Assessing the influence of emotional intelligence on teachers' performance in Lebanese private education institutions

PurposeThe main purpose of this study is to demonstrate and verify the influence of emotional intelligence skills on the performance of teachers in private higher educational institutions.Design/methodology/approachThis quantitative study is based on the positivism research philosophy and the deductive research. Data are collected form Lebanese educational institutions; 304 teachers are surveyed using the convenience sampling technique. Hypotheses are verified through the one-way ANOVA and the multiple linear regression (step-wise) technique with a Sig. value of 0.000 < 0.05.FindingsThe study verified that teachers' demographics have a direct impact on their performance. It also proved that emotions have an impact on teachers' behaviors; emotions are important energy re-sources that help them cope with difficult situations. Teachers with a high level of emotional intelligence are in tune with their own emotions. It is demonstrated that self-awareness, self-management, self-motivation and social skill have a positive statistical influence on the teacher's performance. Lebanese Private Educational Institutions system should be endowed with emotional intelligence to provide teachers with more effective abilities which would eventually reflect on the student's cognitive abilities especially attention and memory.Originality/valueThis study contributes to the literature by studying the emotional intelligence in Lebanese educational institutions which was studied in different countries except Lebanon. It is verified that integrating the emotional intelligence into Lebanese educational systems would play a decisive role in optimum academic performance; institutions should establish as a benchmark the skills related to emotional intelligence.

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The Emotional Intelligence Of Final Semester Students Of English Department In Facing The Thesis Writing At University Of Sembilanbelas November, Kolaka

EDUCATIO Journal of Education ◽

10.29138/educatio.v2i2.179 ◽

2017 ◽

Vol 2 (2) ◽

Author(s):

Ummy Chalzum ◽

Karman Karman

Keyword(s):

Emotional Intelligence ◽

Standard Deviation ◽

Sampling Technique ◽

English Department ◽

Self Awareness ◽

The Mean ◽

Quota Sampling ◽

High Level ◽

Thesis Writing ◽

The Ideal

This study was aimed at determining the level of emotional intelligence and find out the dominant aspect of the emotional intelligence of final semester students of English Department at University of Sembilanbelas November, Kolaka. This study was a survey research. The respondents in this study were the final level students of English Department. The number of respondents in this study was 40 respondents. The instruments of this study were a questionnaire and interview guideline. The sampling technique was quota sampling technique. Based on the analysis of the result of the Mean and Standard Deviation, 37 respondents or 92.5% had a standard level of emotional intelligence and 3 respondents or 7.5% had a high level of emotional intelligence. From the result of the calculation of the data, the ideal Mean (Mi) and the ideal Standard Deviation (SDi) of each aspect of emotional intelligence, it was found that the dominant aspect in students’ emotional intelligence was self-awareness, then followed by the aspect of empathy, then followed by the aspect of motivation, and then the aspect of social skills, and the latter was aspect of self-setting. To add, the level of their emotional intelligence was categorized as very high with SD.

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Relationship of Spiritual well-being and emotional intelligence among Iranian' nursing students

10.53350/pjmhs211561634 ◽

2021 ◽

Vol 15 (6) ◽

pp. 1634-1640

Author(s):

Javad Jafari ◽

Asra Nassehi ◽

Mohammadali Zareez ◽

Seydamalek Dadkhah ◽

Najmeh Saberi ◽

...

Keyword(s):

