Emotional Intelligence and Personal Demographic Profile in the Education System of India

Abstract

Academic leaders need to recognize their own emotions and know the feelings of those around them. Academic leaders are more effective when they pay attention to their social interactions with others in the workplace and the impact they as leaders have on those around them. It is also essential for leaders to recognize the influence that others’ emotions have on them. The purpose of this article is to examine the perception of faculty members towards emotional intelligence (EI) of their academic leaders in the sample select universities, and to study the impact of demographic variables on EI. The data collected were analysed using descriptive and inferential statistics. The data for the study were collected through both the primary and secondary sources. The measuring items used for the study were sourced from existing validated scales and literature. Descriptive statistics was employed to know the descriptive information across various demographic variables on a total sample of 719. The various demographic variables, which were considered for the study, were gender, age and experience. The results revealed that the faculty members of the sample select universities perceived the EI of their academic leaders at an above-average level; presently, they are fairly satisfied with their academic leader’s EI. The results also revealed that the perception of the respondent faculty members towards their HOD’s EI from different universities and states is more or less the same and also the demographic variables have a significant impact on EI. Besides having theoretical implications that open pathways for conducting further research, the findings of the study may serve as a reference for service practitioners in designing strategies that will ensure superior performance of academic leaders in higher educational institutions.

National Education Policy 2020. Construyendo un nuevo sistema educativo en la India

“…En definitiva, los elementos más tradicionales de la India se ven reflejados en los principios de la reforma ya que, además de detallar las pertinentes competencias y habilidades formativas que el alumnado ha de adquirir a lo largo de su proceso educativo, se hace eco del cultivo de habilidades estrechamente relacionadas con valores actuales tales como la empatía, el respeto por otros, la cortesía, el espíritu democrático, la responsabilidad, la equidad, la justicia, etc. además de la inteligencia emocional, especialmente acentuada en la Educación Superior (Baba, 2020). El ámbito de la Educación Primaria también propicia un diálogo respetuoso de valores tradicionales, de valores afines al momento actual, que se manifiestan y coexisten tanto en instituciones educativas públicas, como privadas, de índole religiosa y ONGs (Joshi, 2020).…”