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

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.

scholarly journals Emotional Intelligence and its relation to leadership skills of School Principals in Bethlehem Governorate: الذكاء العاطفي وعلاقته بالمهارات القيادية لدى مديري المدارس في محافظة بيت لحم

2020 ◽  
Vol 4 (25) ◽  
Author(s):  
Rula Yousef Ghboun, Ashraf Mohammad Abu Khayran, Mohammad Aw
Keyword(s):  
Emotional Intelligence ◽  
Random Sample ◽  
School Principals ◽  
Leadership Skills ◽  
Point Of View ◽  
Intelligence Test ◽  
Moderate Degree ◽  
Validity And Reliability ◽  
Study Population ◽  
Academic Year

This study aimed at identifying emotional intelligence and its relationship to leadership skills of schools’ principals in Bethlehem Governorate. The population of the study consisted of all (179) school principals of Bethlehem Governorate. The study was conducted in academic year 2018/2019. The researchers used a stratified random sample of (140) members which represents 78.5% of the study population. To achieve the objectives of the study, the researchers used the emotional intelligence test (Global Emotional) (40) questions. The researchers also developed a leadership skills questionnaire. The questionnaire consisted of (32) items distributed over four domains. Validity and reliability of the tools were verified using appropriate statistical methods. The results of the study showed that the degree of emotional intelligence of the schools’ principals in Bethlehem governorate from their own point of view came moderate. It was also found that the degree of leadership skills among schools’ principals in Bethlehem governorate came high. There was a significant moderate degree of correlation between the level of emotional intelligence and the leadership skills of the schools’ principals in Bethlehem governorate from their own point of view, as well as to the fields. That is, the higher the level of emotional intelligence, the greater the degree of leadership skills of schools’ principals in the Bethlehem Governorate from their own point of view.

THE PROFILE OF A LEADER AND HIS LEDERSHIP

2018 ◽  
Vol 28 (1) ◽  
pp. 345-350
Author(s):  
Ali Hajro
Keyword(s):  
Leadership Skills ◽  
Real Power ◽  
Governmental Organization ◽  
Factors Affecting ◽  
The Real ◽  
The Core ◽  
Behavior Code ◽  
The People ◽  
Study Case ◽  
Personal Skills

The Current and future leaders live in a turbulent and chaotic environment, where the real power of acting derives from the recognition of the concept of change and looking for options. In this type of environment a lot of competence is necessary for the leaders to survive. The aim of this study case was to explore i.e. gain a clearer picture of the position of the leader, their characteristics, functions, levels, the core and the factors affecting the leader and their leadership. To see what type of leader the people want simply to draw conclusions about the characteristics, qualities and techniques of a leader and their leadership. So that in the end, to have empirical proof of the leader. The set goal in this study case is today’s leaders in everyday process, starting from the very beginning of their work, to serve as an example in developing inter-personal skills at the same time as treating people with dignity and respect. In other words, they have to possess leadership skills, characteristics and the necessary actions. This research aims at finding out the real attributes that is the profile of a leader and their leadership running an organization regardless if it is economic, political, and military or some other non-governmental organization. The values are more than a set of rules, they are not only behavior code, and they say what a leader should be every day in every action that they take. The values shade the leaders’ identity and the organization that they run.

scholarly journals The Academic Intrinsic Motivation and its Relationship with the Emotional Intelligence Level with a Sample of the Academic Overachievers and Underachievers of Najran University

2016 ◽  
Vol 6 (2) ◽  
pp. 119 ◽  
Author(s):  
Ibrahim Ragab Abbas Ibrahim ◽  
Weal Ameen AL-Ali
Keyword(s):  
Emotional Intelligence ◽  
Intrinsic Motivation ◽  
Significant Relationship ◽  
Female Students ◽  
Male And Female ◽  
First Semester ◽  
Academic Intrinsic Motivation ◽  
Study Population ◽  
The University ◽  
Academic Year

