Emotional intelligence of counseling undergraduates of two Malaysian public universities

2015 ◽  
pp. 15-20 ◽  
Keyword(s):  
Emotional Intelligence ◽  
Public Universities

scholarly journals EMPLOYABILITY PADA MAHASISWA KEGURUAN DI UNIVERSITAS NEGERI DAN UNIVERSITAS SWASTA

AdBispreneur ◽  
2020 ◽  
Vol 4 (3) ◽  
pp. 229
Author(s):  
Elsa Tamara Shalsabila ◽  
Anissa Lestari Kadiyono
Keyword(s):  
Emotional Intelligence ◽  
Career Development ◽  
Random Sampling ◽  
Public Universities ◽  
Private Universities ◽  
Two Stage ◽  
Generic Skills ◽  
Subject Knowledge ◽  
Significant Difference ◽  
Cluster Random Sampling

Employability means a set of skills, knowledge, understanding, and personal attributes that make an individual more possible to choose and maintain occupations to be satisfied and successful. The low employability of pedagogy students becomes a concern in this study. This study aims to compare employability between pedagogy students in public universities and private universities. The research design used was quantitative non-experimental. A total of 133 public university pedagogy students and 104 private university pedagogy students participated. The data was obtained using two-stage cluster random sampling technique. Comparison of employability between pedagogy students in public universities and private universities was analyzed using Mann Whitney. The result showed there was a significant difference in employability between pedagogy students in public universities and private universities (p <0.05). Employability prediction based on dimensions sequentially were Generic Skills (91.8%), Career Development Learning (81.3%), Experience (67.3%), Degree Subject Knowledge, Understanding, and Skills (60.6%), and Emotional Intelligence (54%). Employability of pedagogy students in public universities was higher than private universities. This is due to differences in the university quality, namely Raw Input and University Accreditation.  Employability adalah seperangkat keterampilan, pengetahuan, pemahaman, dan atribut pribadi yang lebih memungkinkan seseorang untuk memilih dan mempertahankan pekerjaannya supaya merasa puas dan sukses. Rendahnya employability pada calon guru menjadi inti masalah di penelitian ini. Tujuan penelitian ini untuk membandingkan employability pada mahasiswa keguruan di universitas negeri dan universitas swasta. Rancangan penelitian yang digunakan adalah non-eksperimental kuantitatif. Sebanyak 133 mahasiswa keguruan universitas negeri dan 104 mahasiswa keguruan universitas swasta menjadi subjek penelitian. Pengumpulan data menggunakan teknik two stage cluster random sampling. Employability pada mahasiswa keguruan di universitas negeri dan universitas swasta dibandingkan dengan menggunakan uji Mann Whitney. Hasil yang diperoleh adalah terdapat perbedaan employability yang signifikan antara mahasiswa keguruan di universitas negeri dan universitas swasta (p < 0.05). Prediksi employability berdasarkan dimensi secara berurutan adalah Generic Skills (91.8%), Career Development Learning (81.3%), Experience (67.3%), Degree Subject Knowledge, Understanding, and Skills (60.6%), dan Emotional Intelligence (54%). Employability pada mahasiswa keguruan di universitas negeri lebih tinggi dibanding universitas swasta. Hal ini disebabkan oleh perbedaan mutu universitas, yaitu Raw Input dan akreditasi universitas.

The Level of Emotional Intelligence among Administrators: A Case of Malaysian Public Universities

2015 ◽  
Vol 6 (5) ◽  
pp. 891-898
Author(s):  
Abdul Shukor Shamsudin ◽  
Abd. Rahim Romle ◽  
Azizi Haji Halipah
Keyword(s):  
Emotional Intelligence ◽  
Public Universities

scholarly journals Emotional Intelligence of Lecturers and its Impact on Teaching Effectiveness at Public Universities of Peshawar

2018 ◽  
Vol III (I) ◽  
pp. 415-427
Author(s):  
Shazia Kanwal ◽  
Mohammad Sohail ◽  
Hafiz Muhammad Inamullah
Keyword(s):  
Emotional Intelligence ◽  
Quantitative Research ◽  
Public Universities ◽  
Teaching Effectiveness ◽  
Sampling Technique ◽  
Study Data ◽  
Self Report ◽  
Effective Performance ◽  
Multistage Sampling ◽  
The Relationship

The objectives of the article were to highlight the relationship between Emotional Intelligence (EI) and teaching effectiveness of lecturers at public universities of Peshawar, Khyber Pakhtunkhwa. The researcher adopted a quantitative research design to examine the relationship between the variables under study. The population of the study was lecturers working at public universities of Peshawar. A multistage sampling technique was used to select a sample of the study. Data was gathered using the Self Report Measure of Emotional Intelligence and Teaching Effectiveness Scale. The validity of the instrument was determined through experts opinion while reliability was established using Cronbach Alpha. Data were analyzed applying Pearson Product Correlation using SPSS 20 version. The findings of the study revealed significant relationship between all the facets of emotional intelligence and teaching effectiveness. On the basis of findings it is recommended that higher educational institutions must focus on significance of EI for effective performance and for such purpose emphasise enhancing and promoting their EI skills.

scholarly journals Emotional Intelligence and Teaching Practices of University Teachers

2019 ◽  
Vol IV (IV) ◽  
pp. 149-157
Author(s):  
Misbah Iqbal ◽  
Mushtaq Ahmad ◽  
Sahibzada Shamim ur Rasul
Keyword(s):  
Emotional Intelligence ◽  
Random Sampling ◽  
General Public ◽  
Teaching Practices ◽  
Public Universities ◽  
Sampling Technique ◽  
Faculty Members ◽  
University Teachers ◽  
Expert Opinions

The aim of the research was to explore the role of emotional intelligence in teaching practices of the teachers in univ er s ities. T he teac hing f ac ulty of all the gener al pub lic univ ers ities of Punjab was the population of the study. By using multistage random sampling technique, five general public universities of Punjab were selected randomly. After this four departments were randomly selected from five randomly selected faculties from each university. After this, 50% faculty members were r andomly selec ted from each fac ulty . T wo r es earch instruments wer e developed; one for emotional intelligenc e and the second c hec klis t for teaching pr ac tic es of teachers in univers ities. The res earc h ins truments wer e v alidated through expert opinions and pilot testing and reliability co efficient were

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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