligence, Self-awareness, Self-management, Self-Motivation, Social Skill and Private University. DOI : 10.7176/EJBM/11-18-21 Publication date :June 30 th 2019

The Effects of Scenario Planning on Perceptions of Emotional Intelligence

This article reports the results of an exploratory research study with four organizations that participated in scenario planning. The primary research focus was to determine whether participation in scenario planning affects perceptions of individual emotional intelligence. Results show a statistically and practically significant effect, though several limitations are identified that mandate a conservative interpretation of study findings.

Nurturing yourself and each other: The value of emotional intelligence

Background: Emotional intelligence refers to the individual's capacity to identify, use, understand and respond appropriately to emotions in themselves and others. The nursing and midwifery literature recommends emotional intelligence as an important construct for enhancing well-being amongst nurses and midwives. Despite this, how nursing and midwifery students perceive emotional intelligence is not well understood. Emotional intelligence capabilities are seen as fundamental to the student nurse or midwifes ability to negotiate the emotional complexities of clinical practice as well as support their own emotional well-being. Objective: The study aimed to explore final year undergraduate nursing and midwifery students' perceptions of emotional intelligence. Method: Qualitative data were collected via face to face semi-structured interviews with final year Bachelor of Nursing and Bachelor of Nursing and Bachelor of Midwifery enrolled at Deakin University, Victoria. Interviews were digitally recorded with participants' written and informed consent and professionally transcribed. Data was analysed using thematic analysis. Key Findings: Emotional intelligence was valued as an important concept, yet the application of emotional intelligence to their undergraduate curriculum was not well-defined. Participants appeared to be caught between competing paradigms; their perceptions of emotional intelligence and the reality of the clinical environment. Participants acknowledged the emotional aspects of their classroom and clinical learning, but were ill equipped and/or were not supported in linking their coping strategies to emotional intelligence. Suppression or denial of emotions, or distancing themselves behind tasks and policies were some of the strategies employed by participants in their attempt to impose emotional control within the clinical environment. Conclusion: Explicitly nurturing emotional intelligence in their undergraduate years would convey to nursing and midwifery students the importance of emotional well-being and may better equip them to manage the emotional complexities of their professional life.

Çalışanların Duygusal Zeka Becerilerinin İş Yaşam Kalitesi Algıları Üzerine Etkisi: Türkiye ve Azerbaycan Örneği

The aim of this study, in which employees 'emotional intelligence skills and perceptions of business quality of life are assessed in a holistic approach, determines the impact of employees' perceptions of emotional intelligence skills on perceived quality of work. The sample of the research is composed of academic staff of Azerbaijan State Agricultural University and Nevsehir Haci Bektas Veli University (n=231). Another goal of the research is to determine whether the perceptions of emotional intelligence and quality of life differ between the employees of these two countries. Society, the academicians working on behalf of countries and the development of science, need to be competent in directing their relations with other individuals and their surroundings. In this sense, it is important to determine the effect of the talents of the academicians on their perceptions about the quality of work life. The perception of business quality, which plays an important role in helping academics cope with the exhausting and stressful cycle of business life, will only be possible with a high emotional intelligence. Findings showed that the perceptions of academics working quality of work life in Turkey is higher than those working in Azerbaijan have been identified. It was also found that sociability, which is one of the emotional intelligence skills in both countries, has a positive effect on the perception of the quality of work life.

Teachers’ Perceptions of Emotional Intelligence and Social-Emotional Learning: Students’ Emotional and Behavioral Difficulties in U.S. and Greek Preschool Classrooms

ABSTRACTTeachers are important socializers and provide students with experiences to further promote their social-emotional competences or shift their pathways towards emotional and behavioral difficulties. These experiences may vary depending on teachers’ perceptions of their own emotional intelligence (EI) and beliefs about social and emotional learning (SEL) implementation. However, teachers’ perceptions of EI and SEL cannot be meaningfully understood without consideration of their cultural values. The present study examined differences in U.S. and Greek preschool teachers’ perceptions of their own EI and SEL beliefs, and used these teacher perceptions and beliefs to predict preschool students’ emotional and behavioral difficulties, for each cultural group. Goals were to examine whether: (1) U.S. and Greek preschool teachers’ perceptions of EI and SEL vary by cultural group, and (2) teachers’ perceptions of EI and SEL relate to students’ emotional and behavioral difficulties, and these relations vary by cultural group. Participants were 80 preschool teachers from the United States and 92 preschool teachers from Greece. The study provided evidence for the cultural-relativity of EI and SEL dimensions, and indicated that teachers’ perceptions of EI and SEL selectively predict students’ difficulties in either population. Discussion focuses on cultural considerations in shaping teachers’ perceptions of EI and SEL beliefs.

