Emotional Intelligence and Work Commitment of Public School Administrators

This study aims to examine the emotional intelligence levels and narcissistic personality traits of physical education teachers working in middle schools and high schools affiliated to the Ministry of National Education in the 2023-2024 academic year in terms of some variables. The universe of the study consists of physical education teachers working in middle and high schools affiliated to the Ministry of National Education in the 2023-2024 academic year. The sample group consists of 286 physical education teachers, 120 of whom are female and 166 of whom are male, within the research universe and who the researcher could reach. Personal Information Form as a data collection tool in the study: This form includes the gender, age and education levels of the physical education teachers participating in the study. Emotional Intelligence Scale: The ‘’Emotional Intelligence Scale’’ developed by Wong and Law was used. The scale was adapted and developed into Turkish by Sudak (2011). Narcissistic Personality Inventory NPE - 16: The Turkish validity and study was conducted by Salim Atay (2009). The obtained data was analyzed using the SPSS 22 package program. In the analysis of two groups, “T-Test” was used for samples, in the comparative analysis of three or more groups, one-way analysis of variance (ANOVA) tests were used, and in order to determine which groups the differences originated from, Post-Hoc tests were used. In addition, Pearson Correlation Test was applied to determine the relationship between the variables. Findings: Physical education teachers' emotional intelligence levels and narcissistic personality traits do not differ in terms of gender and education level variables, but a statistically significant difference was observed in terms of age variable. It was determined that there was a low positive relationship between physical education teachers' emotional intelligence levels and narcissistic personality traits.

Objective: This study aimed to assess global trait emotional intelligence (EI) levels among health professions students at Jouf University (JU) and explore potential differences based on demographic and academic factors. The study also examined the impact of gender, age, academic year, college affiliation, and prior leadership or work experience on EI levels. Methods: A cross-sectional study was conducted among 320 health professions students at JU using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). The questionnaire assessed four dimensions of emotional intelligence (EI): well-being, self-control, emotionality, and sociability. Results: The mean global trait EI score was 4.57 (SD = 0.83), with well-being being the highest-rated dimension (mean = 5.13, SD = 1.22) and self-control the lowest (mean = 4.29, SD = 1.04). Females scored slightly higher in emotionality (p-value=0.031) compared to males. Older students (21–25 years and >25 years) showed higher EI and well-being scores (p-value=0.014 and p-value=0.004, respectively). Fifth-year students had higher emotionality scores (p-value=0.039). No significant differences were found based on college affiliation or prior leadership/work experience. Regression analysis revealed no significant predictors of EI dimensions. Conclusion: The study highlighted that while well-being was a strong aspect of EI among health professions students, self-control remains a challenge. Emotional intelligence tends to improve with age and academic progression, particularly in the area of emotionality. These findings suggested the need for targeted interventions to enhance EI, particularly in self-control, to better prepare students for the emotional demands of healthcare professions.

The aim of this study is to determine the effect emotional intelligence on hotel employees' organizational cynicism behavior. This study has been carried out on the employees working in the five star hotels in Afyonkarahisar and the data was gathered through survey technique. The emotional intelligence and organizational cynicism level of the participants were analyzed using descriptive statistics. Also, whether participants' emotional intelligence and organizational cynicism level vary according to some individual characteristics hypothesis was analyzed with t-test and one-way ANOVA test. In addition, correlation and regression analysis were utilized in determining the effect/relationship between levels of the hotel employees' emotional intelligence and organizational cynicism. The findings from the research show that there is an inverse relationship between hotel employees’ organizational cynicism level and emotional intelligence level. In this direction, it was found out that as the employees' emotional intelligence level increases, their attitude towards organizational cynicism decreases.

Emotional intelligence has community positive value for the profession of policing, and knowledge about which police officers within an agency have the highest levels of emotional intelligence is of significant management value within law enforcement agencies. The focus of this study was to determine whether differences in emotional intelligence (EI) levels among binary categories of small-agency Oklahoma law enforcement officers were statistically significant. Three research questions guided the study, involving statistical comparison of actual EI scores across varying levels of career longevity and promotion within the law enforcement profession by the study participants. The Assessing Emotions Scale (AES) was used to scale the EI levels of the 86 participants. A self-report survey was used to classify participant longevity or promotion. The application of inferential statistics to the data, in the form of multiple t-tests, revealed statistically significant differences in average EI levels, with the higher mean distribution of EI levels present among those with more than 10 years of longevity, a history of rank promotion, and a history of promotion to supervisory status. The study provides analysis and implications for law enforcement leadership and future research.