<p>The research tackled the academic intrinsic motivation and its relationship with the emotional intelligence with a sample of the academic overachievers and underachievers of Najran University. The study population consisted of the students of Najran University who are enrolled in the University academic year 2015/2016, during the first semester in the various colleges. The study sample consisted of (423) male and female students; and the study instruments included the emotional IQ which consisted of (54) items, and the academic intrinsic motivation questionnaire, which consisted of (36) items, to identify the overall emotional intelligence degree and the motivation with the students. The results showed that the academic intrinsic motivation and emotional intelligence degrees were high with the university students. Furthermore, the results showed a direct correlational, statistically significant relationship between the academic intrinsic motivation and the emotional intelligence; and there are statistically significant differences between the motivation and emotional intelligence among the academically outstanding and non-outstanding students.</p>

scholarly journals The Complexity of Zoonotic Filariasis Episystem and Its Consequences: A Multidisciplinary View

2017 ◽  
Vol 2017 ◽  
pp. 1-10 ◽  
Author(s):  
Fernando Simón ◽  
Javier González-Miguel ◽  
Alicia Diosdado ◽  
Paula Josefina Gómez ◽  
Rodrigo Morchón ◽  
...  
Keyword(s):  
Complex Network ◽  
Human Activity ◽  
Multidisciplinary Approach ◽  
Developed Countries ◽  
Point Of View ◽  
Present Review ◽  
Temporal Scales ◽  
Intracellular Symbiont ◽  
Vector Borne ◽  
Developing And Developed Countries

Vector-borne transmitted helminthic zoonosis affects the health and economy of both developing and developed countries. The concept of episystem includes the set of biological, environmental, and epidemiological elements of these diseases in defined geographic and temporal scales. Dirofilariasis caused by different species of the genusDirofilariais a disease affecting domestic and wild canines and felines and man, transmitted by different species of culicid mosquitoes. This complexity is increased becauseDirofilariaspecies harbor intracellular symbiontWolbachiabacteriae, which play a key role in the embryogenesis and development of dirofilariae and in the inflammatory pathology of the disease. In addition, the vector transmission makes the dirofilariasis susceptible to the influence of the climate and its variations. The present review addresses the analysis of dirofilariasis from the point of view of the episystem, analyzing the complex network of interactions established between biological components, climate, and factors related to human activity, as well as the different problems they pose. The progress of knowledge on human and animal dirofilariasis is largely due to the multidisciplinary approach. Nevertheless, different aspects of the disease need to continue being investigated and cooperation between countries and specialists involved should be intensified.

scholarly journals EVALUASI JIWA KEPEMIMPINAN SANTRI DITINJAU DARI KEPEMIMPINAN KENABIAN

2017 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Redha Al Azmi ◽  
TA. Prapancha Hary
Keyword(s):  
Data Collection ◽  
End Of Life ◽  
Learning Process ◽  
Leadership Skills ◽  
Boarding School ◽  
Leadership Qualities ◽  
Academic Year

 ABSTRACTThis study aimed to describe the evaluation of leadership skills of students in terms of the prophetic leadership. in addition, this study aimed to analyzethe problem in evaluating leadership qualities of students.Subjects in this study were active students at boarding school Raudhatul Muttaqien (PPRM) St. Cangkringan KM 14 Babadan Purwomartani Kalasan, Sleman, Yogyakarta academic year 2014/2015. These students attending Madrasah Tsyanawiah and Madrasah Aliyah Raudhatul Muttaqien, aged 12-18 years and active in the organization. This study uses data collection techniques using interviews and observations.Results ofstudies have provided an understanding that the process of learning the prophetic leadership students do not stop at the time at PPRM course, but the processs will continue until the end of life. In general, it is known that the learning process prophetic leadership has been going well, althoughthere areconstraints thatare found but it is not a significant problem.Keynote: Leadership Skills, Students , Prophetic Leadership 

scholarly journals Gender differences related to parental role of the youths’ moral and emotional intelligence developmentGençlerin ahlak ve duygusal zekâ gelişiminde ebeveyn rolüne yönelik toplumsal cinsiyet farklılıkları

