Emotional Intelligence in CS Curriculum

Introduction and Rationale

According to Goleman (2000), Emotional Intelligence (EI) as an individual's skills to control impulses, to self-motivate, to have empathy for others, and to create positive, social, and interpersonal relationships. Children can learn and use these types of skills in their future workplaces environment to get along better with their peers, to have more self-confidence, and to even succeed in their daily work. Since the government replaced Information Communication Technology (ICT) with computer science (CS) in 2013, there have been tremendous changes in the curriculum and Information Technology teachers had to adapt and teach the new Computer Science curriculum, at the same time accommodate the students to the changes. My focus of this case study will be to examine “How does Emotional Intelligence in the Computer Science curriculum support students in improving their confidence to overcome challenges.” Today, Computer Science is now well-known by parents, carers, and students as an essential subject to learn at school. In these recent years, a lot of students have chosen Computer Science as part of one of their preferred option subjects for their GCSE. At my school all of my students were first introduced to computers through online games, most at home and they have sometimes become addicted to the computer, to the games. However, they have little and for some no programming skills. These students were first introduced to Computer Science in their final year of Elementary and their early year of Secondary School. The introduction of the new Computer Science curriculum requires certain skills and the skills expected from computing students are stressed technical knowledge in computing, excellent communication skills, the ability to work well in a group, excellent problem-solving skills, initiative, and creativity.

The new Computer Science curriculum teaching in schools does not appear to be the most appropriate method by which transfer to students a type of knowledge that is increasingly considered to be relevant to the education of our future professionals. It involves inverting the student's passive role such that it is the students who teach himself or herself. The curriculum provides for a unidirectional sort of learning where the instructor is the sources of knowledge feeding the passive learners. Emotional Intelligence provides the learners to master their psychological state and work effectively not only in solitude but also in solidarity with others while appreciating the existing cultural, gender, racial and age differences (Sutton, Mudrey-Camino, Knight, 2009).

Aims

My aims for this case study will be to explore Emotional Intelligence in the Computer Science curriculum and how it supports students in improving their confidence to overcome challenges.

Context

At school X where I teach I was asked to adapt quickly to the new curriculum changes and to adopt successful strategies that are used in the classroom as well as facing all challenges with the new Computer Science curriculum, the perspectives after students are useful to teachers to address and implement. Challenges faced by teachers can be analysed been either intrinsic to the teacher or having an external cause and can be something relating to their practice or the difficulties faced by students (Dixon, 2012). In my capacity as a lead Computer Science, teacher at school x my content knowledge and students understanding of the subject is more challenging based on inadequate resources and material for research; which will lay the foundation for informing students about relevant knowledge which can effectively influence their emotional development. Readily available relevant resources make access to information easier for the development of themes and related concepts for instructional purposes. This case study is based on my own experience as a lead teacher of Computer Science. I have been in charge of the Department of Computer Science for the past two years now. However, before when we had a bigger department, I had no such responsibility, and I was mainly teaching ICT with very little Computer Science, but since two years ago all the teachers have left the school and since they have not been replaced, leading to a small department with one year 9 class and one GCSE class. I ended up being in charge of the Department of Computer Science.

Students in my year 9 class are expected to learn computational thinking skills. Using a computer to solve real-world problems does indeed require becoming familiar with acronyms, mastering some basic algorithms, and writing commands in Python. However, the most critical skills that students will be expected to master involve collaboration, presentation, and knowing how to break a task down into small chunks and this requires proper management of their emotions since collaboration with others involves the appreciation of one another real differences and good guidance from the teacher. I wanted to ensure that my students understand and use Emotional Intelligence to achieve more in their learning and subsequently, the Computer Science curriculum might hold some keys to it. In response to this, I have to embed a range of pedagogical strategies to support the students understanding which incorporates practical, hands-on approaches, contextualising abstract concepts and integrating collaborative work. Pedagogical learning principles assume that learners are autonomous and earn based on the urgency to use the acquired knowledge sort out their real-life challenges. I will, therefore, arouse the learners’ interests and magnify on the need for emotional intelligence in curbing real-life office challenges.

