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Professors’ Emotional Competencies and Learning in Education: An Exploratory Study in a Higher Institute in Tunisia

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• Volume 4,Issue 1, Jan. 2017

Year:

2017

Type of Publication:

Article

Keywords:

Emotions, Emotional Intelligence, Emotional Competencies, Emotional Learning, Emergent Context

Authors:

• HACHANA, Rym
• ELLOUZE, Marwa

Journal:

IJIRES

Volume:

4

Number:

1

Pages:

78-82

Month:

January

ISSN:

2349-5219

BibTex:

@article{795, author = "Rym HACHANA and Marwa ELLOUZE", abstract = "Emotions or soft strengths are attracting researchers’ attention, they are perceived as skills that characterize the degree of individuals’ professionalism and refer to both emotional intelligence and social or relational intelligence. We will focus on the role of emotions and emotional skills among university professors in the learning process. Our goal is to identify emotional skills among university professors and to build a learning model based on emotional intelligence. To achieve our goal, we conducted an exploratory analysis supported by an inductive methodology. Data collection was made through semi-structured interviews with 16 university professors belonging to a Higher Institute in Tunis. A thematic content analysis was mobilized and the results show that emotions are at the heart of the professors-students relationship, the emotional dimension influences professors’ work emotions, beliefs, attitudes and motivation to teach. It is therefore appropriate to privilege emotional factors during the learning process. Our results also support the idea that emotional competencies such as self-management, relationship management and social know-how are fundamental qualities for a successful learning by teaching", issn = "23495219", journal = "IJIRES", keywords = "Emotions, Emotional Intelligence, Emotional Competencies, Emotional Learning, Emergent Context", month = "Jan", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "1", pages = "78-82", title = "{P}rofessors’ {E}motional {C}ompetencies and {L}earning in {E}ducation: {A}n {E}xploratory {S}tudy in a {H}igher {I}nstitute in {T}unis", volume = "4", year = "2017", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

Emotions or soft strengths are attracting researchers’ attention, they are perceived as skills that characterize the degree of individuals’ professionalism and refer to both emotional intelligence and social or relational intelligence. We will focus on the role of emotions and emotional skills among university professors in the learning process. Our goal is to identify emotional skills among university professors and to build a learning model based on emotional intelligence. To achieve our goal, we conducted an exploratory analysis supported by an inductive methodology. Data collection was made through semi-structured interviews with 16 university professors belonging to a Higher Institute in Tunis. A thematic content analysis was mobilized and the results show that emotions are at the heart of the professors-students relationship, the emotional dimension influences professors’ work emotions, beliefs, attitudes and motivation to teach. It is therefore appropriate to privilege emotional factors during the learning process. Our results also support the idea that emotional competencies such as self-management, relationship management and social know-how are fundamental qualities for a successful learning by teaching

Full text: IJIRES_795_FINAL.pdf Online version [Bibtex]