Emotional Intelligence and Problem-Solving Correlations and Impact on Employability: A Case Study from the UAE

The purpose of this study is to determine the emotional intelligence and problem-solving skills’ effect on professional tourist guides’ managerial problem encountering frequencies during daily trips, additionally to reveal the emotional intelligence and problem-solving skills relation with demographical factors. Within this scope, the related body of literature reviewed, the relevant studies utilized and in order to obtain primary data for this study an online survey conducted on professional tourist guides working in Turkey. Three hundred actively serving tourist guides in various regions of Turkey constituted the research sample. To have inferential statistics regarding the variables of the research; t-test, analysis of variance, correlation analysis and regression analysis are applied. In the light of statistical analysis findings, it is concluded that; high emotional intelligence means high problem-solving skills and as the emotional intelligence level increases, the frequency of encountering managerial problems decreases and both the emotional intelligence scores and problem-solving skills improve as the age increases.

Background: High demands in all conditions require proffesional health workers. In dealing with patients, health workers need high emotional intelligence and problem solving skills that are qualified to deal with various problems. Objective: To analyze correlation between emotional intelligence with problem solving skill of health student of Faculty of Medicine Universitas Hasanuddin. Method: This quantitative research was conducted in August-September 2017, using observational study design with cross sectional analytic approach. Population in this research is health students Faculty of Medicine Universitas Hasanuddin who forced in 2013, 2014, 2015, 2016 (N=1995). Sampling technique using cluster random sampling (n=333). The data were analyzed with Spearman’s Rho test. Results: More than half of respondents had a low emotional intelligence (58.3%) and medium level of problem solving skill (51,4%). Correlation coefficient both of them is weak (r=0,222; p value = 0.000 <0,05). Conclusion: There is a weak correlation between emotional intelligence with problem solving skill of health student of Faculty of Medicine Hasanuddin University. The higher the emotional intelligence of the student, the higher the level of problem solving skill.

ABSTRACTThis paper presents evidence of employer and graduate attitudes on the skill set requirements for professional accountants, and whether university accounting programs develop these skills, and in particular emotional intelligence (EI) skills. We use priority indices and strategic mapping to evaluate the positioning of 31 skills. This analysis suggests that university accounting programs could consider increasing the emphasis placed on particular EI and non-emotional intelligence (non-EI) skills while other skills could be de-emphasised. While non-EI skills were ranked higher than EI skills, some non-EI skills are considered well developed in graduates and others are viewed as important but not well developed. While employers expect correspondence between the skills seen as important in the workplace and their expected development in university, there was also reverse correspondence in that employers do not expect universities to develop skills considered less important in the workplace.

Many researchers have shown that including emotional intelligence (EI) skills in the process of teaching and learning can increase academic achievement in language learning. At the same time, including the EI in language curricula can increase the quality of teaching and learning, because by helping students to show personal responsibility they will learn effectively and complete their tasks efficiently. It will lead towards the achievement of their personal, academic and career excellence. The study explores the perceptions of the Language Centre (LC) teachers regarding the implications of the EI skills in language teaching during the academic year 2016/2017. It highlights the importance of embedding the EI into language syllabi and demonstrates the recognised need for well-developed EI skills to gain higher academic achievement. The objective of this article is to emphasise some characteristics of EI to today’s language teaching and learning trends, used at the LC, South East European University. By examining the relationship between EI and language learning, this study will try to increase teachers’ understanding of EI skills in language learning and also provide some insights for sharing experiences regarding the implementation of these skills in the classroom.
 
 Keywords: Emotional inteligence, motivation, language teaching.

The relationship between emotional intelligence and problem solving skills in prospective teachers

Emotional intelligence (EI) is the ability to manage and identify one’s emotions and the emotions of others. We measure how well we understand our emotions through emotional intelligence. It is crucially important to know how to interpret our emotions in order to effectively communicate with our colleagues. Emotional intelligence is especially important for teachers as it helps them face certain stressful situations in which their actions can impact their students’ learning and well-being. Also, it helps teachers deal with the new challenges that come with problematic groups of students, crowded classrooms, or a lack of motivation. With the established relationship of Emotional Intelligence (EI) skills and new research evidence linking EI to enhanced instructional performance and as a factor in teacher retention, teachers at all levels could benefit from learning and using EI skills for both personal and professional development. In this chapter, we present a six-dimension model of EI and provide teachers with tried and true intervention strategies to help them increase their EI skills.