To extend the literature on the relationship between emotional intelligence and self-reported levels of stress, anxiety, and depression among veterinary medicine students across universities in the Midwestern US. A cross-sectional survey was distributed via email to individuals enrolled in veterinary medicine programs in the Midwestern US. Participants completed a 57-item survey, which included demographic information as well as targeted psychological variables of stress, anxiety, depression, and emotional intelligence. The survey was open for a 1-month collection period and analyzed using descriptive statistics, Pearson correlations, and independent-samples t tests. Key findings from 184 completed surveys included self-reports of moderate to high levels of stress (89.1%), anxiety (58%), and depression (29.8%) in veterinary medicine students. Additionally, negative relationships were found between reported levels of stress and emotional intelligence (r [182] = -0.362; P < .01) as well as screening positive for depression and emotional intelligence levels (r [182] = -0.349; P < .01). This study supports the hypothesis that emotional intelligence is negatively correlated with stress and depression among veterinary medicine students. Further research into this correlation is warranted as well as exploration of a possible causal relationship between emotional intelligence and reduced self-reports of stress and depression. Considering these findings, veterinary medicine programs may consider using emotional intelligence as a means to identify at-risk students and get them needed support and as a guide to including mental health curriculum into their curriculum.

Introduction: Emotional intelligence is defined as the ability to manage emotions effectively. It has a clear impact on the well-being of schoolchildren. A large body of studies has shown how emotional intelligence impacts on psychological and contextual variables, but less is known about how school context may influence in emotional development during childhood. The objectives of this research were to describe the level of emotional intelligence and school climate for schoolchildren in Primary Education in three European countries, to explore the association between school climate and emotional intelligence, and analyzing the moderating role of gender and country. Method: 1104 schoolchildren participated (528 from Spain, 252 from Poland and 324 from Norway) (50.6% girls; MAge = 10.49 years; SD = 1.3). Validated self-report in the three languages were used, Trait Meta-Mood Scale-24 and Modified-Delaware School Climate Survey-Student. Results: Descriptive analysis showed higher levels of emotional intelligence in Spanish schoolchildren and higher level of school climate. Girls showed higher levels of emotional repair compared to boys. Multiple multivariate regression models indicated the association between school climate and emotional intelligence . Gender and country did not moderate the relationship between school climate and emotional intelligence dimensions. Conclusions: This study highlights the importance of the quality of the climate in schools in different European regions to promote the level of emotional intelligence of boys and girls in Primary Education.

Banjar City Health Service employees are currently not showing maximum performance independence and proactivity. Employee performance can be influenced by emotional intelligence and work discipline. At the Banjar City Health Service, the social skills indicator (relationship management) shows that emotional intelligence is not yet at an optimal level. Additionally, there is a lack of efficiency in maintaining punctuality and adherence to schedules. The research was conducted using an explanatory survey methodology with a quantitative approach. The data analysis technique used is the Statistical Package for the Social Sciences (SPSS) program, using descriptive and regression analysis. Research findings show that (1) Emotional Intelligence has a good and big influence on employee performance within the Banjar City Health Service. Thus, there is a positive relationship between the level of emotional intelligence and the performance of Banjar City Health Service employees. (2) The level of work discipline has a beneficial and large influence on the performance of employees at the Banjar City Health Service. In other words, the more work discipline increases, the more employee performance will increase. (3) Emotional intelligence and work discipline have a good and big influence on the performance of Banjar City Health Service employees. Therefore, there is a positive relationship between the level of emotional intelligence and work discipline and employee performance at the Banjar City Health Service.

Background: Several studies have compared the physical, physiological and anthropometric characteristics according to age and playing position in soccer. However, no studies have researched the comparison of emotional intelligence (EI) levels of soccer players. Objective: The purpose of this study was to compare the EI levels of soccer players in their age and playing position. Methods: A total of 550 male soccer players were divided into four groups according to their age: under-17 (n = 135), under-19 (n = 131), under-21 (n = 144) and 22+ (n = 140) and playing position: goalkeeper (n = 101), defender (n = 159), midfielder (n = 148) and forward (n = 142). EI levels of soccer were evaluated through the Emotional Intelligence Inventory in Sport. Results: Players in the lowest age category showed significantly (p &lt; .001) higher EI level. Moreover, midfielders have also significantly (p = .039) higher EI level than other players. Conclusions: The results of this study indicated that the level of EI varies according to players' age and playing position. These findings might be used for the evaluation of psychological and physiological responses required for soccer-specific performance.

