تاثیر هوش هیجانی اعضاء هیات علمی برعملکرد آموزشی آنها: با رویکرد شایستگی های فردی
محورهای موضوعی : مدیریت بازرگانی
محمود نورائی
1
(
استادیار واحد ابهر، دانشگاه آزاد اسلامی،ابهر،ایران
)
کلید واژه: خودآگاهی, خود مدیریتی, شایستگی های فردی, هوش هیجانی و کیفیت زندگی کاری,
چکیده مقاله :
افزایش علاقه و توجه پژوهشگران به مطالعه در مورد رابطه هوش هیجانی (عاطفی) با عملکرد مدیریت در سالهای اخیر، سبب گرد یده است تا مجموعه ای از یافته ها و نظرات در این زمینه ایجاد و ارائه شود. علیرغم اینگونه مطالعات و تلاشها، یافته ها و نظرات پیشنهادی در بسیاری از مواقع متفاوت بوده و یا مغایر یکدیگرند. بدین ترتیب برای دست یابی به نظریه ای معتبر و شفاف در مورد ارتباط ابعاد مختلف هوش هیجانی با عملکرد و رفع خلاء موجود در این زمینه هنوز به مطالعات و ازمون فرضیه های بیشترو جدید تری نیاز است تا بتوان بر اساس انها به نتیجه ای روشن دست یافت. هدف این مطالعه گسترش کارهای انجام شده قبلی و تعیین رابطه احتمالی بین شایستگی های فردی (خود اگاهی و خود مدیریتی) اساتید دانشگاه با عملکرد اموزشی انها است و همچنین تعیین نقش کیفیت زندگی کاری دانشگاه به عنوان متغیری مداخله گر در این زمینه است. نتایج حاصل از تجزیه و تحلیل داده های گرداوری شده توسط 930 عدد پرسشنامه از 72 واحد دانشگاهی منطقه دو به روش میدانی بیانگر این است که بین میزان خود اگاهی و خود مدیریتی اعضای هیات علمی و عملکرد اموزشی انها رابطه ای مثبت و معنی دار وجود دارد ضمن اینکه، ماهیت کیفیت زندگی کاری دانشگاه می تواند در رابطه این متغیر ها مداخله نموده و تاثیر گذارد.
In the recent years, the widespread interest in the relationship between emotional intelligence and performance has led to the development of a substantial body of literature. In spite of this ongoing attention, the subject of emotional intelligence and performance is still in a contradictory and controversial phase. Thus, a need remains for the development and testing of hypotheses relating the different dimensions of the emotional intelligence to performance. The goal of this research was to extend prior work on individual competencies and performance and investigate the possible relationship between academic staff members’ competencies (self awareness and self management) and their educational performance and to determine the role of their working life quality as an intervening variable. The results based on 930 questionnaire responses collected from 72 universities in a field study indicate that the extent of educational performance is positively and significantly associated with their self awareness and self management. Besides, the quality of the university working life interferes with the relationship between these variables.
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_||_Bar-on, R (2006), Model of Emotional Social Intelligence (ESI), Psicothema, 18 supl.,13-25
Bar- On, R. (2000), Emotional and social intelligence: insights from the emotional quotient inventory, in Bar- On and J.D.A, Parked (Eds) Handbook of Emotional intelligence, S.F. Jossey- Bass.
Bar- On, R. (1988), the development of an operational concept of psychological well-being- unpublished doctoral dissertation, Rhodes University, South Africa.
Baron, R. M. & Kenny, D. A. (1986), The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology. 51, 1137-1182.
Boyatzis, R. Goleman, D. and Rhee, K (2000), Clustering competence in emotional intelligence: insights from the emotional competence inventory in R. Bar-On and J.D.A. Parker (Eds), Handbook of emotional intelligence, San Francisco: Jossey- Bass.
Brayan, s. P.(2004), Emotional Entelligence and Intrapersonal Conversations, Consortium Research on Emotional Intelligence
Caruso,D. (2003), Defining the inkblot called Emotional Intelligence. Issues and Recent Developments in Emotional Intelligence, from http://www.eiconsortium.org
Fiedler, F. E., (1967), A theory of leadership, Effectiveness. Mc Graw-Hill, N. y.
Goleman, D. (2007), Social Intelligence,N.Y. Bantam Books
Goleman, D. (1998), working with emotional intelligence, N.Y. Bantam Books.
Goleman, D. (1995), Emotional intelligence, New York, Bantam Books.
Gardner, H. (1999), Frames of mind, the theory of multiple intelligences, New York: Basic Books.
Gardner, H. (1983), intelligence Reframed, New York: Basic Books.
Keller, R.T. (2001). Cross-functional project groups in research and new product development: diversity, communications, job stress, and outcomes. Academy of Management Journal. 44,547-555.
Mc. Clelland, D. C. (1998), identifying competencies with behavioral - event interviews, psychological science, q (5). P 331- 340.
Salovey, P & Mayer, J. D. (1990), Emotional intelligence, imagination cognition and personality 9, 185- 211.
Stogdill, R. M. (1948), Personal factors associated with leadership: A Survey of the literature, Journal of psychology vol. 25. P38-65
Tannenbaum, R. and Schmidt, W-H, (1973),How to choose a leadership pattern, Harvard Business, Review, Vole, 51, May- June, P. 162- 180
Thorondike, E. L. (1920), Intelligence and its uses, Harper’s magazine, p140, 227- 235.
Van Rooy, D. L. & Viswesvaran, C. (2004), Emotional intelligence: A Meta analysis investigation of predictive validity and nomological net, Journal of vocational Behavior, 65, p71- 95.
Wechsler, D. (1952), The range of human capacities, New York: Hafner.