2016 ◽  
Vol 13 (2) ◽  
pp. 2598 ◽  
Author(s):  
Nilüfer Özabacı ◽  
Tansu Mutlu ◽  
Duygu Çavdar ◽  
Eren Can Aybek
Keyword(s):  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Study Data ◽  
Faculty Of Education ◽  
Intelligence Development ◽  
And Control ◽  
Academic Year

Morality is related to differentiation between ‘good (may be right)’ or ‘bad (may be wrong)’. It usually includes a range of rules that individuals what they should do or should not do in their society. Morality is a kind of specific cognitive concept that involves conscious judgment and making decision on issues related to rightfulness, injustice, right-wrong, good-bad and behave in parallel with these decisions and judgments. Emotional intelligence has a moral dimension as well. Goleman clarifies concept of emotional intelligence, and he underlines emotions’ role on human behaviour and their close relationships. According to Goleman, the emotional intelligence is the ability to identify, assess, and control the emotions of one self, others, and groups. The study group consists of eight undergraduate students were studying at Eskisehir Osmangazi University Faculty of Education in the academic year 2013-2014. Students were selected from 183 university students among their results from Emotional Intelligence Scale (Ergin, Ismen and Ozabacı, 1999) and Determination of Value Test (Rest, 1979) was applied with 183 undergraduate students with the method of standards sampling with the help of the minimum and maximum scores was selected from individuals (Yildirim and Simsek, 2008). The data were collected by a semi-structured interview form that was prepared by the researchers. The development of form was created for the purpose of considering the questions of the study. Data were collected by interview and qualitative data collection techniques. During the interviews, audio recording was used with the data were analysed the collected recordings with the descriptive analysis. After the categorization of data, the Cappa coefficient was calculated for the consistency between categories. The majority of the participants explained themselves as fair, honest, and emotional. ÖzetAhlak, bireyin doğru ile yanlışı ayırt edebilmesini sağlayan ilkeler ve değerler bütünüdür. Ahlak gelişimi toplumun tüm değerlerine kayıtsız şartsız edilgin bir uyma değil, topluma etkin bir uyum sağlamak için değerler sistemi oluşturma süreci olarak tanımlanmaktadır. Duygusal zekâ, kişinin kendisinin ve başkalarının hislerini tanıma, kendisini motive etme, içindeki ve ilişkilerindeki duyguları yönetme yetisidir. Ona göre duygusal zekâ ahlaki boyutun bir parçasıdır. Araştırma, probleme uygun olarak algıların gerçekçi ve bütüncül bir biçimde, derinlemesine ortaya konmasını hedefleyen nitel araştırma modeli ve olgu bilim deseni ile desenlenmiştir. Araştırmaya Eskişehir Osmangazi Üniversitesi Eğitim Fakültesi’nde 2013-2014 öğretim yılında öğrenim gören 8 lisans öğrencisi katılmıştır. Araştırmaya katılan öğrenciler, daha önceden kendilerine Duygusal Zekâ Ölçeği (Ergin, İşmen ve Özabacı, 1999) ve Değerlerin Belirlenmesi Testi (Rest, 1979) uygulanmış olan 183 lisans öğrencisi arasından aykırı durum örneklemesi (Yıldırım ve Şimşek, 2008) yardımıyla en az ve en çok puan alan bireyler arasından seçilmiştir. Veriler nitel veri toplama tekniklerinden görüşme tekniği ile araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Verilerin toplanması aşamasında elde edilen ses kayıtlarının dökümü yapılmış ve dökümler üzerinden betimsel analiz yapılmıştır. Kodlamaların ardından, kodlayıcılar arası tutarlılığın belirlenebilmesi için Kappa katsayısı hesaplanmıştır. Çalışma grubundaki bireylerle yapılan görüşmeler sonucunda bireylerin çoğu kendisini adaletli, dürüst, duygusal olarak tanımladığı bulunmuştur. 

