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

Abstract

Purpose The purpose of this paper is to answer the basic research question “Do highly emotional intelligent teachers increase student’s satisfaction in the universities?” Design/methodology/approach The paper is a quantitative study using self-reporting questionnaires applied on 283 students and 10 faculty members. Findings The paper shows the importance of having high emotional intelligent teachers in the universities to increase students’ emotional intelligence (EI) and, therefore, their satisfaction. The results show that the primary factor that will increase the EI of students is not what most of the scholars mentioned, the EI of teacher, but the class interactions. Practical implications The paper makes a recommendation to universities to hire emotionally intelligent teachers who stress on increasing the EI of students. Universities, by increasing the EI of their students, will improve their business situation, since if students are happy they will remain in the universities, spending, therefore, more money and encouraging other students to do so. Originality/value No such research was previously conducted in Lebanon where still few people understand the meaning or the importance of EI. This study, therefore, is fulfilling a gap, a brick in the wall of knowledge on class interaction in bridging the link between teachers and students.

Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management

“…This ratio may be because more emotionally intelligent teachers can adopt a reflexive attitude toward conflict they are confronted with, due to a greater capacity to identify their emotions and adjust them appropriately, as opposed to teachers who have less EI. As some authors indicate, individuals with high EI are more confident, creative, flexible, and better able to cope with their own emotions, with greater problem solving and conflict negotiation skills (Hein, 1996;Maamari and Majdalani, 2019).…”

“…Researches also showed the effectiveness of positive action in the development of teachers' emotional skills, increasingly recognizing teachers being emotionally intelligent as the basis for a good relationship with students, for providing a steady and wholesome classroom environment (Maamari and Majdalani, 2019). Other researches confirmed that school teachers' EI is a stress and burnout protection factor (Brackett et al, 2010;Schoeps et al, 2019), associated to higher professional performance, lower feelings of tiredness (Extremera et al, 2016), helpful for the teaching-learning process (Chan, 2006), related to promotion of an appropriate emotional climate (Jennings and Greenberg, 2009), and also to an effective classroom management (Valente, 2019).…”

The Relationship between Emotional Intelligence Ability and Teacher Efficacy

“…Many studies have shown that EI is vital for school teachers' work performance and personal interactions [17]. It has been shown to correlate, for example, with all the following factors: well-being, job and life satisfaction [13]; teacher-student relationships, stress-tolerance and teaching satisfaction [18]; burnout prevention [19]; student satisfaction [20]; emotional labor strategies, teaching satisfaction, and the teaching and learning process [21]; and with classroom conflict management [7]. So, Mérida-López et al [6] have concluded that school teachers with higher EI scores showed greater coping resilience and higher work engagement levels.…”

The role of the teacher’s emotional intelligence for efficacy and classroom management

“…Teaching requires great emotional labor and teachers EI is recognized as the basis of their http://dx.doi.org/10.21615/cesp.13.2.2 attitudes toward their students and to provide a steady and wholesome classroom environment (Hen & Sharabi-Nov, 2014). Also, teachers recognized the importance of EI in classrooms and how it becomes a crucial constituent of the teaching-learning process resulting in holistic learning and development of students (Allen et al, 2014;Becker et al, 2014;Maamari & Majdalani, 2019;Pugazhenthi & Srinivasan, 2018). Besides, different studies showed that EI is positively correlated with teacher's efficacy (Hassan et al, 2015;Koçoğlu, 2011;Wenn et al, 2018), and with classroom management efficacy (Valente et al, 2019;Wahyuddin, 2016).…”

“…For teachers, it is not enough to have only academic knowledge, it is also essential having emotional knowledge. Studies on teacher's emotional intelligence (EI) have already provided evidence that EI is the foundation for positives relationships, and for a good functioning in a school environment (Hargraves, 2017;Maamari & Majdalani, 2019), namely concerning the benefits regarding professional performance, (Cejudo & López-Delgado, 2017), teaching and learning process (Allen et al, 2014), students' school achievement (Becker et al, 2014), job satisfaction (Cejudo & López-Delgado, 2017), reducing stress and burnout (Subalakshmi et al, 2019), and the significance for interpersonal relationships in an educational context (Yin et al, 2013).…”