Islamic Spiritual and Emotional Intelligence and Its Relationship to Eternal Happiness: A Conceptual Paper

2021 ◽

Vol 20 (9) ◽

pp. 52-67

Author(s):

Edwin Darrell de Klerk ◽

Natalie Smith

Keyword(s):

Emotional Intelligence ◽

Literature Review ◽

Prospective Teacher ◽

Teacher Leaders ◽

Transformative Leadership ◽

Intervention Strategies ◽

Leadership Theory ◽

Inclusive Leadership ◽

The World ◽

Conceptual Paper

The Covid-19 pandemic has created an unparalleled catastrophe with significant challenges for leadership in schools all over the world. The efforts that schools have put in place for training and preparing for teachers prior to Covid-19 seem to be out of step, thus requiring a reimaging and significant transformation to remain relevant for aspiring teacher leaders. This conceptual paper aims at providing transformative intervention strategies (TIS) to empower teachers to become leaders during Covid-19. Having applied transformative leadership theory and integrative literature review (ILR) as method, this paper suggests that teachers should start with transformative listening and learning, whilst taking advantage of opportunities to be empowered to become leaders. To empower teachers to become leaders during the pandemic and beyond, prospective teacher leaders should embrace opportunities which might come from adjustments and which may enable them to better understand the reasons for transformation. As such, this paper aims to provide transformative intervention strategies to empower teachers to use opportunities afforded to them to become leaders in their schools amid the pandemic and beyond. TIS may assist schools in cultivating an environment where teachers actively work together to display transformative emotional intelligence, transformative autonomy and transformative inclusive leadership. The finding revealed that, if purposefully implemented, TIS may encourage teachers to see the value in growth towards leadership, making the process of transformation in schools that much easier.

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Teacher Competencies for Inclusive Education: Will Emotional Intelligence do Justice?

Shanlax International Journal of Education ◽

10.34293/education.v9i1.3494 ◽

2020 ◽

Vol 9 (1) ◽

pp. 169-182

Author(s):

Poornima Rajendran ◽

B.K Athira ◽

D Elavarasi

Keyword(s):

Emotional Intelligence ◽

Inclusive Education ◽

Leadership Skills ◽

Developed Countries ◽

Present Review ◽

Teacher Competencies ◽

Intelligence Models ◽

Conceptual Paper ◽

Personal Skills ◽

Academic Year

Purpose: The concept of inclusive education is moved from the homogeneous perspective to heterogeneous perspective in developed countries and even in developing countries, the discourses on inclusive education are argued from the diversity perspective. Many scholars (Florian, 2010; Slee, 2010; Meijer, 2003 and; Allan, 2011) who are researching on inclusive education debated and discussed that successful practice of inclusive education depends greatly on teacher competencies, albeit practicing inclusive education depends on many critical factors like attitudes, curriculum, resources, parental involvement, multidisciplinary orientation etc., Projects like ‘Teacher Education for Inclusion (2009-2012)’ discussed and framed various models of teacher competencies required for the successful practice of inclusive education. In this conceptual paper, the authors reviewed the dimensions /sub scales of emotional intelligence and deliberated its significance associated with teacher competencies that support them to practice inclusive education.Approach: Even though there are various emotional intelligence models, the authors have chosen the Bar-On Model of Emotional Intelligence (2006) considering its wider usage across the country. Further, the author included the conceptual papers/research works accessible via open source for the review.Significance: The present review makes the reader to understand and rationalize the significance of emotional intelligence for teachers (both pre and in-service) to develop their competencies for practicing inclusive education. On one hand, this review justifies the readers that emotional intelligence is related significantly and positively to increased adapted behaviour, higher quality social relationships, longer retention in one’s professional life, better coping strategies and leadership skills that enhances individuals’ intra and inter personal skills. On the other hand, the paper will deduce that the emotional intelligence in teachers will benefit them to meet the needs of diverse students in their classroom without any doubt.Originality Value: The present review is a part of an ICSSR Major Research Project sponsored during the academic year 2017-18.

