Adaptation of Trait Emotional Intelligence Questionnaire (TEIQue) in Bangla

The Trait Emotional Intelligence Questionnaire (TEQue) is an instrument to measure emotional intelligence based on self-report. The instrument has increasingly drawing the attention in the organizations. The present study aimed at adapting the Trait Emotional Intelligence Questionnaire (TEQue) short form (K.V. Petrides, 2009) into Bangla version After careful checking by the Subject Matter Expert (SME), the translated form was administered over 200 adolescent-adult ranging from 17 to 21 years of age through convenience sampling during May 2017 to June 2017. Cronbach Alpha was found significant to be satisfactory. Validation of the Inventory was assured by content and construct validity where construct validity included item analysis. Satisfactory level of validity was found for the Bangla version of Trait Emotional Intelligence Questionnaire. The version of the test has found useful in the context of Bangladesh. This inventory can be used in Emotional Intelligence testing.

INFLUENCE OF ATTACHMENT STYLES AND EMOTIONAL INTELLIGENCE INTERACTION ON MARITAL SATISFACTION AMONG MARRIED COUPLES

Emotion, both positive and negative, is one of the markers of intimate relationships. Attachment theory is one of the primary conceptual frameworks for understanding emotion regulation. There is a well-established link in the literature between secure romantic attachment style and emotional intelligence (EI) in scientic studies. The underlying processes of this link among couples are notably less explored in the Indian context. As an attempt to bridge the gap, the present study analyzed the inuence of attachment styles and EI interplay on marital satisfaction among Indian couples. The study considered 304 respondents (152 females, 152 males, ranged from -25 to 65+ years old) with a marriage duration greater than three years. To assess participants attachment styles, EI, and marital satisfaction, Revised Adult Attachment Scale (RAAS; Collins, 1996), Trait Emotional Intelligence Questionnaire (TEIQue; Petrides, 2009) and ENRICH Marital Satisfaction Scale (EMS; Fowers & Olson, 1993) were used respectively. Two-way ANOVA was used to analyse the data. The result revealed that there is a signicant interaction between attachment styles and global EI on marital satisfaction. Psychotherapists and counsellors in general, and couple therapists in particular, will benet from the current research. Considering the limitation of the study, further investigation is recommended.

Traits of transformational leaders in nursing: emotional intelligence counts?

Background/Aims In the complex healthcare industry, transformational leadership and emotional intelligence in managers can achieve better outcomes. However, there is a lack of knowledge about the interaction between these two features. This study explored the traits of transformational leadership among the nurse managers in Jordan, focusing on the trait of emotional intelligence in critically-selected demographics. Methods A descriptive correlational research design was conducted. A total of 57 nurse managers from an acute referral hospital in Jordan completed the Multifactor Leadership Questionnaire and the 30-item Trait Emotional Intelligence Questionnaire to measure transformational leadership and emotional intelligence respectively. Demographic data were also collected on participants' age, gender, years of clinical experience and years of managerial experience. Results There was a strong direct relationship between transformational leadership style and emotional intelligence. Male nurses with more than 15 years of clinical experience showed more transformational leadership practices and the highest levels of emotional intelligence among this cohort. Conclusions Emotional intelligence is a vital component of effective transformational leadership, which promotes a healthy work environment and better healthcare outcomes.

SELF-LEADERSHIP PERCEPTION AND EMOTIONAL INTELLIGENCE AS THE PREDICTORS OF COGNITIVE FLEXIBILITY

Cognitive flexibility is one of the most important skills that school administrators should have in today's world of rapid change and transformation. This study aimed to explore whether emotional intelligence and self-leadership predicted cognitive flexibility. The study universe consisted of principals and deputy principals working in primary, secondary and upper-secondary schools affiliated with the Provincial Directorate of National Education in the center and districts of Amasya in the 2019-2020 academic year. The views of participating school administrators who voluntarily participated in the study (N=204) were analyzed in the framework of the study. Self-Leadership Questionnaire, Cognitive Flexibility Scale and Trait Emotional Intelligence Questionnaire were used as data collection tools in addition to the Personal Information Form developed by the researcher. In the analysis the data was used for the multiple regression analysis conducted to determine whether self-leadership and emotional intelligence predicted cognitive flexibility. Based on the study results, it was concluded that self-leadership and emotional intelligence together -with all their dimensions- had a predictive effect on cognitive flexibility. Based on the results of the research, it can be said that training and practices that improve administrators’ emotional intelligence levels and provide them with self-leadership awareness will make an indirect contribution to cognitive flexibility skills. Based on the results of the research, it can be argued that offering training and practices that improve administrators’ emotional intelligence levels and provide self-leadership awareness will make an indirect contribution to the development of their cognitive flexibility skills. Keywords: Self-leadership; emotional intelligence; cognitive flexibility; school administrators