Introduction: Personality is a behavior and mindset pattern that is typical for each person in responding to every event or stimulus in his environment. Galen's theory has classified personality types into four types they are Sanguinis, Choleric, Melancholy, and Plegmatis. The level of emotional intelligence shows a person's ability to deal with demands and pressures to achieve their best in thinking and behaving appropriately. This study aims to prove the relationship between personality types based on Galen's theory with emotional intelligence level in preclinical medical students.Methods: This study is a comparative study using an online questionnaire instrument on emotional intelligence and personality type tests compiled by Florence Littauer. This research variables are the emotional intelligence level and personality type. This study used data from 100 respondents, then data was analyzed using Chi Square test.Results: From 100 respondents, dominant personality type is Sanguinis 35%, followed by Choleric 13%, Melancholy 27%, and Plegmatis 25%. There were no respondent who showed a low level of emotional intelligence in this study. 64% of respondents have a high level of emotional intelligence, while the remaining 36% have a moderate level. Chi Square test shows p value is 0.032.Conclusion: There is a relationship between personality types based on Galen's theory with emotional intelligence level on medical students in Faculty of Medicine, Universitas Airlangga.

Badminton is a sport that can be played in a variety of ways. It necessitates a high level of physical fitness. Badminton is a fast-paced movement sport. It is a physically demanding sports wherein Volatile movements will be required for the competitive game. The level of emotional intelligence will be identified among the intercollegiate badminton players. The existing study aims to evaluate inter-collegiate badminton players' level of emotional intelligence. To measure emotional intelligence among inter-collegiate players. To see the difference of emotional intelligence between male and female. In essence, the research design was descriptive. The sample consisted 73 badminton players. Inventory for emotional intelligence by Dr. S.K. Mangal and Mrs. Shubhra Mangal was used for measuring emotional intelligence of participants. The majority (57.5 percent) of the badminton player’s age cohort is 19 – 21 years. 52.1 percent of the male badminton players were participated the present study. 69.9 percent of the respondents are from nuclear family. 16.4 percent of the respondents are from B.Com, BA, and MPED background are participated in the present study. 68.5 percent of the respondent’s emotional intelligence level is above average. People with higher EIs have been generally recognized as having a higher degree of mental health, success and leadership. Under reality, the major skill for controlling emotions in stressful conditions seems to be having high EI.

Nursing course is a crucial period where the students need both physical and mentally support to cope up this dynamic transitional period of new independence from their parents. The nursing students have to encounter many problems to make successful adaptation during the life of stress. They cope up the changes in this period of transition in a healthy manner and if not can become a burden to them and put them into risk of negative health behaviors with tendency to be carry into their adulthood. Emotional intelligence and spiritual intelligence together with coping ability are seen to promote better health behavior. A quantitative descriptive study was conducted among 120 undergraduate nursing students who study in two different institutes were chosen through convenient sampling technique. Descriptive and inferential statics like independent t test was used to compare the levels of the Emotional intelligence, spiritual intelligence, coping ability of the nursing students of two institutes in Kannur. It is interpreted that spiritual intelligence can boost positive health behavior and it is associated with emotional intelligence and coping ability and have an important implication for both health practice and policy especially in nursing education institutions. This electronic document on emotional and spiritual intelligence of the nursing students in coping their life transitions was carried out with a view to promote healthy coping style in their professional and personal life by assessing and comparing the levels of emotional intelligence, spiritual intelligence and coping ability of nursing students in Kannur District.This study also emphasized the need for adopting emotional intelligence and spiritual intelligence in maintaining their resiliency throughout their life. Out of the 120 sample, majority of the sample both group one and two 56.66 % in first and 48.33 % in the second group had low levels of Emotional Intelligence, 51.66 % of the first group possess low level of spiritual intelligence whereas the 70% of the second group possess low levels of spiritual intelligence and both the two groups majority (90.66%) of the first group and 85% of the second group have low levels of resiliency or coping ability. Similarly, 73% of the first group and 70% of the second group have low resilience problem based coping ability. In case of emotional based coping ability majority of the first group (71.66%) were medium level of Resilient where as 61.66% of the sample of the second group have low level of resiliency.

