What components of

emotional intelligence are

most important in ELT?

MaryAnn Christison

University of Utah

Denise Murray

Macquarie University

What is Emotional

intelligence?

• Turn to someone sitting next to you

• Decide on a definition of emotional intelligence.

• Write it down.

Emotional intelligence

Emotional intelligence is the capacity to

recognize our own feelings and those of

others,

to motivate ourselves, and

to manage emotions well in ourselves

and in our relationships.

Why are we interested in

research on emotional

intelligence?

Emotional intelligence

• For star performance in all jobs, in every field,emotional competence is twice as important aspurely cognitive abilities

• For success at the highest levels, in leadershippositions, emotional competence accounts forvirtually the entire advantage

• “the higher level of the job, the less importanttechnical skills and cognitive abilities were, andthe more important competence in emotionalintelligence became. “

Goleman, D. (1998). Working with emotional intelligence. London:Bloomsbury. p. 33.

What is emotional

competence?

Emotional competence

An emotional competence is a

learned capability that is

based on emotional intelligence and

that results in

outstanding performance at work.

What is EI?

• EI is a combination of two types ofcompetencies.

– Personal competence (how we manageourselves)

– Social competence (how we managerelationships)

• These competencies are vital for how wecan lead in different cultures andstructures

Emotional competence

framework• Personal competence (how we manage

ourselves)

– Self-awareness

• Emotional awareness

• Accurate self-assessment

• Self-confidence

– Self-regulation

• Self-control

• Trustworthiness

• Adaptability

• Innovation

Emotional competence

framework• Personal competence (how we manage

ourselves)

– Motivation

• Achievement drive

• Commitment

• Initiative

• Optimism

Emotional competence

framework• Social competence (how we handle

relationships)

– Empathy

• Understanding others

• Developing others

• Service orientation

• Leveraging diversity

• Political awareness

Emotional competence

framework• Social competence (how we handle

relationships)

- Social Skills

• Competence in communication

• Conflict management

• Competence in leadership

• Change catalyst

• Collaboration and cooperation

• Team capabilities

Research Questions

What factors related to social competence do EL

teaching professionals place the highest value on for

themselves?

What factors related to social competence do EL

teaching professionals place the highest value on for

other teachers?

What factors related to social competence do EL

teaching professionals place the highest value on for

leaders and administrators?

Research Questions

What factors related to personal competence do EL

teaching professionals place the highest value on for

themselves?

What factors related to personal competence do EL

teaching professionals place the highest value on for

other teachers?

What factors related to personal competence do ELT

professionals place the highest value on for leaders

and administrators?

Research Methodology

• Questionnaire

– Rate each emotional competence (3-point scale)

• One’s own competence

• How important that competence is for ELT teachers

• How important that competence is foradministrators/managers/leaders in ELT

– Sent via email to 1700+

– Responses to date 200

– Targeted number of responses 500+

RESULTS

RESPONDENTS

Male 27%

Female 73%

TEACHING PROFILE

Number of YearsTeaching

• 0-5 17%

• 6-10 12%

• 11-15 15%

• 16-20 9%

• 20+ 47%

Number of Years

Teaching ELT

0-5 19%

6-10 14%

11-15 16%

16-20 12%

20+ 39%

CONTEXTS

University/college 36%

Private language schools or binational centers 24%

Adult education 24%

Intensive English programs in non-English-speakingcountries

Intensive English programs in English-speakingcountries

K12 schools in English speaking countries

K12 schools in non-English speaking countries

Other

TEACHER EDUCATORS

Number of years in teacher education

Not teacher educators 22%

New teacher educators (1-5 years) 21%

Experienced teacher educators (20+

years) 20%

ADMINISTRATORS

47% not administrators

25% new administrators (1-5 years)

7% senior administrators (20+

years)

The Intercultural Dimension

With which cultural cluster do you

most identify?

CULTURAL CLUSTERS

We realize that there areindividual differences within theclusters; however, previousresearch (see, for example,Hofstede, 1980, 1986, 1994) hasshown that these clusters arevalid classifications.

CULTURAL CLUSTERS

Not all countries are listed within the clustersbecause the previous research, althoughinternational, does not include data fromevery country.

If respondents could not find their country, theychose a cultural cluster that they believedmost closely fit with their cultural identity.

With which cluster do you most identify?