Emotional Intelligence ◽

Nursing Students ◽

Pearson Correlation ◽

Well Being ◽

Self Awareness ◽

Spiritual Well Being ◽

The Mean ◽

High Level ◽

Relationship Of ◽

Religious Wellbeing

Background: Among all aspects of nursing care, the spiritual one is the issue that has received little attention. Having spiritual wellbeing (SWB) is a necessity to provide appropriate spiritual care. In addition to, the Emotional intelligence (EI) is one of the most important factors in social and professional success and is essential for effective nursing practice. Therefore, aim of study was evaluating the Relationship between SWB and EI among nursing students. Methods: The sample of this descriptive-analytic study consisted of 136 nursing students studying at Bam University of Medical Sciences selected by convenience sampling method. The Bradberry and Greaves 28-item EI scale, Palutzian and Ellison SWB Scale were used to assess the total score of EI and SWB. Collected data were analyzed using descriptive statistics (mean and standard deviation), Pearson correlation coefficient, independent t-test and one-way ANOVA with SPSS v18. Results: The mean score of SWB and EI were 97.1±11.56 and 123.4 + 123.6, respectively. The mean score dimensions of SWB include (religious wellbeing 47.9±6.6, existential wellbeing 49.1±5.7) and dimensions EI: self-awareness, self-management, social awareness, and relationship management were 27.2 3 3.2, 36.2 2 5.4, 25.1 + 3.5 and 35.1 + 4.5, respectively. The majority of students have reported moderate level SWB and high level of emotional intelligence. The factors influencing their level of SWB were academic semester and age (p<0.05). Conclusion: Although the level of students' EI and SWB were at a desirable level in this study, due to the nature of nursing and the interaction between nurses and patients, providing a suitable learning environment for the development of EI is essential. Therefore, it is suggested that nursing policymakers should develop appropriate educational programs for nurses and provide curriculum for students to promote their knowledge and skills. Keywords: spiritual, religious, wellbeing, existential, nursing, emotional intelligence

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PEMANFAATAN MEDIA SOFTWARE TRACKER UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI IMPULS DAN MOMENTUM DI SMKN 1 SOREANG

Journal of Teaching and Learning Physics ◽

10.15575/jotalp.v2i1.6583 ◽

2017 ◽

Vol 2 (1) ◽

pp. 17-22

Author(s):

Furi Chorina Agustin ◽

Yudi Dirgantara ◽

Ade Yeti Nuryantini

Keyword(s):

Critical Thinking ◽

Cognitive Abilities ◽

Positive Impact ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Critical Thinking Ability ◽

Analysis Technique ◽

Thinking Ability ◽

High Level

This study originated from the lack of utilization of learning media during the learning process. Teaching methods used by teachers are less varied so that learners are only trained in cognitive abilities only while for high-level thinking skills such as critical thinking ability is still low. One alternative that can be done to improve the skills of critical thinking is to utilize the Software Tracker media. This study aims to determine the improvement of critical thinking skills of learners through the use of Software Tracker media on the material impulse and momentum. The research method used is Pre-Experiment with design One-Group Pretest-Posttest Design. The sample of this research using Purposive Sampling technique. The research instrument used in this research is the critical thinking skills of the students of impulse material and momentum to measure the critical thinking ability of learners. The data analysis technique uses normality test, and t test to normalized n-gain value from pretest and posttest value of learners using Microsoft Excel. The results showed that the critical thinking skills of learners increased after utilizing the Software Tracker media during learning. The result of this research is proved from the significant value of ttable test of 1.691 while t count is 24.53 which means H0 is rejected and Ha accepted. The results of this study indicate that the use of Software Tracker media on the material impulse and momentum have a positive impact on improving the critical thinking skills of learners.

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FOREIGN LANGUAGE COMPETENCE OF THE CITIZENS OF POLAND AND CZECH REPUBLIC WITHIN THE CONTEXT OF CURRENT ALL-EUROPEAN LINGUISTIC

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2018vol1.3077 ◽

2018 ◽

Vol 3 ◽

pp. 512-523

Author(s):

Yevhen Gromov ◽

Alla Kolomiiets ◽

Natalia Lazarenko ◽

Olesia Zhovnych ◽

Liliia Biretska

Keyword(s):

Czech Republic ◽

Foreign Language ◽

Educational Institutions ◽

Educational Systems ◽

Language Competence ◽

The Czech Republic ◽

The Past ◽

The Social ◽

High Level ◽

Economic Nature

The comparative analysis of the foreign language competence among the citizens of Poland and Czech Republic has been accomplished. The received findings were compared with current observations of all-European linguistic tendencies. Having analysed various statistics the authors succeeded in assembling the social portrait of an average multilingual European. The authors have also considered the fact that over the past years the official percentage of multilingual citizens, both in Poland and the Czech Republic, has significantly decreased due to intensive emigration processes. In the authors’ opinion, this problem is mostly of the socio-economic nature and demonstrates rather not the weakness of educational systems, but the ability of educational institutions of both countries to prepare competitive specialists who are able (due to the high level of foreign language competence) to find decent job in the labour-market of the United Europe. It has also been stated that since the foreign language competence has become a professional and cultural prerequisite for creation of the unified globalized Europe, and multilingualism has become a part of the European identity, the future specialists’ foreign language training in Ukraine should be conducted precisely taking into account the prospects of European integration.

