TITLE

Emotional intelligence and teaching success in higher education

AUTHOR

Haskett, Rebecca A.

SCHOOL

INDIANA UNIVERSITY

DEGREE

Ed.D.

DATE

2003

PAGES

121

ADVISOR

Bean, John

ABSTRACT

The construct of effective teaching continues to be elusive, and provides fertile ground for additional research. Prior studies of effective teaching have been mainly limited to the study of observable behaviors relating to the teaching/learning process and student/faculty interaction. This study has attempted to go beyond that level, and to offer a starting point for continued research into the underlying emotions that differentiate the most effective faculty at institutions of higher education. A theoretical model was tested that predicted a relationship between EQ (EQ-i:S), the “Seven Principles for Good Practice in Undergraduate Education; and the construct of effective teaching. The main objectives of the research were: (1) to determine the most significant differences in the EQ competencies of Teaching Award winning faculty and non-award winning faculty; (2) to compare the degree of utilization of the Seven Principles by Teaching Award winning faculty and non-award winning faculty; (3) to assess the predictability of EQ ratings for the selection of award winning faculty; and (4) to explore the relationship between EQ competencies and the Seven Principles. This study compared 86 Teaching award winners to a random sample of 200 non-award winning faculty members at one institution. The data included self-reports on both the Seven Principles, and EQ. The three statistical procedures of MANOVA, discriminant analysis, and multiple regression were selected for this study based on the focus of the research objectives. Based on the results of the study, a significant link was found between specific EQ competencies, and behaviors of effective teaching, as measured by the Seven Principles. A comparison of the degree of utilization of the Seven Principles by the two groups did not reveal a significant difference among the EQ sub-scores. Based on these findings, one could conclude that it is not only the actions/behaviors taken by faculty that are important, but the underlying attitude behind the actions that has the greatest influence on effective teaching. Additional findings revealed that the EQ sub-score of General Mood was a significant determinant of Teaching Award winning faculty.