The Relationship between EFL Teachers Emotional Intelligence and their Perceptions of Learners Autonomy

Studies on learner autonomy show that teacher’ perceptions of emotional intelligence and learner autonomy might be interrelated. The purpose of the present study was to explore the relationship between Iranian EFL teachers’ emotional intelligence and their perceptions of learner autonomy. To do so, 180 Iranian EFL teachers were selected through convenience sampling. The data were collected through administering a learner autonomy scale and emotional intelligence instruments. The data were analyzed through descriptive statistics, regression analysis, and Pearson Product correlation. The results showed that there is a significant correlation between Iranian EFL teachers’ emotional intelligence and their perceptions of learner autonomy and only some components of EI (Emotional Intelligence) significantly predict teachers’ perceptions of learner autonomy. The findings might be useful for teacher educators and teachers.

The Relation of Teachers’ Emotional Intelligence and Students’ Social Skills to Students’ Emotional and Behavioral Difficulties: A Study of Preschool Teachers’ Perceptions

ABSTRACT The present study used hierarchical linear modeling to examine predictors of students’ emotional and behavioral difficulties in preschool classrooms. Specifically, the study examined (a) the link between teachers’ perceptions of their own emotional intelligence and students’ emotional and behavioral difficulties, (b) the link between teachers’ perceptions of students’ social skills and emotional and behavioral difficulties, and (c) how teachers’ perceptions of their own emotional intelligence were related differentially to their perceptions of students’ emotional and behavioral difficulties based on students’ social skills. Participants were 92 preschool teachers and 238 students from 52 state schools in central Greece. Research Findings: Results indicated that higher scores for teachers’ perceptions of emotional intelligence and students’ social skills were related to lower scores for teachers’ perceptions of students’ emotional and behavioral difficulties. Teachers’ perceptions of emotional intelligence were important in predicting students’ emotional and behavioral difficulties, especially in the case of students’ lack of social skills. Practice or Policy: This study provides empirical support for the predictors of students’ emotional and behavioral difficulties by taking into consideration both teachers’ perceptions of emotional intelligence and students’ social skills, thus suggesting new insights into the interpretation of emotional and behavioral difficulties in preschool.

INTELIGENCIA EMOCIONAL Y ACTIVIDAD LECTORA EN UNA ESCUELA DE 1.º CICLO

Abstract.The literature has shown that emotional intelligence has a great importance in personal success indicators such as interpersonal relationships, academic success and personal and social adjustment. For this reason, the school’s mission is not only to promote the learning of science but also emotional and social knowledge that will be significant cross life span and are important work since childhood. In this situation, we consider relevant to investigate whether reading activities conducted in extracurricular classroom are related to the development of emotional intelligence in students, since Mayer and Salovey (1997) argue that the literature is probably the first home of the intelligence emotional. The study included 55 girls (55.6 %) and 44 (44.4%) boys between 7 and 10 years old, students from a basic school from Região Autónoma da Madeira (RAM). Two instruments were chosen to assess emotional intelligence: a performance scale and self-assessment scale. To evaluate student performance was used the Portuguese version, translated by Roazzi et al. (2008), of the Test of Emotion Comprehension (TEC) of Pons et al. (2004), which measures the level of emotional understanding. To assess students’ perceptions of their emotional intelligence was used the Portuguese version of the questionnaire of emotional intelligence of Bar -On (Candeias & Rebocho , 2007). As an indicator of student reading activity, the number of books read during the first period of the 2013/2014 school year for extracurricular classroom was recorded. The results indicate significant and positive relationships between the number of books read in the extracurricular activity with emotional understanding and the perception of emotional intelligence.Resumen.La literatura ha demostrado que la inteligencia emocional tiene una gran importancia en indicadores de éxito personal como las relaciones interpersonales, el éxito académico y la adaptación personal y social. Por esta razón, la escuela tiene como misión no solo promover el aprendizaje de contenidos científicos sino también contenidos emocionales y sociales que serán transversales a los largo de la vida y que son importantes trabajar desde la infancia. Ante esta situación, consideramos pertinente investigar si las actividades de lectura realizadas en aulas extracurriculares de biblioteca están relacionadas con el desarrollo de la inteligencia emocional en los alumnos, pues Mayer y Salovey (1997) afirman que la literatura es probablemente el primer hogar de la inteligencia emocional. En este estudio participaron 55 niñas (55.6%) y 44 (44.4%) niños, entre los 7 y 10 años de edad, alumnos de una escuela pública de 1.º ciclo de la Região Autónoma da Madeira (RAM). Fueron escogidos dos instrumentos para evaluar la inteligencia emocional: una escala de desempeño y una de autoevaluación. Para evaluar el desempeño del alumno fue utilizada la versión portuguesa traducida por Roazzi et al. (2008) del Test of Emotion Comprehension (TEC) de Pons et al. (2004), que mide el nivel de comprensión emocional. Para evaluar la percepción del alumno sobre su inteligencia emocional fue utilizada la versión portuguesa del cuestionario de inteligencia emocional de Bar-On (Candeias & Rebocho, 2007). Como indicador de la actividad lectora de los alumnos fue contabilizado el número de libros leídos durante el primer periodo del año escolar 2013/2014 en el aula extracurricular de biblioteca o biblioteca abierta. Los resultados indican relaciones significativas y positivas entre el número de libros leídos en la actividad extracurricular de biblioteca con la comprensión emocional y con la percepción de inteligencia emocional.