The effect of highly emotionally intelligent teachers on their students’ satisfaction

The effect of high emotionally intelligent teachers on their teaching effectiveness at universities: the moderating effect of personality traits

Purpose

The purpose of this paper is to answer two basic research questions: “Does high emotional intelligence affect teaching effectiveness at universities?” and “What role do personality traits play in moderating that relationship?”

Design/methodology/approach

The paper is a quantitative study using self-reporting questionnaires on 410 students and 32 faculty members. The resulting relationships and model fit are confirmed using SEM.

Findings

The paper shows the importance of high emotional intelligent teachers in universities to increase teaching effectiveness. The paper also shows that the personality traits of the teacher moderate this positive relationship.

Research limitations/implications

The study uses students' responses. Students might negatively assess their professors for different purposes. This puts in question the reliability of student ratings, especially when taking into consideration students' mood.

Practical implications

The paper makes two major recommendations to universities. The first recommendation is to hire emotionally intelligent teachers. The second recommendation is to conduct emotional intelligence workshops for existing teachers in order to improve their EI skills. Both recommendations will increase teaching effectiveness, therefore, better learning and a higher chance of better students' academic achievement, better teacher-student relationship, higher students' satisfaction and better university environment/teaching reputation.

Originality/value

The research model is tested for the first time in the Lebanese higher educational sector.

Revamping Teacher Training for Challenging Times: Teachers' Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies

Purpose

This study aimed to design, implement, and evaluate a teacher training program to improve the quality and innovation of teaching practice. The program was designed to protect teachers' mental health and well-being, and increase their resilience and emotional competence while introducing innovative educational methodologies.

Participants and Methods

An experimental design using a control group and pre-/post-test empirical data was adopted to determine the effects of the 14-week teacher training program. The sample comprised 141 teachers with mean teaching experience of 13.1 years (SD = 6.84, 54.6% women).

Results

The program had a positive impact on teacher well-being, resilience, emotional competence, and self-efficacy, linked to the innovative and effective teacher methodologies included in the training.

Conclusion

More research is needed to expand on the findings and optimize teacher training implementation. The training provided in this study is evidence of the commitment to overcoming current educational framework challenges. The training contributes to teacher empowerment and provides knowledge, strategies, and resources for greater innovation and quality in the classroom - key to creating educational synergies for the emergence of stronger teachers in the face of adversity. We discuss future research directions for a better understanding of teacher training in the 21st century.

Exploring the Relationship Among Teacher Emotional Intelligence, Work Engagement, Teacher Self-Efficacy, and Student Academic Achievement: A Moderated Mediation Model

In recent years, many studies have been done to identify the factors that affect teacher emotions at schools. However, the empirical evidence on how teachers' emotions influence students' outcomes and performance is not extensive. Against this background, this study explored the correlation between teacher EI and student academic achievement and possible mechanisms may lie in this relationship. A sample of 365 Chinese teachers from 25 public middle schools participated in this study by completing measurements of teacher EI, teacher work engagement, and teacher self-efficacy. The student academic achievement was assessed by the grades of the previous term (February to June 2020) reported by the students. The results indicated that teacher work engagement partially mediated the path from teacher EI and student academic achievement. Moderated mediation further showed that teachers with high self-efficacy had a more significant positive impact on the relationship between teacher work engagement and student academic achievement than teachers with low self-efficacy. The limitations of this study were also discussed.

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.