Cultural Clusters

Anglo (England, Australia, White South Africa, Canada, New Zealand,Ireland, USA)

Latin Europe (Israel, Italy, Portugal, Spain, France, French-speakingSwitzerland)

Nordic Europe (Finland, Sweden, Denmark)

Germanic Europe ( Austria, German-speaking Switzerland, TheNetherlands, Germany)

Eastern Europe (Hungary, Russia, Kazakhstan, Poland, Greece, Slovenia,Georgia)

Latin America (Costa Rica, Venezuela, Ecuador, Mexico, El Salvador,Colombia, Guatemala, Bolivia, Argentina)

Sub-Sahara Africa (Namibia, Zambia, Zimbabwe, Black South Africa,Nigeria)

Arab Cultures (Qatar, Morocco, Turkey, Egypt, Kuwait)

South Asia (India, Indonesia, Philippines, Malaysia, Thailand, Iran)

Confucian Asia (Taiwan, Singapore, Hong Kong, South Korea, China,Japan)

Cultural Clusters

Anglo (England, Australia, White South Africa, Canada, New Zealand, Ireland,USA)

Latin Europe (Israel, Italy, Portugal, Spain, France, French-speaking Switzerland)

Nordic Europe (Finland, Sweden, Denmark)

Germanic Europe ( Austria, German-speaking Switzerland, The Netherlands,Germany)

Eastern Europe (Hungary, Russia, Kazakhstan, Poland, Greece, Slovenia,Georgia)

Latin America (Costa Rica, Venezuela, Ecuador, Mexico, El Salvador,Colombia, Guatemala, Bolivia, Argentina)

Sub-Sahara Africa (Namibia, Zambia, Zimbabwe, Black South Africa, Nigeria)

Arab Cultures (Qatar, Morocco, Turkey, Egypt, Kuwait)

South Asia (India, Indonesia, Philippines, Malaysia, Thailand, Iran)

Confucian Asia (Taiwan, Singapore, Hong Kong, South Korea, China, Japan)

Summary

High - 80 - 100%

Average - 50 - 60%

Low - Under 50%

Respondents’ Own Ratings

How do you rate yourself?

Personal Competence

High

Emotional awareness

Self-control

Trustworthiness

Adaptability

Achievement drive

Commitment

Initiative

Average

Accurate self-assessment

Self-confidence

Initiative

Optimism

Social Competence

High

Understanding others

Service orientation

Ability to influence others

Effective communication skills

Leadership capabilities

Competence in building bonds

Competence in cooperative and collaborating with others

Competence in building teams and getting people to work together

Average

Developing others

Leveraging diversity

Conflict management

Catalyst for change

Political Awareness

Importance for Teachers

Personal Competence

High

Emotional awareness

Self-assessment

Self-confidence

Self-control

Trustworthiness

Adaptability

Commitment

Initiative

Optimism

Average

Innovation

Social Competence

High

Understanding others

Developing others

Political awareness

Communication skills

Conflict management

Catalyst for change

Collaboration and cooperation

Abilities to build team

Average

Service orientation

Leveraging diversity

Influence others

Leadership skills

Building bonds

Importance for

Leaders/Managers/

Administrators

PERSONAL COMPETENCE

High

Emotional awareness

Accurate self-assessment

Self-confidence

Self-control

Trustworthiness 92%

Adaptability

Innovation

Achievement drive

Commitment

Initiative

Optimism

SOCIAL COMPETENCE

High

Understanding others

Developing others

Service orientation

Leveraging diversity

Influencing others

Communication skills

Conflict management

Importance of leadership

Catalyst change

Ability to collaborate and cooperate

Ability to build teams

Average

Political awareness

Personal Competence

Summary

Commitment

Self-controlCommitment

TrustworthinessTrustworthinessTrustworthiness

“Administrators

or leaders”

“Teacher”“I”

Social Competence Summary

Ability to

develop others

Understanding

others

Communication

skills

Ability to build

team

Communication

skills

Cooperation

and

collaboration

Cooperation

and

collaboration

“Administrators

or leaders”

“Teacher”“I”

Intercultural Dimensions

Dependent variable

Self-confidence

Ability to influence

Individual initiative

• Cultural Clusters

• Anglo/Latin

• Anglo/Latin

• Arab/Anglo

• Arab/Latin

Comments and Questions?

Please forward this request to anyone you

think may be interested participating.

– https://www.surveymonkey.com/s/RYTBXP6

References

Goleman, D. (1998). Working with emotional intelligence. London: Bloomsbury, p. 33.

Hofstede, G. (1980). Culture’s consequences: Internationaldifferences in work-related values. Newbury Park, CA:Sage.

Hofstede, G. (1986). Cultural differences in teaching andlearning. International Journal of InterculturalRelations, 10(3), 301–320.

Hofstede, G. (1994). Cultural constraints in managementtheories. In D. E. Hussey (Ed.), International review ofstrategic management (Vol. 5, pp. 27–48). Chichester,NY: Wiley & Sons.