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Building Emotional Intelligence for Student Success: A Pilot Study

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00101 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1445-1461

Author(s):

Amee P. Shah ◽

Mary Lou Galantino

Keyword(s):

Emotional Intelligence ◽

Emotional Regulation ◽

Communication Apprehension ◽

Communication Competence ◽

Emotional Awareness ◽

Self Esteem ◽

Preliminary Evidence ◽

Empowerment Model ◽

Dyad Interaction ◽

Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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Emotionale Intelligenz und Führungsverhalten von Fußballtrainern

Zeitschrift für Sportpsychologie ◽

10.1026/1612-5010/a000235 ◽

2018 ◽

Vol 25 (3) ◽

pp. 108-114

Author(s):

Babett Helen Lobinger ◽

Sinikka Heisler

Keyword(s):

Emotional Intelligence ◽

Soziale Unterstützung ◽

Trait Emotional Intelligence ◽

Emotionale Intelligenz ◽

Trait Emotional Intelligence Questionnaire

Zusammenfassung. In der vorliegenden Studie wurden die Emotionale Intelligenz und das Führungsverhalten von Trainern erhoben. Insgesamt 215 Fußballtrainer bearbeiteten die deutsche Kurzversion des Trait Emotional Intelligence Questionnaire (TEIQue-SF; Freudenthaler, Neubauer, Gabler, Scherl & Rindermann, 2008 ) und die Leadership Scale for Sports (LSS; Würth, Saborowski & Alfermann, 1999 ). Neben der inhaltlichen Auseinandersetzung mit der Emotionalen Intelligenz und dem Führungsverhalten von Trainern werden die eingesetzten Verfahren einer kritischen Prüfung unterzogen. Die Prüfung der Testgüte für die vorliegende Stichprobe zeigt akzeptable interne Konsistenzen für den TEIQue und für zwei Subskalen der LSS (Demokratisches Verhalten und Soziale Unterstützung) Trainer der verschiedenen Lizenzstufen unterscheiden sind in ihrer selbstberichteten Emotionalen Intelligenz nicht voneinander. Für die Gesamtstichprobe werden Zusammenhänge zwischen Emotionaler Intelligenz und allen Subskalen (soziale Unterstützung, fachliche Unterweisung, demokratisches Verhalten und positives Feedback) der LSS gefunden. Die Diskussion nimmt sich der Einschätzung der verwendeten Messverfahren an und hebt die Bedeutung von sportspezifischen Instrumenten hervor.

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Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

Journal of Individual Differences ◽

10.1027/1614-0001.26.2.100 ◽

2005 ◽

Vol 26 (2) ◽

pp. 100-106 ◽

Cited By ~ 21

Author(s):

James D.A. Parker ◽

Donald H. Saklofske ◽

Laura M. Wood ◽

Jennifer M. Eastabrook ◽

Robyn N. Taylor

Keyword(s):

High School ◽

Emotional Intelligence ◽

Postsecondary Education ◽

Life Transition ◽

Full Time ◽

Major Life ◽

Long Term Stability ◽

Time Period ◽

Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

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Social Support, Emotional Intelligence, and Posttraumatic Stress Disorder Symptoms

Journal of Individual Differences ◽

10.1027/1614-0001/a000185 ◽

2016 ◽

Vol 37 (1) ◽

pp. 31-39 ◽

Cited By ~ 8

Author(s):

Nicole L. Hofman ◽

Austin M. Hahn ◽

Christine K. Tirabassi ◽

Raluca M. Gaher

Keyword(s):

Social Support ◽

Posttraumatic Stress Disorder ◽

Emotional Intelligence ◽

Protective Factors ◽

Posttraumatic Stress ◽

Stress Disorder ◽

Traumatic Events ◽

Ptsd Symptoms ◽

The Relationship

Abstract. Exposure to traumatic events and the associated risk of developing Posttraumatic stress disorder (PTSD) symptoms is a significant and overlooked concern in the college population. It is important for current research to identify potential protective factors associated with the development and maintenance of PTSD symptoms unique to this population. Emotional intelligence and perceived social support are two identified protective factors that influence the association between exposure to traumatic events and PTSD symptomology. The current study examined the mediating role of social support in the relationship between emotional intelligence and PTSD symptoms. Participants included 443 trauma-exposed university students who completed online questionnaires. The results of this study indicated that social support mediates the relationship between emotional intelligence and reported PTSD symptoms. Thus, emotional intelligence is significantly associated with PTSD symptoms and social support may play an integral role in the relationship between emotional intelligence and PTSD. The current study is the first to investigate the role of social support in the relationship between emotional intelligence and PTSD symptoms. These findings have important treatment and prevention implications with regard to PTSD.

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Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000185 ◽

2017 ◽

Vol 16 (3) ◽

pp. 155-159 ◽

Cited By ~ 4

Author(s):

Peizhen Sun ◽

Jennifer J. Chen ◽

Hongyan Jiang

Keyword(s):

Job Satisfaction ◽

Emotional Intelligence ◽

Future Research ◽

Satisfaction Scale ◽

Primary School Teachers ◽

Mediating Role ◽

Regulation Of Emotion ◽

The Relationship ◽

Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

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