However, the new Computer Science curriculum requires the students to take charge of their learning, to work independently, but collaboratively; and therefore engage more with their feelings, in preparation to current and future career pathways which requires autonomy and competency outside the classroom context. The students need to realise that the skills they use when they feel confident outside of the classroom environment; especially when they find themselves in the school playground or outside the school environment where, they have learned to play in collaboration, in groups while managing their emotions is useful in computational thinking especially when solving our problems as a team for (Farouk, 2010). Computer science problems should be resolved through not only analytical approaches but also other approaches such as teamwork and hands-on approaches.

Literature Review

From a historical perspective, Emotional Intelligence, according to Cohen (2006), has been part of academics and schooling since the advent of formal education in the ancient Egypt, Greece, and India about 3000 years ago. The enthusiasts of this subject in medieval days were mainly affluent men from wealthy familial backgrounds (Dixon, 2012). In the ancient contexts, the knowledge of Emotional Intelligence was tailored to apply individuals’ emotional strengths and weaknesses to guide behaviour in both private and public life especially in the ancient Greek. In the contemporary arena, emotional intelligence has risen to be a learnable subject and skills provided to learners regardless of the social, gender, educational, or racial affiliations; which indeed has contributed in inducing people to act wisely, and act responsibly with emotions (Goleman, 1996) Emotional Intelligence seeks not only to inspire students to participate in their learning but also enables them master skills (emotional skills) which according to Goleman (1999), assist them confront professional conflicts and challenges in the pursuit to make sound decisions, but also improve collaborative, teamwork and leadership abilities. Goleman divides and presents the emotional skills framework in two forms of competencies namely personal and social competencies. Whereas personal competencies unravel how we associate with ourselves, social competencies seek to establish how we associate with other persons. For one to shine in professional assignments, he/she ought to get skilled in some of the competencies which Goleman considers essential.

Additionally, Goleman breaks down personal competencies into three classes. The first class of own skill is self-consciousness which encompasses effective self-evaluation, and emotional consciousness. The second class refers to self-regulation which contains competencies of trustworthiness, self-control, adaptability, integrity, and innovation. And the third class relates to motivation which is characterised by the motivation to achieve, optimism, initiative and commitment to succeed in the tasks under the provision. It is paramount to inculcate these values into the learners in institutions because they lay the foundation for future competencies in various career jurisdictions (Ashkanasy, and Dasborough, 2003). It is critical to emancipate learners with adaptability and innovative skills within the threshold of self-regulation because such skills are highly applicable in the technologically dynamic working environments. In the realm of social competencies, Goleman divides them into two major tenets. The first is empathy from which we extract an understanding of other people, harnessing of diversity and political conscience. In Second sub-division of social competencies include social skills which comprise of abilities to influence others, communication, catalysing change, teamwork, cooperation leadership, and collaborative skills. Under the threshold of social skills, this study maintains that interest to train understanding of other people; appreciation of diversity, developing empathy constitutes a critical milestone in the production of computing professional who are not only lovers of peace but also who are ready to appreciate diversity (Dixon (2012). In the spectrum of social skills, cooperation and collaboration are essential for computing students; alongside communication both in spoken or written art.

Mayer, Roberts, and Barsade, (2008) conceptualise emotional intelligence as the “ability to monitor one’s own and others feelings and emotions to discriminate among them and use this information to guide one’s thinking and actions” (pg. 189). The scholars maintain the view that emotional intelligence is the construction of related concepts and skills which assist computer students to meditate through emotions rationally and appropriately. In their perception, emotional intelligence constitutes recognition, perception, and an assessment in the pursuit to differentiate emotions to harness the information and think and act prudently.