Effect of a novel healthcare leadership program on leadership and emotional intelligence

The purpose of this study was to assess the effectiveness of the Feagin Leadership Program (FLP) in teaching leadership domains and emotional intelligence. An anonymous survey of 178 graduates of FLP (2011–2019) including the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) was used to assess emotional intelligence and program views. ANOVA was used to compare the difference in emotional intelligence domains between groups. Respondents reported the FLP most improved skills in communication, emotional intelligence, and team building. Medical students (18, 38.3%) and faculty/staff (5/14, 35.7%) reported the most relevant domain was emotional intelligence; residents/fellows reported the most relevant domain was teamwork (8/37, 21.6%). Respondents in residency/fellowship had the highest score in emotionality (P = .01). These results suggest that a healthcare leadership program tailored to medical trainees was effective in improving their competency in various leadership domains, and that emotional intelligence and teamwork were the most relevant components of the program.

Emotional intelligence in Greek teacher education: Findings from a short intervention

Emotional intelligence (EI) is widely known to be crucial for professional development in education, and it is a curricular component of Greek teacher education. Still, there is little information available on student teachers’ EI. The aim of this study was to explore whether student teachers’ trait EI can be developed through a two-week, EI-focused intervention. The study followed a quasi-experimental design with a mixed method approach, using the Trait Emotional Intelligence Questionnaire-Short Form (Greek version) (N = 42) and reflective emotion diaries (N = 19). The participants were third-year undergraduate students studying primary education and teaching at the University of Crete. While the results from the statistical analysis showed no development of student teachers’ trait EI, the findings from the thematic analysis of the reflective emotion diaries suggested that this intervention was beneficial, facilitating emotion identification and potentially enabling emotion regulation through increased self-awareness. The study concludes with a discussion of its limitations and practical implications for future intervention studies on EI.

An Investigation into Interrelations Between Trait Emotional Intelligence and Perfectionism in Middle School Aged Children

This research focuses on the detection of interrelations between perfectionism and trait emotional intelligence in children of middle school age. The Frost multidimensional scale of perfectionism (F-MPS) for the detection of the perfectionism level was used. The global level of trait emotional intelligence was measured with the trait emotional intelligence questionnaire for children (TEIQue-CSF). The research sample consisted of 120 middle school children between 10 to 12 years old. The sample comprised of 80 girls and 40 boys. The results of the research failed to reveal any statistically significant relations between perfectionism and trait emotional intelligence.

THEORETICAL ANALYSIS OF SOME MAIN CONCEPTUAL APPROACHES TO EMOTIONAL INTELLIGENCE OPERATIONALIZATION

The article presents the results of the theoretical and comparative analysis of the scientific psychological and pedagogical literature on the problem of studying the main approaches to the operationalization of emotional intelligence. In particular, a brief description of the main components of the most well-known methods of measuring emotional intelligence is provided: the Mayer-Salovey-Caruso Emotional Intelligence Test developed by J. Mayer, P. Salovey and D. Caruso, the self-report tests “Emotional Quotient Inventory” by R. Bar-On and N. Schutte with colleagues’s Self-Report Emotional Intelligence Test, D. Gowlman’s Emotional Competence Inventory, K. Izard’s Emotional Knowledge Test, R. Cooper’s “EQMap” for interpersonal success model, K. Petrides and E. Furnham’s “Trait Emotional Intelligence Questionnaire” test, N. Hall’s method of assessing emotional intelligence, D. Lusin’s “EmIn” questionnaire, etc. The relevance of the study of the main aspects of methods of measuring emotional intelligence is due to the need to clarify the structure of this phenomenon and include it in the system of personal characteristics, as well as the influence of ambiguity of the role of emotional intelligence in educational activities. Based on the comparative characteristics of the main components of the most famous methods of measuring emotional intelligence, an attempt was made to conceptualize the main approaches to its operationalization. Emphasis, in particular, is made on the comparison of the main criteria by the differentiation of emotional intelligence as a trait and emotional intelligence as ability. The results of the analysis are important for further studies of this phenomenon. As the analysis of scientific and psychological approaches to the problem of operationalization of emotional intelligence has shown, there is a need to personalize tests of emotional intelligence in accordance with students’ requests and their problems, to study the features of intercultural validity of emotional intelligence. A promising area of ​​study of emotional intelligence is also the study of its relationship with metacognitive strategies. In particular, the theoretical-methodological and empirical principles of studying emotional intelligence in the context of metacognitive monitoring of students’ learning activities are relevant.