The objective of the present study is to determine whether there is a significant relationship between the students' readiness in online learning and their emotional intelligence levels. Correlational research method was used in the study. Online Learning Readiness Scale which was developed by Hung et al. (2010) has been used and Trait Emotional Intelligence Scale - Short Form (TEIS-SF) developed by K. Petrides and Furnham (2000, 2001) were used as data collection tools. The questionnaires were applied to 95 students who attend Computer II course, which is provided only through distance learning in Uludag University. The conducted analyses demonstrated that there was a meaningful relationship between students' online learning readiness and the individual's emotional intelligence dimension. Individuals with a high social skills sub-dimension of emotional intelligence had high online learning readiness levels. Furthermore, it was determined that self-control emotional intelligence sub-dimension had a greater prediction power on learner control, one of the online learning readiness levels, when compared to other emotional intelligence sub-dimensions.

This study aimed at exploring emotional intelligence levels and time management skills of students of school of physical education and sports (SPES) and assessing their emotional intelligence levels and time management skills in terms of some variables. 309 students who studied at SPES of Erciyes University during the 2017-2018 academic year participated in the study that was designed in screening model. In order to determine participant students’ emotional intelligence levels and time management skills; “Schutte Emotional Intelligence Scale”—Turkish adaptation of which was performed by Tatar, Tok, &amp; Saltukoglu (2011) and Time Management Inventory—Turkish adaptation of which was performed by Alay &amp; Kocak (2002) were used as data collection tools. In the study; Mann-Whitney U Test and Independent-Samples T Test were employed for paired comparisons while One Way Anova and Kruskal Wallis Test were used for multiple comparisons. For measurement of correlations, Pearson Correlation Analysis technique was used. According to study results, emotional intelligence levels and time management skills of students of school of physical education and sports were at “moderate level”. Students’ emotional intelligence levels differed significantly in terms of sex, academic grades and academic departments but not in terms of type of high school, sportive branch and age. Students’ time management skills did not change considerably in terms of age, sex, sportive branch, type of high school, academic grades and academic departments. Moreover, a positive and significant correlation existed between students’ emotional intelligence levels and time management skills.

Objective: To explore the relationship of leadership styles with the emotional intelligence level of medical educationists working in medical institutes of Punjab. Study Design: Cross-sectional study. Place and Duration of the Study: Medical colleges and universities in Punjab, Pakistan, from May 2024 to Sep 2024. Methodology: A cross-sectional study was carried out through universal sampling involving 30 medical educationists in leadership roles across various medical institutions in Punjab. The Genos Emotional Intelligence Inventory (Concise), with 31 items, and the Multifactor Leadership Questionnaire by Avolio and Bass, with 45 items, were used to determine the relationship of their leadership style with their emotional intelligence level. Results: The analysis yielded a significant positive correlation between emotional intelligence and transformational leadership (r=0.887) with p-value of &lt;0.001, suggesting that elevated levels of emotional intelligence are associated with a greater prevalence of transformational leadership behaviors. Conversely, a negative correlation was identified between emotional intelligence and transactional leadership (r=-0.702), indicating that higher emotional intelligence correlates with a diminished reliance on transactional leadership styles. No significant correlation was established between emotional intelligence and laissez-faire leadership (r=-0.281). Conclusion: The study highlights the importance of emotional intelligence in effective leadership within medical education, recommending tailored development programs to cultivate this skill among educationists. Strengthening emotional intelligence could foster supportive learning environments and enhance outcomes for students and faculty alike.

Emotional intelligence may beneficially affect human life and psychological and social functioning, whereas indirect self-destructiveness exerts a rather adverse impact thereon. The aim of this study was to synthesise the results of research on possible relationships between emotional intelligence and indirect self-destructiveness, emotional intelligence dimensions and indirect self-destructiveness categories, as well as the gender differentiation of relationships between particular dimensions of emotional intelligence and the categories of indirect self-destructiveness. A population of 260 individuals (130 females and 130 males) aged 20–30 years (mean age of 24.5 years) was assessed using INTE, i.e. the Polish version of the Assessing Emotions Scale (AES) and the Polish version of Chronic Self-Destructiveness Scale (CS-DS). The level of emotional intelligence differentiated the intensity of indirect self-destructiveness and vice versa. Emotional intelligence and its factors showed many significant, mainly negative, correlations with indirect self-destructiveness and its categories. Relationships between particular dimensions of emotional intelligence and categories of self-destructiveness differed between women and men. One of the crucial differences was the association between the ability to recognise emotions and transgression. In general, low emotional intelligence can be said to correlate with poor psychological and social functioning, which in turn is associated with indirect self-destructiveness and its categories. It seems advisable to utilise emotional intelligence in the prophylactic and therapeutic work with those suffering from various types of disorders, especially the indirect self-destructiveness syndrome. Knowledge on the differentiation of the said relationships may help properly target prophylactic and therapeutic interventions, adjusting them to a given gender.