مقاله انگلیسی رایگان در مورد رابطه میان هوش هیجانی و عملکرد استادان – MDPI 2022

Abstract

     The significance of emotions in the classroom has been thoroughly explored, but discussions on educators’ abilities to recognize, regulate, and manage their emotions are still ongoing. This paper aims to look at the concept of emotional intelligence (EI) and how professors in higher education can use it to achieve better results in the form of emotional intelligence competencies (EIC). A total of 312 educators from 25 higher education institutes in the United Arab Emirates (UAE) participated in this study. In sampling the Emotional Intelligence Competencies for this study, we adopted Costa and Faria’s (2015) EQ test, administered to the respondent. The Reuven Bar-On emotional intelligence scale was created and standardized to gather data. Using structural equation modeling, the validity and utility of a proposed model for EI-based teaching competencies and their relationship to critical strengths were evaluated (SEM). The findings show that EIC significantly impacts educator behavior, which in turn improves student success. In order to ensure successful instruction and remarkable performance, the study provides valuable recommendations to higher education institutes about the importance of recruiting new instructors with high skills in EI and providing training sessions for existing educators to improve their EI skills.

Introduction

     Higher education in the United Arab Emirates (UAE) has expanded rapidly over the past decade, and the country hopes to become a regional hub for learning. The National Strategy for Higher Education 2030 was unveiled recently. This plan aims to ensure that the next generation of Emiratis can access the best possible scientific and professional training [1]. Educators play a vital role in the strategy as a catalyst for change that will help the UAE achieve its objectives [2,3]. Educators face obstacles in their course work, including accreditations, class management, a hectic classroom setting, insensitive management, and high expectations from students’ parents [4]. Instructors experience mental anguish, discontent, and emotional outbursts or fallout in such settings [5], and some even opt for early retirement as a result [6]. Consequently, being an educator is becoming more challenging and multifaceted than ever [7].

     Similarly, [8] revealed that educators are among the professionals with the highest level of job stress, based on studies conducted across different cultures. To boost student achievement, some scholars and authors in the field have recently begun investigating the function of emotions and EI in the classroom [9]. The first study examined the positive effects of EI on the teaching profession [10]. EI is thought to be a predictor of things like job satisfaction and job performance [11,12]. Educators adept at recognizing and appreciating their own emotions are in a better position to express what they require and take the steps necessary to meet their emotional needs, which leads to achieving their professional goals [13]. They are more likely to be sensitive to the feelings of others and offer encouragement in order to inspire those around them to work together productively toward a shared goal. According to the results of these studies, educators who score highly on emotional intelligence have more ability to influence others [8,14]. The teaching profession is in crisis; more and more educators are deemed unprofessional and demoralized [15]. With that in mind, this research aims to illuminate the connection between EI and teacher effectiveness.

Conclusions

     The research indicates that emotional intelligence (EQ) is connected to almost every aspect of working in the academic field. A successful educator must possess various necessary qualities, including knowledge, skills, and a positive attitude; however, more than these qualities are required to ensure success. Nevertheless, something else still plays a part in determining the level of efficacy with which these abilities are displayed. The sum of all of these factors determines efficacy. The EI competencies help bridge this gap by impacting a teacher’s knowledge, abilities, and perspective, which, in the end, results in an effective educator. The approach provides empirical backing for the idea that EI is critical in education and that educators should have adequate EIC to improve student outcomes. This idea is that EI is critical in education and that educators should have adequate EIC. This notion is that EI is essential in education and that educators should have sufficient access to it. There is an overwhelming majority of academic support for providing teachers with training to assist in the growth of their EI. To put it another way, a teacher with a higher EIC will be more effective at communicating his knowledge, determining the needs of his students, demonstrating love to them, and gaining their trust. Additionally, he or she will be better at gaining the students’ confidence. They can propel their own development to new levels if they work on strengthening their connections with other people. This suggests that he could benefit from EI not only in his interactions with students but also in his growth as a person, and it is not just limited to his interactions with students.

     Therefore, educational institutions should invest in training programs that focus on emotional intelligence to cultivate emotionally intelligent educators. This will allow the institutions to serve their students better. Because teachers are a school’s most valuable resource, the administration should make encouraging their ongoing professional development one of their top priorities. This is because teachers are the school’s most valuable resource. EI is not a nice-to-have but rather an essential part of a teacher’s job, so they should give it the same amount of care and attention as they do to their subject matter and instructional methods. Since emotional intelligence is not a nice thing but rather an essential part of a teacher’s job, it is difficult to draw broad conclusions about emotional intelligence from this study due to its limitations, specifically the tiny sample size. Further research must be conducted, with the primary emphasis being on this topic. In addition, the research process is hampered by the deductivist school of philosophical thought. It is necessary that every one of the premises produced by the inductive research be accurate and that the words be specified appropriately for the conclusions reached through the process of deductive reasoning to be valid. When conducting research in the future, it will be necessary to examine several distinct philosophies from various perspectives side by side to reach a consensus regarding the approach that will be most successful.