Emotional Intelligence and Burnout of Teachers of Higher Education Institutions

2021 ◽  
Vol 9 (5) ◽  
pp. 442-450
Author(s):  
Vitalii Y. Bocheliuk ◽  
◽  
Serhiy S. Shcherbyna ◽  
Anastasiia V. Turubarova ◽  
Iryna Yu. Antonenko ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Structural Changes ◽  
Emotional States ◽  
Emotional Life ◽  
University Teachers ◽  
Professional Stress ◽  
Emotional Burnout ◽  
And Control ◽  
Academic Year

Emotional intelligence is an important resource for overcoming professional stress in members of socionomic professions. The research objective is to determine the role of its components in the development of emotional burnout. A natural experiment was conducted, which determined the manifestations of emotional burnout of 56 university teachers at the end of the academic year. The author used the questionnaire. Two experimental groups were identified in the general sample: teachers with burnout and those resistant to burnout (16 and 30 people, respectively). At the end of the academic year, signs of burnout were detected in one-third of university teachers. The leading symptoms are emotional exhaustion and depersonalisation, with no reduction in professional achievement. The dynamics of emotional life during the annual professional cycle are shown. The integrated indicator of emotional intelligence (EI) remains at the same level, but there are structural changes in the components of intrapersonal intelligence. At the end of the year, teachers' attention to their emotional states, work roles, and communication increase significantly. At the same time, there is a decrease in the ability to manage their own emotions. Resistance to burnout is accompanied by a high ability to realise and control their own emotions with a relatively vague focus on the emotional states of others. It was concluded that individual components of EI (intrapersonal and interpersonal, understanding and management) have different effects on burnout symptoms.

Transformative Intervention Strategies for Teacher Leaders During the Pandemic and Beyond

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.

THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND LEADERSHIP IN STUDENTS

2021 ◽  
Vol 66 (1) ◽  
pp. 62-68
Author(s):  
K.M. Mukusheva ◽  
◽  
N.S. Tlenchieva ◽  
Keyword(s):  
Emotional Intelligence ◽  
Statistical Analysis ◽  
Correlation Coefficient ◽  
Pearson Correlation ◽  
Leadership Skills ◽  
Pearson Correlation Coefficient ◽  
Professional Orientation ◽  
Experimental Part ◽  
Psychological Science ◽  
The Relationship

This article examines emotional intelligence and its relationship with leadership, one of the most striking, unusual phenomena in modern psychological science. Emotional intelligence and leadership skills are important for students, as this affects such important aspects of the personality as future life, professional orientation, and the communication field. The article is based on the works of Daniel Goleman on the relationship between emotional intelligence and a person's desire to achieve their goals and is devoted to the study of these theories on the example of students in Kazakhstan. The article provides a scientific overview of the concepts of leadership and emotional intelligence in general and presents the results of empirical research conducted using special techniques. The Pearson correlation coefficient was used for summing up the results of the study and mathematical and statistical analysis of the relationship. The experimental part of this work is of practical value.

Civic Engagement of Students

2019 ◽  
Vol 6 (3) ◽  
pp. 1-9
Author(s):  
SSM Sadrul Huda ◽  
Tanveer Kabir ◽  
Tanvir Alam Siddiq
Keyword(s):  
Civic Engagement ◽  
Educational System ◽  
Practical Knowledge ◽  
Student Participation ◽  
Leadership Skills ◽  
Developed Countries ◽  
Academic Achievements ◽  
Student Community ◽  
The Impact

This article aims to figure out the impact of civic engagement of students in Bangladesh. Developed countries are well aware about the importance of civic engagement of the student community nowadays. Their educational system is already structured in a manner which encourages civic engagement in educational life. There are a lot of studies in developed countries regarding student participation in civic engagement. It is seen that the educational system and curriculum in Bangladesh does not incorporate civic engagement. However, there is some skill sharing institutions that has started engaging students in civic activities. Students are learning leadership skills, gaining practical knowledge besides academic, experiencing innovation and becoming responsible citizens of the country. This article focuses on some practical scenarios through which students were engaged with civic activities, which, in turn, positively affect the academic and non-academic achievements of the students in Bangladesh.

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