Analysis

The practitioners of emotional intelligence especially the teachers of this crucial subject ought to master experienced emotions and their effects on mental abilities using two primary activities namely outward introspection and inward introspection; the two processes being vital in identifying and levelling situations. The inner introspection implies the direct examination and evaluation of personal emotional luggage to obtain grains of meaning on the on-going emotional content (Tugade and Fredrickson, 2004). Outward introspection entails observing constant and monitoring of individuals state of sensitivities, emotions, and responses to particular challenges as presented (LeDoux, 2012); all in the pursuit to comprehend ways in which to associate with such individuals. As an educator these propositions are vital in helping cope with different learners having different character extremities, helping to find ways to cope with them amicably. With the view on cognitive models of emotional intelligence many scholars believe that the utilisation of information is extracted from emotions to control emotional distress (Peters, and Pearce, 2012); (Cooper and Asawaf, 1997); (Brackett et al., 2010). However, according to Oduran (2001); some people can identify probable areas of interest but feel overwhelmed to take action for a positive change, since they fear to fail. Nelson and Low (2011) inspire us to develop an orientation which seeks for a more isocratic thought by initiating, strengthening and enhancing emotional intelligence abilities. Besides, the cognitive model of emotional intelligence can be applicable in harnessing intelligent reasoning to identify, observe and comprehend emotions (Mayer, and Salovey, 1997). The computer students can utilize the knowledge to behave responsibly and act wisely in their various life discourses.

Conclusion

This case study intended to demonstrate explore the relevance, implications, and rationales of emotional intelligence in the Computer Science curriculum; and so it has. The study has demonstrated how the concept of emotional intelligence contributes to boosting learners’ confidence and how the understanding of emotions boosts workplace relationships and career lines.

Recommendations

This section presents the following suggestions as a basis for helping computing instructors in pursuits to cope with their professional, institutional and academic challenges.

Addressing the needs for emotional intelligence of academic staff by establishing the centre for emotional intelligence across all tertiary institution; as a way of developing empowering and improving the academic staffs’ emotional intelligence capacities (Hebson, Earnshaw, and Marchington, 2007).

Targeting every system to ascertain pragmatic readiness in responding to learning, mastering and applying emotional intelligence content is strengthened within these systems.

Elevating and creating awareness about emotional intelligence in public, and private realms of a country; and promote the realities which demand emotional intelligence.

Adopting policies which support emotional intelligence since emotions are social and contagious issues with the ability to tamper with existing functioning systems.

Provide teachers with ample space to run departments with correct emotional information to ascertain the programmes are well designed, implemented and coordinated.

Provide the teachers with readily available resources to engage during research for further teaching and publications.

Reflection Work: How Emotional Intelligence in the Computer Science Curriculum Support Students in Improving their Confidence to Overcome Challenges

Emotional Intelligence in contemporary context has demonstrated profound effect especially in the environment surrounding workforce (Nelson, and Low, 2011). I share the proposition that the concept is vital for a positive working environment, especially when individuals aspire to learn to recognize and control their emotions and respect others’ in the hope to develop and maintain healthy relationships. I share Goleman (2000) view; that Emotional Intelligence is an essential tenet to increase corporate success and integrations. Goleman (1998) defined Emotional Intelligence as “the capacity for recognising our feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and our relationships.” The adoption of emotional intelligence skills is essential for optimum functioning in professional development through the attainment of knowledge and skills derived from working in an emotionally prudent way. In this evaluative and reflective writings, I intend to harness the evidence extracted from myself and others to demonstrate how effective or beneficial my strengths in the docket of emotional intelligence; and show my willingness to modify myself better based on such findings. Whereas self-reflection is a necessary premise for self-development, the mastery of how to do is anchored on the application of critical thinking skills for self-development.

In my various discourses and especially career pathway, I am subjected to interaction with diverse people rooting from different nature of beliefs, customs, and perceptions. I have learnt that my emotional contents do not deserve the whole merit. And yet as Roberts, Zeidner and Mathews, (2001) established, there is plenty of supply of emotional intelligence measurement and assessment tools. But again the three scholars did raise issues about such tools based on their proposition that they lack coherence and scientific foundations concerning the threshold on which emotional intelligence exists. However, such tools such as the Meyers Brigg’s and Emotional Intelligence are relevant in providing an overview of one concerning emotional traits. This will lay the foundation for my course of action in anticipation to better myself as a teacher and role model for my generation (Wang, Wilhite, and Martin, 2016). As a Computer Teacher, and partly interactions with literature and videos; I have become emancipated on emotional intelligence and come into the realization of three critical aspects in the subject. First, I discovered why Emotional Intelligence is a vital component which can inspire the company’s success. It is Paramount to develop in-depth mastery of understanding how emotions do affect us in the context of office. To evade conflicts and unhealthy feuds; workers ought to learn how to control their emotions. The ability to manage is essential as a leader or as a teacher handling many students from different cultural and philosophical extraction (Segal, Smith, and Shubin, 2013). Also, as a teacher, the understanding of emotional intelligence granted me efficiency in satisfying my students and enhancing their retention of scholarly information learned. I adopted a mechanism to stimulate healthy and appealing learning environment with my students while navigating through different social networks and acquiring new skills and even inspiring one another.

