Whereas there have been several studies on Emotional Intelligence, the relationship between EI and IR has not been explored. Kabunga and Jesse in their study of EI among psychotherapists in Northern Uganda found that 60.0% possessed high levels of self-awareness, 60.3% reported high levels of social awareness, 55.6% scored highly in self-management and 70.1% scored highly in social skills. Whereas EI is responsible for between 32% to 74% and 80% of the success in our lives, teacher education programmes in Uganda do not stipulate EI as a vital and critical issue even when psychology and professional ethics are included in the teacher education curriculum. This study, therefore, seeks to understand the relationship between EI and IR among upgrading university teacher students (Grade V).
Author(s) Details:
Helen Christine Amongin Waiswa
Department of Educational, Social and Organizational Psychology, Makerere University, College of Humanities and Social Sciences, School of Psychology, P.O. Box 7062, Kampala, Uganda.
Peter K. Baguma
Department of Educational, Social and Organizational Psychology, Makerere University, College of Humanities and Social Sciences, School of Psychology, P.O. Box 7062, Kampala, Uganda.
Joseph Oonyu
Department of Science Education, Makerere University, College of Education and External and Distance Education, Uganda.
Recent Global Research Developments on the Role of Teachers in Fostering Emotional Intelligence and Student Relationships
Blended Learning Environments:
- A study titled “The Impacts of Emotional Intelligence on Students’ Study Habits in Blended Learning Environments” investigated the relationship between emotional intelligence and study habits among health sciences students in China. Blended learning combines online and traditional classroom approaches.
- The study found that self-awareness and self-motivation directly and positively influence study habits. Additionally, all dimensions of emotional intelligence (including self-awareness, self-motivation, emotion regulation, and social skills) indirectly contribute to study habits through cognitive engagement [1].
Overall Positive Correlation:
- Another meta-analysis explored the correlation between emotional intelligence, spiritual intelligence, and student achievement. Both emotional and spiritual intelligence enhance knowledge and academic success [2].
Reducing Social Anxiety:
- Research has also revealed that emotional intelligence can reduce social anxiety levels among university students. It predicts social anxiety significantly [3].
References
- Iqbal J, Asghar MZ, Ashraf MA, Yi X. The Impacts of Emotional Intelligence on Students’ Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19. Behavioral Sciences. 2022; 12(1):14. https://doi.org/10.3390/bs12010014
- Zhou, Z., Tavan, H., Kavarizadeh, F. et al. The relationship between emotional intelligence, spiritual intelligence, and student achievement: a systematic review and meta-analysis. BMC Med Educ 24, 217 (2024). https://doi.org/10.1186/s12909-024-05208-5
- Kahraman, M. (2022). Investigating the Relationship between Emotional Intelligence and Social Anxiety Levels of University Students. International Journal of Psychology and Educational Studies, 9(4), 1121-1132.
