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Integration of emotional intelligence in teaching practice among university teachers in higher education

Purpose – Emotional intelligence abilities of university teachers are more likely to establish suitable emotional teaching and learning environments through their teaching practice, thus promoting learning motivation and engagement among students. Despite the emphasis on the importance of teachers’...

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Main Authors: Mamat @ Muhammad, Norul Hidayah, Ismail, Nik Ahmad Hisham
Format: Article
Language:English
Published: Universiti Utara Malaysia Press 2021
Subjects:
LB2300 Higher Education
Online Access:https://repo.uum.edu.my/id/eprint/28897/1/MJLI%2018%2002%202021%2069-102.pdf
https://doi.org/10.32890/mjli2021.18.2.3
https://repo.uum.edu.my/id/eprint/28897/
https://e-journal.uum.edu.my/index.php/mjli/article/view/14370
https://doi.org/10.32890/mjli2021.18.2.3
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spelling my.uum.repo.288972023-06-19T15:08:11Z https://repo.uum.edu.my/id/eprint/28897/ Integration of emotional intelligence in teaching practice among university teachers in higher education Mamat @ Muhammad, Norul Hidayah Ismail, Nik Ahmad Hisham LB2300 Higher Education Purpose – Emotional intelligence abilities of university teachers are more likely to establish suitable emotional teaching and learning environments through their teaching practice, thus promoting learning motivation and engagement among students. Despite the emphasis on the importance of teachers’ emotional intelligence abilities in teaching, it continues to be under-acknowledged and underdeveloped. This is evidenced in a few studies reported on the relationship between emotional intelligence and teaching practice particularly in higher education. Guided by the Four-Branch Emotional Intelligence Ability Model, this study aimed to explore the integration of emotional intelligence in teaching practice among university teachers in higher education. Method – A qualitative design of a descriptive case study was applied on 10 university teachers recruited through purposeful sampling. The data gathered from semi-structured interviews conducted with the university teachers was analyzed through five phases of analysis namely, raw categorization of individual interviewees, group categorization of interviewees, raw key points, refined key points and themes. The credibility and trustworthiness of the data were achieved through prolonged engagement, member check, and interrater reliability. Results – Seven themes namely implementation of structured teaching flow, empathetic pedagogical approach, fostering student learning engagement, consideration of students’ emotions, reflection of university teachers’ characteristics, mutual teaching and learning sessions and meaningful learning sessions were generated. Significance – The study demonstrated the importance of developing emotional intelligence abilities among university teachers as these abilities directly influence teaching and learning processes. In fact, these abilities are subconsciously embedded and demonstrated through teaching practice. Thus, training on emotional intelligence needs to be developed by including it as one of the competencies required for university teachers. Universiti Utara Malaysia Press 2021 Article PeerReviewed application/pdf en cc4_by https://repo.uum.edu.my/id/eprint/28897/1/MJLI%2018%2002%202021%2069-102.pdf Mamat @ Muhammad, Norul Hidayah and Ismail, Nik Ahmad Hisham (2021) Integration of emotional intelligence in teaching practice among university teachers in higher education. Malaysian Journal of Learning and Instruction (MJLI), 18 (2). pp. 69-102. ISSN 1675-8110 https://e-journal.uum.edu.my/index.php/mjli/article/view/14370 https://doi.org/10.32890/mjli2021.18.2.3 https://doi.org/10.32890/mjli2021.18.2.3
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutional Repository
url_provider http://repo.uum.edu.my/
language English
topic LB2300 Higher Education
spellingShingle LB2300 Higher Education
Mamat @ Muhammad, Norul Hidayah
Ismail, Nik Ahmad Hisham
Integration of emotional intelligence in teaching practice among university teachers in higher education
description Purpose – Emotional intelligence abilities of university teachers are more likely to establish suitable emotional teaching and learning environments through their teaching practice, thus promoting learning motivation and engagement among students. Despite the emphasis on the importance of teachers’ emotional intelligence abilities in teaching, it continues to be under-acknowledged and underdeveloped. This is evidenced in a few studies reported on the relationship between emotional intelligence and teaching practice particularly in higher education. Guided by the Four-Branch Emotional Intelligence Ability Model, this study aimed to explore the integration of emotional intelligence in teaching practice among university teachers in higher education. Method – A qualitative design of a descriptive case study was applied on 10 university teachers recruited through purposeful sampling. The data gathered from semi-structured interviews conducted with the university teachers was analyzed through five phases of analysis namely, raw categorization of individual interviewees, group categorization of interviewees, raw key points, refined key points and themes. The credibility and trustworthiness of the data were achieved through prolonged engagement, member check, and interrater reliability. Results – Seven themes namely implementation of structured teaching flow, empathetic pedagogical approach, fostering student learning engagement, consideration of students’ emotions, reflection of university teachers’ characteristics, mutual teaching and learning sessions and meaningful learning sessions were generated. Significance – The study demonstrated the importance of developing emotional intelligence abilities among university teachers as these abilities directly influence teaching and learning processes. In fact, these abilities are subconsciously embedded and demonstrated through teaching practice. Thus, training on emotional intelligence needs to be developed by including it as one of the competencies required for university teachers.
format Article
author Mamat @ Muhammad, Norul Hidayah
Ismail, Nik Ahmad Hisham
author_facet Mamat @ Muhammad, Norul Hidayah
Ismail, Nik Ahmad Hisham
author_sort Mamat @ Muhammad, Norul Hidayah
title Integration of emotional intelligence in teaching practice among university teachers in higher education
title_short Integration of emotional intelligence in teaching practice among university teachers in higher education
title_full Integration of emotional intelligence in teaching practice among university teachers in higher education
title_fullStr Integration of emotional intelligence in teaching practice among university teachers in higher education
title_full_unstemmed Integration of emotional intelligence in teaching practice among university teachers in higher education
title_sort integration of emotional intelligence in teaching practice among university teachers in higher education
publisher Universiti Utara Malaysia Press
publishDate 2021
url https://repo.uum.edu.my/id/eprint/28897/1/MJLI%2018%2002%202021%2069-102.pdf
https://doi.org/10.32890/mjli2021.18.2.3
https://repo.uum.edu.my/id/eprint/28897/
https://e-journal.uum.edu.my/index.php/mjli/article/view/14370
https://doi.org/10.32890/mjli2021.18.2.3
_version_ 1769845895658995712
score 13.211869

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