As a teacher, I am the generation; better placed to influence young minds. My profession sits on various activities and processes that entail the manipulation of others to inform, developing, and training, enlightening and curing other people. In my school of experience, I have discovered the unique traits exhibited by teachers wherever I taught; we tend to be helpful and forgiving and so much understanding. Holland, (1997) ventured into the exploration of Emotional Intelligence and studied teachers and presented similar characteristics which he learned are commonly shared amongst teachers fraternity. These qualities include; “agreeable, cooperative, empathetic, friendly, generous, helpful, idealistic, kind, patient, persuasive, responsible, sociable, tactful, understanding, and warm” (pg. 25). Holland maintained that these qualities are highly associated with Emotional Intelligence. Emotional intelligence is not necessarily inborn, but something learnable in different encounters. Individuals are unique and possess different Emotional Bits of Intelligence (Damasio, 2010). But yet even those individuals with poor senses of Emotional Intelligence can better them. As a teacher, mine was to inspire and teach into the learners the virtues in both social and personal skills, for the betterment of skewed judgments; and production of emotionally sensible learners able to respect one another’s feelings. Amidst the skills, I emphasized not only the importance of having empathy, cooperation, collaboration; but also demonstrated why they are of worth possessing them; and how those values were essential in the future perspective (Tait, 2008).

I learned in my capacity as a teacher that there are multiple steps one can take to better his/her emotional intelligence. First, one ought to critically undertake a self-evaluation and become self-aware of the sensitive contents resources are under the provision to assist in the mastery of self, to understand yourself and analyse your emotional potentials (Flores, 2004). Such resources can include watching relevant videos undertaking research. The most essential (in my opinion) are considering the emotional intelligence tests Myers Briggs test, and other personality tests. The tests can bring out a realization of one’s potentials through unskewed views. After developing the knowledge about self; one becomes aware of how emotions affect the immediate neighbours; and thus create a sense of corrective measures towards managing the deleterious emotional traits. The next big thing is to look beyond the realm of self and get to contemplate about the emotions of others. It is from this point that a robust stepping some is set to towards building healthy relationships and interactions wherever we may be at. As an instructor, I equally became aware of the five branches of emotional intelligence. My exposure to scholarly literature articulated the attributes of self-regulation, self-awareness, social skills, self-motivation, and self-motivation. Individual’s competency in these five areas is susceptible to variance. These components are instrumental to the learners of Computer Science as they are in dire need of interpersonal skills to interact with diverse populations in their area of specialization. Among the five components, three namely self-motivation, self-awareness and self-regulation occur intrinsically and calls for individual responsibility in understanding their emotions. The individuals then get to decide autonomously their devotion to respond in adapting corrective remedies for controlling wild emotions. Social skills and social awareness are more extrinsically motivated, and they excite one to become responsive and considerate of other people’s feelings while building healthy relationships among colleagues.

Salovey and Meyer (1990) trace and accredit the conception of emotional intelligence as a discipline to the medieval philosophers of antiquity, and maintain the view that emotional intelligence is a science. Goleman (1995) is deemed one of most frequent writers of emotional intelligence who accredited the evolution of the subject to Gardner’s (1983) work Frames of Mind through which Gardner presents that there was something more alongside traditional intelligence which makes people successful in life. Research has consequently approved Gardner’s sentiments by finding out that particular psychological traits do inspire one’s success. Gardner realised that interpersonal intelligence is fundamental to people professionals such as teachers, religious leaders, clinicians, actors, politicians, and salespersons. In the year 1998, Goleman further studied the subject of Emotional Intelligence on which this reflection is embedded. He developed a unique perception of Salovey and Mayer’s subsets of emotional intelligence and came up with various sub-categories as presented below. Self- awareness which encompasses developing an understanding and knowing your intrinsic states, resources, preferences, and intuitions. Based on this explanation, this sub-category is fundamental to the teaching professionals where I am inclusive. Self-awareness constitutes of skills such as emotional awareness, self-confidence, and accurate self-assessment (Bar-On, 1997. I am better-placed with self-confidence and emotionally conscious. As a teacher, I am cautious of my emotions and those of other people. I tend to be keen not to hurt anyone’s affective feelings, and I too much care about what people think about my moves.