Background and Aim: Communication skills are the ability to establish interpersonal relationships with others. Emotional intelligence is also the ability to increase their domination over time and their emotions and push them towards their goals and intentions. In this study, the relationship between emotional intelligence and communication skills in postgraduate students of Islamic Azad University was studied. Materials and methods: In a cross-sectional study, 321 postgraduate students from Islamic Azad University, Tehran-North Branch were selected using simple stratified random sampling method. The data was collected using Brad berry and Greaves questionnaire of emotional intelligence that has 28 items. Reliability of this questionnaire has been confirmed by Cronbach's alpha of 0.88. To answer questions, the Likert Spectrum Scale (never-rarely-occasionally-usually- almost always-always) has been used. Results: Subjects were % 48.6 male and 51.4 were female. There was a significant relationship between communication skills and emotional intelligence(r= 0.406, p <0.001), knowledge (r= 0.276, p <0.001), managerial variables (r=0.378, p <0.001), social awareness (r= 0.252, p <0.001), relationship management (r= 0.286, p <0.001) of students. Mean emotional intelligence of men is higher than women's (p <0.015). The mean of emotional intelligence of Ph.D. students is higher than in postgraduate students (p <0.036). Mean communication skills of men are higher than female (p <0.017). The mean of communication skills of PhD students is higher than postgraduate students (p <0.024). Conclusion: Communication skills will increase through increasing students' emotional intelligence. In men communication skills and emotional intelligence are higher than women. And in Ph.D. students is higher than postgraduate degree.

Effective communication in nursing involves verbal, nonverbal, and written exchanges, fostering trust, reducing anxiety, and improving outcomes. Emotional intelligence (EI) enhances nurses' ability to interpret cues, manage stress, and build therapeutic relationships. Objective: To see the effect of communication skills and EI among nursing students on patient outcomes. Methods: This correlational quantitative study was conducted at Saida Waheed FMH College of Nursing. A total of 102 participants were included by using a convenient sampling technique. The study included 3rd and 4th-year Generic Nursing students and 4th-year General Nursing students, while 1st and 2nd-year Generic and General Nursing students and 3rd-year General Nursing students were excluded. Data were collected using the EI and Communication Skills Questionnaire to assess the relationship between EI and communication skills. Data were analyzed using SPSS version 26.0. The correlation of EI with communication skills was determined by the Pearson correlation coefficient. comparison, considering a p-value of ≤0.05 as statistically significant. Results: Among 102 participants, most (96.1%) were aged 20-25, with 62.7% female and 66.9% unmarried. Most respondents agreed or strongly agreed that patients initiate conversations (67.6%, 24.5%) and that they understand and discuss disease severity effectively (58.8%, 20.6%). Additionally, 59.8% noted patient reluctance in answering queries. Higher EI is linked to improved communication skills. A strong positive correlation (r²=0.961, p&lt;0.01) was found between EI and communication skills. Conclusions: Effective communication and EI enhance patient outcomes by fostering trust and understanding. A strong positive correlation was found between EI and communication skills, emphasizing the need for nursing students to develop these competencies.

The purpose of this paper was to assess the nature of reflective practice and emotional intelligence in tutorial settings. Following the completion of a self-report measure of emotional intelligence, practitioners incorporated a model of reflective practice into their tutorial sessions. Practitioners were instructed to utilise reflective practice and emotional intelligence with their students during weekly tutorials for three weeks. It was postulated that a relationship between reflective practice and emotional intelligence would emerge. Results indicated that reflective practice enabled practitioners to enhance their emotional intelligence skills, specifically self-awareness. In addition, focus group interviews identified that practitioners adopted a range of strategies to increase their own emotional intelligence skills and improve reflective practice. Considerations for future investigations would include a longitudinal design that would use semi-structured interviews to enable deeper understanding of reflective practice and emotional intelligence.

