According to Mortiboys (2012) and Powell and Kusuma-Powell (2010) effective college professors have high levels of trait emotional intelligence (trait EI). Consequently, this dissertation performed a one-way Analysis of Variance (ANOVA) in order to determine the existence of a relationship between the trait EI skill levels of those faculty members who received awards for teaching excellence—award-winning professors (AWPs) and their non award-winning counterparts by comparing the scores of these two professor populations on the Trait Emotional Intelligence Questionnaire (TEIQue). The results of this ANOVA did not demonstrate any statistically significant relationship; however, when demographic variables, particularly gender, educational level, and institution entered the calculations, statistically significant relationships emerged. Finally, this dissertation also conducted semi-structured qualitative interviews with AWPs. A thematic analysis of these qualitative interviews demonstrated that AWPs practice trait EI skills when teaching in a variety of different ways, that different experiences enabled these individuals to learn trait EI skills and techniques, and that these AWPs are able to achieve a variety of results through their use of trait EI in the college classroom.
|Advisor:||Barnette, John E.|
|Commitee:||Obiniyi, Paulson I., Wylie, Ruth G.|
|School:||University of Charleston - Beckley|
|Department:||Buisness and Leadership|
|School Location:||United States -- West Virginia|
|Source:||DAI-A 74/09(E), Dissertation Abstracts International|
|Keywords:||Emotional intelligence, Faculty, Leadership, Professors, Student engagement, Teaching|
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