Emotional Intelligence Training to Improve the Efficacy of Primary School Teachers

The aim of the current study was to investigate the effect of emotional intelligence training toward elementary teacher. The training given to increase the teachers’ efficacy in students’ engagement, instructional strategies and classroom management. There are three sessions during the training included identifying and understand the emotions of himself and others, identifying and understanding the impact of the emotion used in adopting decisions and managing the emotions of himself and others. Participant were 25 elementary teachers in Intan Permata Hati School. The result taken using the Teacher’s Efficacy Scale (Tschannen-Moran, M., & Woolfolk Hoy, A., 2001) before and after training to investigate the impact of the training. Overall the result showed that the students’ engagement has the biggest impact and emotional intelligence is significant increase teachers’ efficacy. The students’ engagement has the biggest impact

Pelatihan Emotional Intelligence untuk Meningkatkan Kemampuan Manajemen Konflik Pada Siswa SMA

The purpose of this study was to see the effectiveness of emotional intelligence training in helping subjects overcome the conflict they were experiencing. Conflict is a situation where each other conflicts with each other. In the organisation's scope, namely the Student Council, conflict refers to disagreements between people or members of the Student Council. Improper application of conflict management can lead to unsanitary working conditions. It shows the importance of the intervention given to manage conflict, especially in the Student Council, which is through emotional intelligence training. The research design used was experimental (one group pretest-posttest) with 19 subjects (15-18 years). The training consisted of six sessions and was conducted over two days. The results obtained from this study were that there was a significant increase and change in the integrating type (p = 0.027, p<0.05) and compromising (p = 0.021, p<0.05). While the other types, namely domination, avoiding, and obliging, did not experience significant changes. Through emotional intelligence training, participants will learn how to control emotions so that when faced with problems, participants can use appropriate conflict management to solve these problems.

The buffering role of emotional intelligence in conflict transformation

Purpose This study aims to examine how and when task and process conflicts relate to relationship conflict by detailing the mediating role of negative emotions and the moderating effect of emotional intelligence. Design/methodology/approach Survey data were collected from 462 employees working in different organizations in Pakistan. Findings The results revealed that individuals engaged in task and process conflicts are more likely to feel negative emotions toward others and consequently are more likely to engage in relationship conflict in the workplace. This mediated relationship of task and process conflicts with relationship conflict via negative emotions is lower when employees are more emotionally intelligent. Practical implications This study pinpointed a key mechanism, negative emotions, by which task and process conflicts lead to relationship conflict. Emotionally intelligent individuals are better at regulating their negative emotions; therefore, emotional intelligence training can be an effective tool for minimizing employees’ negative emotions during task and process conflicts, which can help reduce relationship conflict. Originality/value By examining the mediating role of negative emotions and the moderating effect of emotional intelligence, this study adds to the previous research by detailing how and when task and process conflicts lead to relationship conflict.

Emotional intelligence among nursing students of a government campus in eastern Nepal

Background: Emotional intelligence is the ability to recognise one’s own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and others. It is important to identify the level of emotional intelligence among nursing students for effective nursing leadership and quality nursing care. Objective: To assess the level of emotional intelligence of nursing students. Methods: A cross-sectional, descriptive research design was used to assess the level of emotional intelligence among 132 nursing students at Biratnagar Nursing Campus, Nepal. Data were collected by census method using self-administered structured questionnaire from 2018-05-13 to 2018-05-27. Emotional intelligence was measured using the Schutte Self Report Emotional Intelligence Test. Descriptive and inferential statistics (Chi-square test) was analysed to find out the association between emotional intelligence and demographic variables. Results: The findings showed that 96 (72.7%) of the respondents were from the 15 to 18 years age group. Similarly, 104 (78.8%) of the respondents had joined nursing education by their own choice. This study showed the majority 108 (81.8%) had a high level of emotional intelligence and 24 (18.2%) had a moderate level of emotional intelligence. There was no association between student’s level of emotional intelligence and their demographic variables. Conclusion: The participating nursing students had high levels of emotional intelligence. Owing to growing complexity in the healthcare environment and increasing expectations of clients in today’s competitive health care marketplace, the nursing students should be provided with emotional intelligence training and concepts should be incorporated into the nursing curriculum.

THE ROLE OF EMOTIONAL INTELLIGENCE IN THE ACTIVITY OF THE TOP MANAGER IN PUBLIC INSTITUTIONS

In this article we study the emotional intelligence and its role in the activity of the top manager in public institutions. The levels of emotional intelligence training are also described

Emotional Intelligence Training: Influence of a Brief Slow-Paced Breathing Exercise on Psychophysiological Variables Linked to Emotion Regulation

Designing emotional intelligence training programs requires first testing the effectiveness of techniques targeting its main dimensions. The aim of this study was to investigate the effects of a brief slow-paced breathing (SPB) exercise on psychophysiological variables linked to emotion regulation, namely cardiac vagal activity (CVA), as well as perceived stress intensity, emotional arousal, and emotional valence. A total of 61 participants completed a 5-min SPB exercise and a control condition of a 5-min rest measurement. CVA was indexed with the root mean square of successive differences (RMSSD). Participants were also asked to rate their perceived stress intensity, emotional arousal, and emotional valence. Results showed that CVA was higher during SPB in comparison to the control condition. Contrary to our hypothesis, perceived stress intensity and emotional arousal increased after SPB, and perceived emotional valence was less positive after SPB. This could be explained by experiencing dyspnea (i.e., breathing discomfort), and the need to get acclimatized to SPB. Consequently, we may conclude that although physiological benefits of SPB on CVA are immediate, training may be required in order to perceive psychological benefits.

Strategies to Develop Emotional Intelligence in Early Childhood

Children have many opportunities in early childhood education that support their emotions. These opportunities need to be transformed into learning situations appropriate to their development and developed. Learnings cannot happen independently of emotional intelligence. Social–emotional skills must be developed in education to achieve both academic success and success in life. It is important to support emotional intelligence in early childhood education to enable children to be emotionally healthy, to cope with difficulties, to respect differences, and to gain a social perspective by working in collaboration with others. Emotional intelligence training helps not only children but everyone in the classroom setting, especially educators who are unsure of how to work with a child with an emotional or behavioral problem. Since emotional intelligence can be developed and strengthened by training at all ages, it can be a way of teaching for educators as they regularly include methods and techniques in the program. Based on this, in this section, the emotional intelligence of children, programs methods and strategies will be discussed in terms of supporting emotional intelligence in the early years.

Impact of Multifaceted Workplace Bullying on the Relationships between Technology Usage, Organisational Climate and Employee Physical and Emotional Health

This research article investigates the effect of organisational climate and technology usage on employees’ physiological and emotional health damage resulting from face-to-face bullying and cyberbullying at the workplace. Furthermore, we investigated emotional intelligence as a coping strategy to moderate employee physiological and emotional health damage. The research used a quantitative research design. A five-point Likert-scale questionnaire was used to collect data from a multistage sample of 500 officials from Pakistan’s four service sectors. Results revealed that organisational climate and technology usage are negatively related to face-to-face bullying and cyberbullying at the workplace. At the same time, workplace bullying adversely affects an employee’s emotional and physiological health. However, emotional intelligence can reduce an employee’s emotional health damage due to workplace bullying. Thus, we suggest incorporating emotional intelligence training at the workplace to minimise the devastating effects of face-to-face bullying and cyberbullying on employees’ physical and emotional health.