Emotional Intelligence (EI) has emerged as a critical factor in teaching effectiveness and professional growth. This review explores how EI skills enhance the performance and development of newly appointed university lecturers, focusing on Henan Province, China, in comparison with global contexts. A systematic search of recent studies (2022–2025) was conducted on EI in higher education teaching, novice teacher development, and regional practices. The synthesis of findings from over 25 sources—emphasizing works by leading scholars—indicates that across diverse settings, high EI in educators is consistently linked to better teaching performance, effective classroom management, and improved student outcomes. In Henan, emerging studies show significant positive correlations between lecturers’ EI and job performance, and EI training is increasingly recommended in faculty induction programs. Novice teachers with higher EI demonstrate greater teaching enthusiasm, stronger professional identity, and resilience, partly due to experiencing more positive emotions at work. Global research mirrors these trends: for example, emotionally intelligent teachers in the UAE achieved higher student success, prompting calls to recruit and train educators in EI competencies. EI also fosters innovative teaching practices by boosting instructors’ psychological empowerment and commitment. Overall, the evidence indicates that EI skills substantially benefit novice university lecturers by improving their instructional effectiveness, adaptability, and well-being. Henan-based lecturers face unique cultural and resource challenges but exhibit similar gains from EI as their global peers. Strengthening EI through targeted professional development is a strategic avenue to enhance teaching quality and support lecturer development worldwide. These findings underscore the importance of integrating EI competencies into faculty training programs to better prepare new lecturers for success.

This study aimed to know the effectiveness of the "Self-Science" program on enhancing emotional intelligence skills (awareness of self-emotions, social competence, coping with stress, and adaptability) among 44 6th grade female students from two different schools in Dammam, Saudi Arabia. The sample was divided into two groups: an experimental group (22 students) from one school and a control group (22 students) from another school, The experimental approach was adopted in this study. To verify the equivalence of the two groups in the variables of age, previous academic achievement, and general intelligence, the Raven's Intelligence Test was used. Emotional intelligence skills were also measured before and after implementing the program using the Baron Emotional Intelligence Scale, The results showed statistically significant differences between the performances of the experimental and control groups in the skills of intrapersonal, interpersonal, and adaptability, and emotional intelligence quotient (EQ) in favor of the control group, except for the skill of stress management. The results also did not show any statistically significant differences between the means of the experimental group students in the emotional intelligence skills before and after implementing the program. Moreover, the results showed statistically significant differences between the means of the control group students, in the skills of intrapersonal and interpersonal, as well as the emotional intelligence quotient (EQ) before and after implementing the program. Based on the study results, the researcher recommended using “Self-Science” program and other programs to develop the emotional intelligence of school students in general.

Objectives: This study was conducted to identify the effect that the self-efficacy and emotional intelligence and interpersonal skills of nurses at geriatric hospitals have on their practice of geriatric care. Methods/Statistical Analysis: A questionnaire was distributed to 165 nurses working at 9 geriatric hospitals located in city D and regions C and K regions with 200 or more hospital beds. Data was collected from September 15 to December 31, 2014. Using IBM SPSS/WIN 20.0 program, frequency, t-test, ANOVA, Pearson’s correlation coefficients and Multiple regression were analyzed. Findings: Results showed that the practice of geriatric care of nurses at geriatric care had a positive correlation with self-efficacy (r = .47, p<.001), emotional intelligence (r = .56, p<.001) and interpersonal skills (r = .39, p<.001) and the factors that had the most significant effect on the degree of practice, in descending order were emotional intelligence, self-efficacy and age. Explanatory power was 32.4%. Applications/Improvements: With an aging society and a rapid increase in the number of geriatric hospitals, continued studies are recommended to identify predictive factors for geriatric nursing practice in order to realize higher quality geriatric care. Development of programs to improve self-efficacy and emotional intelligence that can, in turn, enhance geriatric nursing practice, is recommended. The age of subjects was identified as a factor affecting geriatric nursing practice. Therefore, measures to draw nurses who have temporarily retired and are reluctant to re-enter the work force back in the field should be developed. Therefore, in order to increase the level of practice, development and application of programs that can enhance emotional intelligence and self-efficacy are needed.

