مقاله انگلیسی رایگان در مورد ارزیابی اثر هوش هیجانی استاد بر شاخص رضایت دانشجویان (SSI) – هینداوی 2022

Abstract

Introduction

Materials and Methods

Results

Discussion

Conclusion

Data Availability

Conflicts of Interest

References

Copyright

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Abstract

     The present study aims to examine the relationship of instructors’ emotional intelligence (EI) with the satisfaction index of their corresponding students. For this purpose, data were collected from 650 full-time students and 6 male instructors from a major Middle Eastern University. Emotional intelligence of the instructors was measured with the help of average of students’ responses with the weightage of each assessing parameter, i.e., self-awareness, self-management, social awareness, and relationship management which also reflected the students’ satisfaction index (SSI). Moreover, authenticity of the data was confirmed with the help of Cronbach’s alpha, and the analysis of data was carried out using descriptive statistics, correlation, and box plots. The students’ satisfaction index is calculated by correlating various parameters such as comfort, skill, learning, and motivation in order to identify the most critical parameter. For identifying the most critical parameter, box plots are used. Final results reveal a strong correlation of instructor’s EI with student satisfaction index (r = 0.951, , F >> Fcritical). Findings of the study can be beneficial to highlight the importance of students’ satisfaction index (SSI) which is correlated with instructor’s EI.

1. Introduction

     Emotional intelligence (EI) is an ability to understand and manage own as well as others’ emotions [1]. Although, EI is a relatively new concept, but widely considered as a predictor of psychological well-being and overall performance [2]. People with high emotional intelligence not only distinguish between different emotions but also utilize them in a beneficial way [3]. Due to multifacet integration of personal and social competencies, EI has been found to positively impact the effectiveness of team’s dynamics [4]. Nowadays, organizations prefer to hire graduates with higher EI scores instead of merely focusing on their IQ and job experience [5]. Therefore, any perception gap between the employer’s expectations and student’s preparation not only reduces their chances of employability but also questions the credibility of academic institutions [6]. Under these circumstances, the instructor’s emotional competency and his/her efficacy play a pivotal role to ensure the academic success of their students [7]. Nevertheless, factors like classroom conditions, school characteristics, administrative procedures, and instructor’s knowledge are found to influence student satisfaction; however, recent studies highlighted the impact of instructor’s emotional intelligence on the academic achievement of their students [8, 9]. Wu et al. studied 467 Chinese middle school teachers and found a strong impact of EI on their self-efficacy and teaching performance [10]. In a similar study conducted by Junjun et al. with 534 primary teachers, it was observed that the emotional intelligence of educational leaders significantly influenced their instructional strategies. Consequently, teachers with good EI showed more commitment towards their students compared to instructors with low EI scores [11]. Sabina et al. surveyed 559 secondary school teachers with the help of teacher efficacy scale and observed that teachers with better EI not only demonstrated a higher level of classroom management but also created a positive teacher-student relationship [9]. Corcoran et al. discovered that teachers with high EI possessed the ability to better handle the behaviors of their respective students and subsequently helped them in showing improved academic performance [12].

Conclusion

     The final results depict that there is a positive connection between student satisfaction index and instructors’ emotional intelligence. This positive connection between emotional intelligence of the instructor and the satisfaction index of students is measured through four factors which are comfort, learning, skill, and motivation as shown in Figure 3. The connection between instructors’ EI and students SI can be proven very effective for the improvement of the education system. The results suggest that it demands revision which can be ensured by educational management. Furthermore, the findings show an evident strong connection between instructors’ EI and SSI. Therefore, it is depicted that students’ satisfaction factors (SSF) are positive predictors to improve SSI. Subsequently, management can promote the ways where the development of instructors’ EI among instructors would be discussed to ensure the flexibility towards students for the empowerment of SSI. Instructors would facilitate students taking into account the four students’ satisfaction factors (SSF); comfort, learning, motivation, and skill have their own value as the results indicate.