An analysis of emotional intelligence and faculty qualities necessary for success in a nontraditional classroom setting

The purpose of this study was to assess competencies of faculty teaching nontraditional college students, defined as students over 25 years of age who have worked several years prior to pursuing a college degree. More specifically, the study explored whether self-reported ratings of emotional intelligence (EI) are related to teaching success as evaluated by nontraditional students in end-of-course evaluation. There have been few studies that empirically examined the relationship of emotional intelligence to effective teaching.; Fifty-two new and senior faculty members participated in the study. Faculty members completed the EQ-I: S assessment of emotional intelligence. Scores were correlated with end-of-course student evaluations. Additionally, interviews were conducted with faculty who scored the highest and the lowest on EI to assess whether faculty members were incorporating techniques associated with emotional intelligence into their classroom settings.; No significant relationships between scores on the assessment of emotional intelligence and scores on the student end-of-course evaluations were found. Further, the qualitative data from the narrative interviews indicated that both faculty who scored high and low on the EI assessment stressed flexibility and strong interpersonal relationship skills in the classroom. However, the faculty members who scored high on the EI assessment did demonstrate more optimism than did those scoring low on the assessment of EI.; Results suggest the need to further research the necessary competencies of faculty members teaching nontraditional students and determine if they are different from those who teach traditional students. More research is required to determine what specific behaviors by teachers that are characteristic of high emotional intelligence would benefit students' success.; Identification of faculty competencies necessary for teaching nontraditional students may lead to better selection of instructors and a more effective classroom culture. This could help students achieve their academic and ultimately their professional goals. Additionally it may help to provide needed skilled employees in organizational environments, and help these workers become responsible and productive citizens in their communities and society as a whole.