Assessing Emotional Intelligence as An Innovative Dimension in The Attainment of Quality Education: A Mauritian Insight
DOI:
https://doi.org/10.47134/ijsl.v4i1.221Keywords:
Emotional Intelligence, Quality Education, SustainabilityAbstract
This paper aims primarily to report the findings of the research project which attempted to explore the extent to which Emotional Intelligence (EI) influences the attainment of Quality Education (QE) within the public secondary educational setting in Mauritius. This paper is motivated by the fact that reason and emotions need to be aligned with a view of cultivating the integrated development of the powers of both the mind and the heart to ensure a sustainable education pathway. This study espoused an iterative approach to research design, subscribing to a mixed method while targeting a large population sample for generalisation of results. The perception of QE and EI were assessed through quantitative and qualitative data which were collected through survey questionnaires for educators and school leaders and discourses from regional directors following semi-structured interviews conducted. Analysis of results gathered from educators, school leaders and zone directors related to state-owned secondary schools indicated a positive impact of EI on QE in contemporary times.
Downloads
References
Ah-Teck, J. C. & Starr, K., 2013, ‘Principals’ Perceptions of ‘Quality’ in Mauritian schools using the Baldrige framework’, Journal of Educational Administration 51(5), 680-704.
Bai, N. & Niazi, S. M., 2014, ‘The Relationship between Emotional Intelligence and Happiness in Collegiate Champions (Case Study: Jiroft University)’, European Journal of Experimental Biology 4(1), 587-590.
Bello, M. B., Yusuf, A. & Amali, I.O.O., 2017, ‘Teachers’ Emotional Intelligence and Moral Character as Predictors of Secondary School Students’ Moral Character in Ilorin South, Nigeria’, The New Educational Review 47(1), 211-222.
Brackett, M. A., & Geher, G., 2006, ‘Measuring emotional intelligence: Paradigmatic diversity and common ground’, in J. Ciarrochi, J.R. Forgas, & J. D. Mayer (eds.), Emotional intelligence in everyday life, pp. 27–50, Psychology Press/Erlbaum (UK) Taylor & Francis.
Busetto, L., Wick, W. & Gumbinger, C., 2020, ‘How to Use and Assess Qualitative Research Methods’, Neurological Research and Practice 2(14).
Chapin, K., 2015, ‘The Effect of Emotional Intelligence on Student Success’, Journal of Adult Education 44(1), 25-31.
Chetty, P., 2015, ‘Interpretation of factor analysis using SPSS’, in Project Guru, viewed 23 September 2022, from https://www.projectguru.in/.
Chong, S., 2014, ‘Academic Quality Management in Teacher Education: a Singapore perspective’, Quality Assurance in Education 22(1), 53-64.
Daus, C.S., Dasborough, M. T., Jordan, P. J. & Ashkanasy, N. M., 2012, ‘We are all Mad in Wonderland: An Organizational Culture Framework for Emotions and Emotional Intelligence Research’, Experiencing and Managing Emotions in the Workplace-Research on Emotions in Organizations 8, 375-399.
Drigas, A. S. & Papoutsi, C., 2018, ‘A New Layered Model on Emotional Intelligence’, Behavioural Sciences 8(45).
Elias, M. J., 2003, ‘Academic and Social-Emotional Learning’, Report, International Bureau of Education, Geneva, UNESCO Publication.
Enkhtur, A. & Yamamoto, B.A., 2017, ‘Transformative Learning theory and its Application in Higher Education Settings: A Review Paper’, Osaka University Knowledge Archive 43, 193-214.
Farooq, M. S., Akhtar, M. S. & Zia Ullah, S., 2007, ‘Application of Total Quality Management in Education’, Journal of Quality and Technology Management III (II), 87-97.
Garcia, E., 2014, ‘The need to address non-cognitive skills in the Education Policy Agenda’, in M. S. Khine & S. Areepattamannil (eds.), Non-cognitive Skills and Factors in Educational Attainment, pp.31-64, Sense Publishers, Garden City, New York.
Gardner, H., 1983; 1993, Frames of Mind: The Theory of Multiple Intelligences, New York, Basic Books, ISBN13: 9780465025107.
Harvey, L., 2006, 'Understanding quality', in L. Purser (ed.), Introducing Bologna objectives and tools-EUA Bologna Handbook: Making Bologna work, pp. 1-29, Brussels European University Association, Raabe, Berlin.
Heale, R. & Forbes, D., 2013, Understanding Triangulation in Research’, Evidenced-Based Nursing 16(4), 98.
Johnson, R. B., Onwuegbuzie, J. & Turner, L. A., 2007, ‘Towards a Definition of Mixed Methods Research|’, Journal of Mixed Methods Research 1(2), 112-133.