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The impact of emotional intelligence on accuracy of self‐awareness and leadership performance

Leadership & Organization Development Journal ◽

10.1108/01437731111112971 ◽

2011 ◽

Vol 32 (2) ◽

pp. 127-149 ◽

Cited By ~ 26

Author(s):

Virginia K. Bratton ◽

Nancy G. Dodd ◽

F. William Brown

Keyword(s):

Emotional Intelligence ◽

Ad Hoc ◽

Empirical Work ◽

Negative Relationship ◽

Self Awareness ◽

Leadership Performance ◽

Content Type ◽

Leader Performance ◽

The Impact ◽

The Relationship

PurposeThis research paper aims to follow a line of research that examines the impact of elements of emotional intelligence (EI), particularly those related to self‐awareness, on self‐other agreement and performance.Design/methodology/approachThis is a quantitative study that employs the same methodology as Sosik and Megerian to analyze survey data gathered from a matched sample of 146 managers and 1,314 subordinates at a large international technology company based in North America.FindingsThe analysis revealed that the relationship between EI and leader performance is strongest for managers who underestimate their leader abilities. Underestimators earn higher follower ratings of leader performance than all other agreement categories (In agreement/good, In agreement/poor, and Overestimators). The analysis also suggests that there appears to be a negative relationship between EI and leader performance for managers who overestimate their leader abilities.Research limitations/implicationsImplications of the counterintuitive findings for underestimators as well as the imperative for further study utilizing alternative measures of EI are discussed.Originality/valuePrevious empirical work in this area used an ad hoc measure of EI. This study extends this work by utilizing a larger, business sample and employing a widely‐used and validated measure of EI, the Emotional Quotient Inventory. Results further illuminate the nature of the relationship between EI and self‐other agreement and provide a potential selection and development tool for the improvement of leadership performance.

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Emotional intelligence as a buffer of occupational stress

Personnel Review ◽

10.1108/pr-11-2014-0271 ◽

2016 ◽

Vol 45 (5) ◽

pp. 1010-1028 ◽

Cited By ~ 15

Author(s):

Cameron Newton ◽

Stephen T.T. Teo ◽

David Pick ◽

Marcus Ho ◽

Drew Thomas

Keyword(s):

Emotional Intelligence ◽

Psychological Health ◽

Work Outcomes ◽

Healthcare Sector ◽

Self Awareness ◽

Negative Effects ◽

Job Stressors ◽

Content Type ◽

Healthcare Administrators ◽

Hr Managers

Purpose – The purpose of this paper is to examine the role of emotional intelligence (EI) as a buffer to job stressors on employee adjustment. Design/methodology/approach – Based on the job demands resources model, this study examined 306 nurses in the healthcare sector to test a model of job stressors, EI, and their interactions nursing adjustment outcomes (i.e. job satisfaction and psychological health). The hypothesized model predicted that higher trait EI would act as a buffer to the potential negative effects of stressors on employee adjustment. Two-way moderated hierarchical multiple regression analyses was used to test the model in addition to interaction effects. Findings – The results of this study revealed mixed results in terms of the expected main effects of EI and the five significant moderating effects. While some interactions support a buffering hypothesis; contrary to expectations, a buffering effect was also found for those with low EI. Research limitations/implications – The findings enable a better understanding how EI moderates the effects of stressors on important work outcomes in healthcare. Additionally, the implications from this study allows healthcare administrators and managers to improve staffing and work outcomes through identifying and selecting staff who are characterized by higher trait EI or alternatively, train staff in self-awareness and dealing with emotional behaviors. Practical implications – HR managers could focus on selecting staff, who possessed higher trait EI for roles where overload and ambiguity are endemic to the job performed. Training could also be used to enhance EI among managers to focus on self-awareness and dealing with emotional behaviors. Originality/value – This study makes several contributions to understanding how EI moderates the relationships between work stressors and workplace adjustment and wellbeing.