Social awareness offers necessary knowledge about how to promote the social environment in teaching and elaborates on a literate and emotional atmosphere which ascertains constant progression not only for instructors but also as an individual (Torres, 2012). Thus the inadequate sense of social awareness induce an environment that is so full of cultural clashes, and conflicts which can further trigger emotional pressures and social disturbances (Tugade, and Fredrickson, 2004). Moreover, I came into the realisation that social awareness was influential in my part in increasing focus for both listening and doing skills for school management, staff, and students. There was a need for the Computer Studies teachers to acquire training and education on social, emotional cues for handling and preventing crises (Rochat, 2003). Social awareness thus to me as a teacher was perceived as a tool for managing social emotions, people conflict resolution, empathy and teamwork management. Another sub-category according to Goleman (1998) is self-regulation in which I conspicuously have some deformities. This category is made up of self-control, consciousness, trustworthiness, innovation, and adaptability. Out of these components; my weaknesses lie in the realm of trustworthiness, innovation, and consciousness. My strengths in being adaptable and able to control myself are not only relevant to me as a teacher but also outside my career line. The two subsets are vital in the modern world where everyone ought to adapt to changes surrounding almost every aspect of life. Such changes may be in the line of technology or management. According to Bronfenbrenner’s ecological model, cordial human relationships and interaction play a huge role in the promotion of both institutional and individual growth (Morris, and Casey, 2005). Self-regulation played a vital role in the construction of human capacities which ensured proper relationships with the existing systems. This alleviated chance of unnecessary conflicts from emerging. Lectures that were better placed to self-manage themselves made sound decisions which helped the department shape her environment through the construction of emotional intelligence. Notably, self-management was crucial in adapting, sustaining and changing of culture as it could be deemed necessary (Dhamija and Gyanodaya, 2010).

Motivation is the other sub-set of emotional intelligence which mainly inspires the attainment of goals and objectives as set in various disciplines (Gardner, 2000). Motivation is equally instrumental to a teaching profession because it is the foundation by which learners can be inspired to attain optimal targets in academics. The subject was critically studied by Abraham Maslow who observed that motivation ought to be done intently to achieve its mandate (Cooper, and Sawaf, 1998). The scholar discovered that while motivating the subjects, one ought, to begin with, the satisfaction of physiological needs which cannot be postponed. Such requirements include the need for food, the need to respond to thirst and clothing. It is through satisfying the primary needs that one can ascend to development of interest to achieve in the assigned duties. Empathy constitutes the feelings of awareness on has to other people’s concerns and needs (Hong, 2012). This tenet is the construction of factors such as comprehending others, leveraging diversity, political awareness, and service orientation. As a teacher, I am positioned to interact with teachers and learners from different orientations. This is why I find empathy essential in the administration of duties; especially in handling diverse reputations demonstrated by colleagues. Respecting other people’s concerns and feelings is my focal point of interest as far as my job is concerned. This provides me with the entire reason as not to be too quick in judging others based on the premise that people behave differently and according to underlying causes.