Khan, S., 2019, ‘A Comparative Analysis of Emotional Intelligence and Intelligence Quotient among Saudi Business Students’ towards Academic Performance’, International Journal of Engineering Business Management 11, 1-10.
Lagat, G., 2017, ‘Life Skills Education Curriculum Implementation: Appropriateness of Teaching Methodologies used by Secondary School Teachers in Uasin Ghisu County, Kenya’, International Journal Of Education, Learning and Development 5(4), 86-95.
Leasa, M., Corebima, A. D., Ibrohim & Suwono, H., 2017, ‘Emotional Intelligence among Auditory, Reading and Kinaesthetic Learning styles of Elementary school students in Ambon-Indonesia’, International Electronic Journal of Elementary Education 10(1), 83-91.
MacCann, C., Bucich, M., Double, K.S. & Minbashian, A., 2020, ‘Emotional Intelligence Predicts Academic Performance: A Meta-Analysis’, Psychological Bulletin 146(2), 150-186.
Marwaha, S., 2015, ‘Analysis of Emotional Quotient and Intelligence Quotient among ‘High Achievers’ and ‘Low Performers’ in school academics’, International Journal of Home Science 1(2), 26-31.
Moon, K., & Blackman, D., 2014, ‘A Guide to Understanding Social Science Research for Natural Scientists’, Conservation Biology, 28, 1167-1177.
Morrison. G. & Allen, M. R., 2007, ‘Promoting Student Resilience in School Contexts’, Theory and Practice 46(2), 162-169.
Owlia, M. S. & Aspinwall, E. M., 1996, ‘A Framework for the Dimensions of Quality in Higher Education’, Quality Assurance in Education 4(2), 12-20.
Park, D., 2021, ‘Development and Validation of a Knowledge, Attitudes and Practices Questionnaire on Covid- 19 (KAP Covid-19)’, International Journal of Environmental Research and Public Health 18 (7493).
Podger, D. M., Mustakova-Possardt, E., & Reid, A., 2010, ‘A whole-person approach to educating for sustainability’, International Journal of Sustainability in Higher Education 11(4), 339-352.
Sharma, V. & Yadav, B. S., 2014, ‘A Study of Emotional Intelligence of Secondary School Teachers in Relation to their Professional Development’, Global Journal of Enterprise Information System 6(1), 29-33.
Scheerens, J., 2015, ‘Theories on Educational Effectiveness and Ineffectiveness’, School Effectiveness and School Improvement 26(1), 10-31.
Schindler, L., Welzant, H., Puls-Elvidge, S. & Crawford, L., 2015, ‘Definition of Quality in Higher Education: A Synthesis of the Literature’, Higher Learning Research Communications 5(3), 3-13.
Shrestha, N., 2021, ‘Factor Analysis as a Tool for Survey Analysis’, American Journal of Applied Mathematics and Statistics 9(1), 4-11.
Schutte, N. S., Malouff, J. M. & Thorsteinsson, E. B., 2013, ‘Increasing Emotional Intelligence through Training: Current Status and Future Directions’, The International Journal of Emotional Education 5(1), 56-72.
Sileyew, K. J., 2020, ‘Research Design and Methodology’, ebook, published by Open Access Publier INtechOpen, ISBN: 978-1-78985-721-4.
Spence, E., 2011, ‘Unearthing environmental education: A study of sixth grade curriculum and teacher’s experiences in the Halifax regional municipality, Nove Scotia’, Thesis, Dalhousie University, Halifax, Nova Scotia.
Sunder, V. M., 2016, ‘Constructs of Quality in Higher Education services’, International Journal of Productivity and Performance Management 65(8), 1091-1111.
Tok, T. N., Tok, Ş. & Dolapçioğlu, S. D., 2013, ‘The Relationship between Emotional Intelligence and Classroom Management approaches of Primary School Teachers’, Educational Research 4(2), 134-142.
UNESCO, 2014, Teaching and Learning: Achieving Quality For all, UNESCO Publication.
Unterhalter, E., 2003, ‘The Capabilities Approach and Gendered Education: An Examination of South African complexities’, Theory and Research in Education, 1(1), 7-22.
Vladimirova, K. & LeBlanc D., 2015, ‘How well are the links between education and other sustainable development goals covered in UN flagship reports? A contribution to the study of the science-policy interface on education in the UN system’, DESA Working Paper No. 146, United Nations, NY.
Yahaya, A., Ee, S. N., Bachok, J., Yahaya, N., Boon, Y., Hashim, S. & Lee, G. M., 2012, ‘The Impact of Emotional Intelligence Element on Academic Achievement’, Archives Des Sciences 65(4).
Yamada, S., 2016, ‘Theorizing the Paradigm Shift in Educational Development’, International Perspectives on Education and Society 29, 1-34.
