Abstract
There is substantial literature and significant research that emphasize the relationship between
emotional quotient and individual’s professional success. The idea, that positively exploiting
emotional quotient can help individuals enhance their professional output and functionality,
has gained adequate attention of those concerned with preparing and developing individuals
in different academic and professional settings. Likewise, it has increasingly been asserted
in the education field that studying the EQ profile of teachers would result in enhancing
success in their professional pursuits. This study explores the EQ and demographic profile
of a group of teachers involved in teaching Humanities and Social Sciences courses at
undergraduate engineering program at a public university in Karachi. The study attempts
to link the EQ profile and demographic traits of the teachers with their teaching success for
possible trends. The participants of the study comprised the entire permanent and visiting
faculty associated with the department of the Humanities and Social Sciences following
convenience and accessibility based sampling. The data for the study comprised individual
teacher’s EQ profile; demographic traits, including age, experience, gender, taught subjects;
and the teaching evaluation scores. The USM Emotional Quotient Inventory (USMEQ-i) was
adopted to capture the EQ profile of teachers, along with their demography. The student
feedback data for each teacher, which were already available with the concerned administrative
department, was used as an indicator of their professional success. The results did not show
significant relationship between EQ and teacher success in general, but significant relationships
were observed for subject, age and experience.
Rahila Huma Anwar, Dr. Sajida Zaki, Muhammad Asim Khan. (2013) Exploring the Relationship between Emotional Quotient (EQ) and Teaching Success of University Teachers, Journal of Independent Studies and Research-Management, Social Sciences and Economics, Volume-11, Issue-2.
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