Social skills are the last sub-category of Emotional Intelligence according to Goleman which include proficiencies such ads communication skills, assertiveness, change management, cooperation, collaboration and leadership (Goleman, 2001). Communication in either written or spoken form is essential because they provide a medium through which meaning is communicated amongst staff members and to learners. I am competent in such a skill, and this can be demonstrated through the articles in which I wrote to my students. They, in turn, acknowledged that such materials were inspiring and genuinely informative. As a departmental head of Computer Science, my management and leadership skills were once again demonstrated based on my ability to unite the departmental teachers into oneness to deliver quality education to the students. Social awareness contributed to the promotion of social-emotional competencies in the school. Substantially, the competence contributed to an understanding of social, emotional cues in school, which thus reduced frictions and confrontations amongst us (Fried, Mansfield, and Dobozy, 2015). Goleman’s conceptualisation of Emotional Intelligence to some extent resembles what Bar-On (2002) conceptualised. Bar-On presents Emotional Intelligence as the construction of five categories namely; intrapersonal, interpersonal, adaptability, general mood, and stress management capacities. From my perspective, both Goleman and Bar-On are significantly similar except for the fact that Bar-On’s model presents the concept of stress management which deals with emotional control and stress tolerance (Daley Renyard, and Sonuge-Barke, 2005). Given that the teaching profession al is at times stressful, and requires the ability to manage such stresses, I find the model relevant.

In this exciting subject (Emotional Intelligence), I then became amazed, posed momentarily both as a teacher and the departmental head and interrogated my Myers Brigg’s report. As the adage has it; “wisdom begins in wonder” (Holland, 1997). I intended to discover myself and initiate a “treatment regimen” for the betterment of my ways and emotional traits. I trust my findings were inclined directly to my elemental personality; based on the premise that they confirmed that I am a very accepting and outgoing person. It is at times hard to talk about oneself, but I think it is my little nature to insert energy in building relationships with other people; while remaining cautious not to be judgemental of their faults. My caring personality was also reciprocated through Myers Brigg’s report. My tendency to strive to be of help and care about others was once again revealed in the report. I enthusiastically believe that people should not suffer inside their problems in solitude, and so I tend to open myself up for others so that together we build trust for helping one another. One last strength which was reflected in the report; and which I firmly submit to, is my propensity to adapt which I have continually found significant in the contemporary world of dynamics. My reputation and personality as exemplified through staff management and departmental organization to deliver quality to our students. My colleagues always congratulated on my abilities to quickly adapt to new evolving technology trends and modern logistics that later own were unanimously accepted and adored as progressive. My filtered traits stand a chance to address the workplaces challenges and particular my field. It is through the tenderness of a kind heart that one can accommodate the differences exhibited by the people of the world. Being adaptable helps one to remain in touch with the emerging trend in no matter the field of specialisation (Illeris, 2009). And being outgoing makes me stay moderate in many ways, and not become judgemental. I am aware that the current dispensation at the office is at times saturated with discords that not only impact negatively on the retention of the information on the part of learners; but also destroy teamwork and collaborations. Kindness and adaptability, therefore, arise as key features one ought to possess as an instructor handing various disciplines of students and Computer knowledge that is prone to new experience with the evolution of science and technology in information and technology.

I also learned that my weaknesses according to Myers Brigg’ computation co-related with my self-awareness knowledge. Base on the premise that I so much care about other people; and the manner under which they others’ perceive me; I have consequently developed difficulties in making decisions. Some decisions are so hard to make; based on the fact that at times decision do inconvenience other people. This has at times made me incline towards relying on others to make decisions that I can otherwise make by my own. This is rooted in my fear of letting down or hurting other people through the decision-making process. I mastered my role as a Computer Teacher and my duties at large. In the classroom context, I found difficulties in adopting the best approach to reprimand students continually defied the classroom norms. I seemed to lack the best strategy to remind them of their duties in a respectful manner even when they kept on disrespecting themselves. I did not at all want to upset my students by actually telling them they are “wrong.” Instead, I asked my colleague teachers to chip in and assist me in my ultimate duty. Additionally, I tend to speak on impulse; which afterward makes me feel remorseful. This gives a vivid impression of the inadequate presence of self-regulation attributes.

Another downfall which stood out from Myers Brigg’s report is my tendency to over-concentrate about the present circumstances while failing to plan for the more massive tomorrow. This is probably based on my realistic reputation (Which I maintain is both positive and negative significances) since it dawned on me that plans are always prone to change especially in higher learning institutions. The knowledge that I am good at adapting makes me reluctant to plan for the future because I believe the future is too unpredictable. To ascend to a top pedestal of leadership; I have to transform my weaknesses into strengths. I have to elevate the limitations in my emotional intelligence by enacting a relevant action plan with which the plethora of resource and methods therein will guide me all along to achieve accomplished targets (Maul, 2012). Additionally, I intend to apply other emotional intelligence tests alongside Meyers’ Brigg’s, which I have already done. I will take others such as Keisey assessment, and emotional intelligence test within one week span. Then I will compare and contrast the findings and after that opt for an adviser in the pursuit to assist me assesses them.