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Conceptual model for measuring Saudi banking managers’ job performance based on their emotional intelligence (EI)

International Journal of Organizational Analysis ◽

10.1108/ijoa-10-2014-0807 ◽

2017 ◽

Vol 25 (1) ◽

pp. 123-145 ◽

Cited By ~ 2

Author(s):

Adel Alferaih

Keyword(s):

Emotional Intelligence ◽

Job Performance ◽

Banking Sector ◽

Self Control ◽

Self Awareness ◽

Self Monitoring ◽

Content Type ◽

Self Confidence ◽

Prior Literature ◽

The Impact

Purpose The purpose of this paper is to develop and present a research model on various emotional intelligence (EI) constructs which have been found to influence job performance in the prior literature. Design/methodology/approach In addition to leadership and EI, the constructs are clustered under different categories: self-awareness includes self-confidence, emotional self-awareness and accurate self-assessment; self-management includes self-control, adaptability, conscientiousness, trustworthiness and optimism; social awareness includes empathy, organizational awareness and service orientation; and social skills groups’ communication, change catalyst, developing others and self-monitoring. Findings The paper proposes 17 hypotheses concerning significant relationships between these constructs and job performance. Originality/value The paper proposes a new approach toward studying the impact of various constructs of EI on job performance in Saudi banking sector.

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Educational Institutions Negotiating Democracy and Social Justice: The (Im)balance of Power and Accountability

Comparative and International Education ◽

10.5206/cie-eci.v36i3.9105 ◽

2007 ◽

Vol 36 (3) ◽

Author(s):

Paul Carr ◽

Gina Thésée

Keyword(s):

Social Justice ◽

Democratic Education ◽

State Level ◽

Institutional Culture ◽

Educational Institutions ◽

Educational Systems ◽

Balanced Approach ◽

Justice Sociale ◽

Democracy And Education ◽

High Level

Democracy and education are considered to be mutually reinforcing, yet it is unclear how democracy is achieved in/through education. At a time when educational systems and governments rhetorically advocate for greater accountability for academic achievement, there seems to be less emphasis placed on the area of social justice for students. The capacity of the institutional culture of an entire educational system of a jurisdiction (the provincial/state level, school boards and schools) to support and achieve a high level of critical democracy has not been the focus of extensive research. For the purposes of this paper, democratic education is considered to be an amalgam of concepts, including how decisions are made, what those decisions are, and the effect of those decisions, covering both student outcomes and the institutional culture, with a particular emphasis on social justice. The paper argues for a more rigorous and balanced approach to conceptualizing democracy in education, thus the need to interrogate conceptions of power relations and accountability, and proposes a framework for democratic education. On considère que la démocratie et l'éducation se renforcent mutuellement, mais ce n'est pas souvent clair, comment atteindre la démocratie à l'aide de, ou par l'éducation. Au temps où les systèmes d'éducation et les gouvernements prônent avec éloquence une responsabilité plus grande pour l'accomplissement académique, l'emphase se fait beaucoup moindre sur le domaine de la justice sociale pour les élèves. La capacité de la culture institutionnelle de tout système d'éducation qui relève d'une juridiction quelconque (au niveau provincial, ou d'un conseil scolaire, ou d'une école) pour soutenir et achever un niveau élevé de la démocratie critique ne fait pas encore le point d'extensives recherches. Pour le but de cet article, les auteurs considèrent l'éducation démocratique comme une amalgame de concepts qui incluent: comment les décisions se prennent, quelles sont ces décisions, et les effets de ces décisions à la fois sur l'accomplissement des élèves et sur la culture des institutions, en accordant une importance particulière à la justice sociale. L'article soutient une approche plus rigoureuse et mieux balancée pour conceptualiser la démocratie en éducation. De là s'ensuit le besoin d'interroger les conceptions sur l'interrelation des pouvoirs et les responsabilités. Il propose aussi une structure pour l'éducation de la démocratie.