Context: Nurses play a pivotal role in patient care and at the same time, face stressful situations due to workload, so the need of the hour is to create awareness about emotional intelligence (EI) among nurses to tide over such situations. Aims: This study aimed (1) to measure baseline levels of EI in the control and intervention group of staff nurses, (2) to find the association between the sociodemographic factors and EI, (3) to give EI training skills program to the experimental group, (4) to measure any enhancement in EI Skills after the intervention, and (4) to assess any improvement in work performance (WP) after EI intervention. Settings and Design: An experimental study was conducted among nurses working in GMERS Hospital, Patan, who were working in critical care units and general hospital wards. Materials and Methods: One-third of nurses from each of the two blocks were taken (convenience sampling) from the two blocks (critical care units and general units), i.e., 24 and 42 nurses, respectively, and allocated into experimental and control groups, respectively. Questionnaire containing questions related to sociodemographic variables, the Schutte Self-Report EI test, and WP survey questionnaire by the University of Michigan Health System were used. Statistical Analysis Used: Quantitative data were summarized using means and standard deviation. The data were assessed for normality and suitable tests such as t-test and paired t-test were used. Results: A significant enhancement in mean EI score i.e 145.16±5.938 after intervention from base mean EI score of 132.42±4.21 was noticed. Furthermore, the job performance showed a statistically significant improvement after EI Intervention. None of the sociodemographic variables showed a statistically significant association with the EI scores of intervention group. Conclusions: The Study highlights the importance of EI Training among Staff nurses as an essential part of their training program, to cope up with stress level in their day to day life and this training also has a positive impact on their Job performance thereby enhancing the quality of patient care.

In recent years, scientific interest in the phenomenon of emotional intelligence (EQ) has increased, which causes high relevance of research in this area, where the ability to experience strong emotional ten- sion and stress is considered a stress-protection factor. The study was based on the identification of impor- tant emotional predictors that could influence the formation and development of certain cognitive styles of future social workers. The idea of the study in its significant results, the study concluded that the main hypothesis in the field of social work provision is reliable, that "there is a direct statistically significant re- lationship between emotional intelligence and professional competence of a social worker." Identification of the relationship between emotional intelligence in social workers and its components and professional competence and its criteria is the main goal of the research work. Measuring emotional intelligence in social workers is important to identify their strengths and weaknesses in emotional intelligence skills. The study made it possible to analyze the emotional intelligence of social workers, which will later be used as a guide for empirical research. In this article, we will explain the methods of assessing emotional intelligence using ability-based tests and some of the conclusions obtained by this method. The purpose of the study by conducting in-depth interviews was to determine the level of development of emotional competence of social workers, as well as to identify factors that affect and depend on the level of development of emo- tional competence. An in-depth interview was conducted with the questionnaire "Emin" and the question- naire of emotional intelligence by N. Hall. Spearman's rank correlation method was used to identify and analyze in detail the connections between the components of emotional intelligence. Correlation matrices have been developed from the data obtained, reflecting the correlation indicators of various scales of the above methods. The results of the correlation analysis show that emotional intelligence is associated with understanding one's own and others' emotions, managing one's own and others' emotions, interpersonal and intrapersonal aspects of emotional intelligence, emotional cognition, self-motivation, empathy, recog- nition of others' emotions, general emotional orientation. This study is an important sociological study and can contribute to the study of the development of emotional intelligence. The profession of social work is of great practical importance, aimed at improving the social functions of the members of the association, which are one of the universal and integrated professions. The study made it possible to analyze the emo- tional intelligence of social workers, which will later be used as a guide for empirical research. Key words: emotional intelligence, professional compatibility, social worker.

The aim of this study is to investigate the relationship between emotional intelligence skills and self-efficacy levels among physical education teachers from the teachers' own perspective. The researchers developed two scales that measure the emotional intelligence skills; and another one to measure self-efficacy levels for physical education teachers. These two scales were applied on (70) teachers from public and private schools of the Salt Directorate of Education in Jordan. The results show a strong relationship between the emotional intelligence skills and self-efficacy levels among physical education teachers. Therefore, the results also showed that the physical education teachers have high levels of emotional intelligence skills and self-efficacy levels. Also, the results show the presence of statistically significant differences between teachers in the emotional intelligence skills for the benefit of male teachers, and between public and private schools for public schools. The researchers have recommended that it is necessary to teach some training programs about emotional intelligence to physical education teachers in both public and private schools and universities.