Hubungan Kecerdasan Emosi Antara Ibu dengan Anak Usia Dini di Masa Pandemik Covid-19

Objective: to identify the relationship of emotional intelligence between mothers and early childhood during the covid-19 pandemicMethods: This article of research was correlation with cross sectional design. The research was carried out in the Catholic Santa Katarina Kindergarten, Jalan Mojopahit No. 38 Surabaya. The study population of parents of guardians of students of TK B Katarina used total sampling. Research sample of 30 respondents. The independent variable of maternal emotional intelligence used the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) questionnaire. The dependent variable of children's emotional intelligence using the Strengths and Difficulties Questionnaire - Parent Reports (SDQ-PR) questionnaire.Results: The results show that most of the emotional intelligence of mothers was low as much as 86% of respondents. Emotional intelligence of children more than 50% was classified as abnormal or abnormal 56.7% of respondents. Spearman Rank Test p = 0.094 means p > α means that there is no emotional intelligence relationship between mothers and early childhood during the covid-19 pandemic.Conclusion: There is no emotional intelligence relationship between mothers and early childhood during the covid-19 pandemic. It was recommended in further research to examine other factors that were more dominant that have an association with emotional intelligence of early childhood.

Pengaruh Kepimpinan Instruksional, Kecerdasan Emosi dan Personaliti Guru Besar Terhadap Prestasi Kerja Guru Sekolah Rendah di Sabah

Kajian ini bertujuan untuk mengenal pasti hubungan dan pengaruh kepimpinan instruksional, kecerdasan emosi dan persoaliti guru besar terhadap prestasi kerja guru sekolah rendah di negeri Sabah. Seramai 419 orang responden telah dipilih dalam kalangan guru dari lima puluh buah sekolah rendah di negeri Sabah yang dipilih secara rawak menggunakan kaedah pensampelan rawak berstrata. Data Kajian diperoleh menggunakan soal selidik tertutup mengandungi 88 item yang diubah suai daripada instrumen Principal Instructional Management Rating Scale (PIMRS), Emotional Quotient Inventory (EQ-I), Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-S), Emotional Spiritual Quotient (ESQ), Emotional Intelligence Scale (EIS), NEO Five-Factor Inventory (NEO FFI) dan prestasi kerja oleh Iran Herman dan Fatimah Wati Halim. Data kajian dianalisis menggunakan perisian Statistical Packages For Social Sciences. Ujian Korelasi Pearson bagi ketiga-tiga variabel menunjukkan wujud hubungan signifikan secara positif dengan prestasi kerja guru. Analisis regresi menunjukkan ketiga-tiga variabel turut memberi pengaruh yang signifikan terhadap prestasi kerja guru. Berdasarkan data empirikal yang dibincangkan, kajian ini boleh dijadikan panduan oleh semua pihak yang terlibat secara langsung atau tidak langsung dalam bidang pendidikan dan penyelidikan dalam meningkatkan prestasi kerja guru di sekolah rendah. Abstract This study aimed to identify the relationship and effects of instructional leadership, emotional intelligence and headmaster’s personality towards primary schools teachers’ job performance in Sabah. A number of 419 respondents from 50 primary schools in Sabah were chosen randomly using Stratified Random Sampling method. The results gained using closed questionnaire that contained 88 items which was modified from Principal of Instructional Management Rating Scale (PIMRS), Emotional Quotient Inventory (EQ-I), Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-S), Emotional Spiritual Quotient (ESQ), Emotional Intelligence Scale (EIS), NEO Five-Factor Inventory (NEO FFI) and job performance by Iran Herman and Fatimah Wati Halim. The data was analysed using Statistical Packages For Social Sciences. Thus, Pearson Correlation Test for the variables showed that there are significant positive connection with teacher’s job performance. The regression analysis also showed that all the variables has significantly affect the teacher’s job performance. In regard of the empirical data as discussed, this study could be used as a guide by party of interest in the field of educations or studies to improve teacher’s job performance in primary school.