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PERSEPSI MAHASISWA TERHADAP KECERDASAN EMOSIONAL SETELAH DITERAPKAN TEKNIK COLLABORATIVE WRITING

Edukasi: Jurnal Pendidikan ◽

10.31571/edukasi.v19i1.2400 ◽

2021 ◽

Vol 19 (1) ◽

pp. 135

Author(s):

Eka Fajar Rahmani

Keyword(s):

Emotional Intelligence ◽

Social Skills ◽

Literary Criticism ◽

Collaborative Writing ◽

Self Regulation ◽

Sampling Technique ◽

Social Awareness ◽

Self Awareness ◽

Essay Writing ◽

Purposive Sampling

AbstrakPenelitian bertujuan untuk mengetahui apakah penerapan teknik collaborative writing dapat mengembangkan kecerdasan emosional mahasiswa. Penelitian menggunakan metode deskriptif kuantitatif. Alat pengumpul data menggunakan kuesioner berdasarkan pada 5 aspek kecerdasan emosional yang mencakup self-awareness, self-regulation, self-motivation, social awareness, dan social skills. Teknik analisis data dilakukan dengan perhitungan persentase dari butir kuesioner, dilanjutkan dengan interpretasi dan deskripsi data dari persepsi mahasiswa terhadap kecerdasan emosional setelah teknik collaborative writing diterapkan. Subjek penelitian adalah mahasiswa Sekolah Tinggi Bahasa Asing Pontianak yang mengikuti kelas Essay Writing dan Literary Criticism berjumlah 43 orang dan dipilih menggunakan teknik purposive sampling. Berdasarkan hasil analisis data, terjadi peningkatan kecerdasan emosional mahasiswa setelah diterapkannya teknik collaborative writing yang ditunjukkan dengan peningkatan respons pada aspek kecerdasan emosional. AbstractThis research aimed to find out if the implementation of collaborative writing techniques could develop the emotional intelligence of students. This research used descriptive quantitative method. Data collection tools used a questionnaire based on 5 aspects of emotional intelligence which include self-awareness, self-regulation, self-motivation, social awareness, and social skills. The data were analyzed by calculating the percentages of each questionnaire item, then continued to interpret and describe the implementation of collaborative writing technique. The subjects of this research were 43 students of Sekolah Tinggi Bahasa Asing Pontianak who enrolled in Essay Writing and Literary Criticism classes, with a total of 43 students who were selected using purposive sampling technique. The results of the data analysis indicated that there happened improvements towards the emotional intelligence after collaborative technique was implemented shown by the increase of positive responses on emotional intelligence aspects.

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Emotional, School Environment and Intelligence Academic Achievement of Secondary School Students

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.e5770.018520 ◽

2020 ◽

Vol 8 (5) ◽

pp. 2651-2657

Keyword(s):

Academic Achievement ◽

Emotional Intelligence ◽

Secondary School ◽

School Environment ◽

Secondary School Students ◽

Sampling Technique ◽

Teaching Profession ◽

Survey Method ◽

School Students ◽

High Level

Purpose – In the present century the need and importance of understanding the emotional intelligence of the learner has been grown among the educationists. This is especially true and more prevalent in professions that require the employees to be highly emotionally intelligent such as in the teaching profession. In this study Emotional Intelligence, School Environment and Academic Achievement of secondary school students was probed to find the relationship between and among Emotional nature, School climate and outcomes of standard IX and X students. Methodology - In this study the Emotional Intelligence Questionnaire, School Environment Scale (SES) is used. The investigator used stratified random sampling technique for selecting the sample. The study will adopt a Normative Survey Method. The variables studied are the Emotional Intelligence, School Environment and Academic Achievement. Emotional Intelligence Scale developed and validated by the Balasubramanain and Shanty in 2005 is used for the study. Further School Environment questionnaire developed and validated by the Shanty Jose 2009 is used for the study. The academic achievement scores obtained by the student is used for analysing the learning outcome. Findings - Finding shows from the study shows that there is a high level of Emotional Intelligence, school environment and academic achievement of secondary school students. No significant differences found between and among Emotional Intelligence, School Environment and Academic Achievement with respect to the variables gender, class, type of institutions, locality and medium of instruction. There is a significant relationship exists between and among Emotional Intelligence, school environment and academic achievement and its sub variables. Significance - Emotion as the basis of all behaviours and activities and so is directly related to all human nature and achievements. Emotions are source of motivation, source of learning,source of strength and endurance to body. Emotional intelligence is being able to understand one's one behaviour and to use this to guide their action. Understanding the emotional intelligence of learner will help to analyse the academic performance of individual learner and to provide them useful support.

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