I am confident as I am optimistic that I can be a coach to myself and evade the costly hiring of someone to spearhead me through perfecting my areas of weaknesses as far as emotional intelligence is concerned. With sensitivity and awareness that the domain of self-regulation is my main area of weakness, I will insert more emphasis. I will seek to draw insights from watching videos and adopt a motivator person who initially shared similar weaknesses s mine; and draws inspiration from such individuals, and consult with them on what possibly I can do to improve myself on the domain. Being a visual learner; I will effectively learn and draw wisdom from videos (Narvaez, 2010). Consequently, I will team up with the new insights acquired and emulated the skills observed. Then after this, I will see to attend three seminars to on emotional intelligence and one on efficient decision-making practices. I will commence adapting the models and techniques learned from such workshops after that. Additionally, I will immerse myself into various circumstances and cultures to extract experience for working and getting on along with other people amicably. By so doing, I will have improved my not only the self-regulation subset of emotional intelligence but also the other remaining four. As the departmental head of Computer Studies, the threshold provided me a rapport to apply the prior knowledge I had on emotional intelligence. The opportunities presented as the chairperson was as typical to any other when one hold a responsibility to lead others at any other office. The opportunities presented reminded me to be proactive while handling colleagues instead of confronting them. I strengthened teamwork which provided me with something to reflect on concerning my own emotions and management of others since in cooperation we were not necessarily in consensus all times.

The constructs of emotional intelligence have continually deepened my senses of empathy and the understandings of how emotions and healthy ways can be controlled and managed. Through the active roles as a teacher and indeed through exposure to relevant situations; I have learned about the vital resources that can be implemented to influence high emotionally competent teams of employees. Working in collaboration and under groups is in itself an action plan for real-life situations which significantly expanded my understanding of emotional intelligence (Roberts, Zeidner, and Matthews, 2001). I am solemnly committed to continually take steps toward the betterment of my emotional intelligence to become an effective teacher. Not every scholar concurs to the proposition that Emotional Intelligence merits status is a particular class of intelligence. I am an enthusiast believer that the concept of emotional intelligence is mandatory for career accomplishments and other occupational settings and leadership roles. These concepts are keynote especially considering Opengart (2005) sentiments which postulate that “emotion work cannot be performed well without possessing a foundation of emotional intelligence” (p. 49). Teachers through the situations under which we find ourselves in teaching students to get compelled to learn the virtues taught under Emotional Intelligence. Byron (2001) discovered in pre-service teachers in the sample which she used possessed competencies in Emotional Intelligence.

Goleman’s emotional competence framework has been criticised by his colleagues; something I similarly do, and this is concerning the way the mode has integrated too many cognitive elements which are not related scientifically or theoretically. The framework is to a larger extending vital in recognising psychological capacities and generalisations. This reflection perceives the unique beauty of Goleman’s emotional intelligence model as a composition of elements which are not the same kind with those which gives one a chance to tap into this subject and draw meaning for the overlying challenges in the teaching professional (Beltman, Mansfield, and Price, 2011).

Conclusion

Emotional Intelligence in as a tool to cope with academic, professional and institutional crises remains an overdue topic for research; based on the premise that tertiary education structures are continually subject to dynamics and unforeseeable challenges whose impacts on instructors are unpredictable (Gardner, 2011). It is under this proposition that this work has elaborately sought to understand the concept and intrigues of Emotional Intelligence. The knowledge of self-awareness social awareness, self-management and relationship management is critical in the promotion of healthy relationships and understandings for the common good of personal and organisational development. The knowledge of emotional intelligence knowledge helps lecturers to obtain a deeper insight of their emotions, weaknesses, and strengths and thus construction of a need to rectify the extremities of such emotions (Beauchamp, and Thomas, 2009). An emotional Intelligence competency in the context of this paper was intended to showcase how it helps lecturers to administer their role as agents of change to their students and the effective performance of their institutions.

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