The levels of emotional intelligence (EI) among university professors in Algeria: A Systematic Review

Prepared by the researche: Mohammed Mansouri * Psychological and Educational Research Lab, University of Sidi Bel Abbes, Sidi Bel Abbes –Algeria
Democratic Arabic Center
International Journal of Educational and Psychological Studies : Twenty-seventh Issue – December 2024
A Periodical International Journal published by the “Democratic Arab Center” Germany – Berlin
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Received: 05/10/2024, Accepted: 05/12/2024, Published: 27/12/2024
Abstract
This systematic review explores emotional intelligence (EI) levels among university professors in Algeria and their impact on professional roles and well-being, focusing on studies published between 2014 and 2024. Following PRISMA guidelines, the review used the PRISMA 2020 flow diagram for systematic database and register searches. We applied the Critical Appraisal Skills Program (CASP) checklists to assess methodological quality and evaluate study rigor, clarity, and reliability. Findings indicate that high EI levels among professors are associated with improved communication, creativity, and problem-solving skills, contributing positively to professional success. However, EI alone does not fully mitigate stress or prevent burnout, underscoring the need for organizational support and targeted professional development to enhance well-being and performance. Additionally, this review highlights research gaps, emphasizing the importance of further investigation into broader factors influencing stress and burnout in academic settings.
Introduction
Emotional intelligence (EI) has garnered considerable attention in fields like psychology and education since the 1990s (Salovey et al., 2009). Salovey and Mayer (1990) first defined EI as the ability to identify, analyze, and manage both one’s own and others’ emotions, underscoring its importance for both personal and professional success. Later, Goleman (1995) argued that EI plays an even more crucial role than cognitive intelligence, attributing over 80% of successful life and work outcomes to emotional competencies. Since then, extensive research has highlighted EI as a significant predictor of academic performance, subjective well-being, and life satisfaction (Martins et al., 2010). Studies consistently report a strong relationship between EI and mental health, emphasizing its relevance in educational and occupational settings.
In higher education, university professors occupy a pivotal role in shaping the academic and emotional climate of their institutions. Professors typically bring subject expertise and pedagogical skills to the classroom; however, emotional competency—an often overlooked aspect—is equally critical. High EI levels in professors correlate with enthusiasm, creativity, and innovative teaching methods, as well as advanced communication and problem-solving skills (Mortiboys, 2005; Hwang, 2007). These qualities do not just enhance instructional effectiveness; they contribute to a more supportive, engaging learning environment, thus influencing the overall academic experience of students.
Recent studies within Algerian universities have linked professors’ emotional intelligence with various positive professional outcomes, such as enhanced academic self-efficacy, increased professional compatibility, and reduced work-related stress (Benghorbel & Mehdjour, 2023; Latreche, 2021). However, despite these findings, the current research landscape on EI among Algerian university professors remains fragmented. Existing studies often focus on isolated aspects of EI, lacking a comprehensive synthesis that could provide a clearer understanding of its broader impact on both psychological well-being and professional roles in academic settings. This research gap underscores the necessity of a systematic review that examines how EI among Algerian professors influences their career trajectories and mental health.
Rationale and Importance of the Study
This review is vital for several reasons. First, in the context of higher education, professors with high EI are essential for fostering an academically stimulating and emotionally supportive environment. Emotional intelligence enables professors to respond more adaptively to student needs, manage classroom challenges effectively, and maintain positive interpersonal relationships, all of which are critical for educational success. Neglecting EI in professional development may hinder the overall quality of education and weaken the student engagement required for effective learning.
Second, the unique challenges faced by Algerian universities call for a localized understanding of EI’s impact on professors. Algerian higher education institutions are in continuous development, and understanding the role of EI in promoting a supportive educational environment is particularly pertinent. Recognizing EI levels and their implications for professors could inform targeted strategies aimed at enhancing instructional practices and addressing specific challenges within the Algerian educational landscape.
Lastly, empirical evidence underscores a robust link between EI and both psychological well-being and professional competence. A deeper investigation into this relationship can yield actionable insights into how universities might support their professors more effectively, potentially enhancing job satisfaction and reducing burnout.
Aim and Research Question
This systematic review aims to synthesize existing findings on the levels of emotional intelligence among university professors, with a particular focus on higher education in Algeria. By examining and evaluating the quality of studies conducted over the past decade, this review seeks to identify gaps in our understanding of how EI influences professional roles and well-being in academic settings.
This review is guided by the primary research question: In what ways does university professors’ emotional intelligence affect their careers and well-being?
Methods
This study conducted a systematic literature review to provide a comprehensive and methodologically rigorous examination of the levels of emotional intelligence among university professors. We limited the literature search to publications from the last decade (2014–2024) to ensure the relevance and currency of the findings. We chose this timeframe to encompass significant research developments and trends in the educational context, particularly in Algeria.
Literature Search
We conducted an extensive search across multiple academic databases, including the Algerian Scientific Journal Platform (ASJP), Google Scholar, and ResearchGate. We meticulously designed the search strategy to include keywords in three languages: Arabic, French, and English. Keywords such as “الذكاء العاطفي,” “الذكاء الانفعالي,” “الذكاء الوجداني,” “أساتذة الجامعة,” “أساتذة التعليم العالي,” “intelligence émotionnelle,” “enseignant en université,” “professeur d’université,” “emotional intelligence,” “university professors,” and “higher education professors” were used. This multilingual approach ensured the comprehensive capture of relevant literature.
Study Selection and Quality Assessment
This systematic review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. To ensure that the review process and results were fully and clearly reported, we used the “PRISMA 2020 flow diagram for new systematic reviews,” which included searches of databases and registers only (see figure 1). This included detailed records of the search strategy, study selection process, data extraction, and results synthesis (Moher et al., 2015).
Figure 1. PRISMA flow diagram for new systematic reviews. Source: Page et al. (2020).
During the eligibility assessment, three reports were excluded. Two reports (Reason 1) did not meet the specific criteria established for this review, such as relevance to emotional intelligence and university professors. One report (Reason 2) was excluded due to a sample size too small for meaningful generalization.
We also used the Critical Appraisal Skills Programme (CASP) checklists for the quality assessment of the included studies (see Table 1). We employed the CASP tool, given the relatively small number of studies, to evaluate the methodological rigor and relevance of each study, focusing on the clarity of the research question, appropriateness of the study design, reliability of the results, and potential biases. (CASP, 2018).
Table 1. Quality Assessment of Included Studies Using the CASP Checklist.
CASP Criteria | Study 1 | Study 2 | Study 3 | Study 4 | Study 5 |
1. Was there a clear statement of the research aims? | Yes – The study aims to explore the relationship between EI, professional compatibility, and academic self-efficacy. | Yes – The study aims to assess EI levels and explore gender differences among professors. | Yes – The study aims to explore the relationship between EI and psychological stress among professors with admin roles. | Yes – The study aims to explore the role of EI in reducing work stress among university professors. | Yes – The study aims to examine the relationship between EI and psychological burnout dimensions among professors. |
2. Is the methodology appropriate? | Yes – Quantitative analysis with a large sample size. | Yes – Quantitative approach with appropriate sample and tools. | Yes – Descriptive approach and use of Pearson correlation are appropriate for the study aims. | Yes – Structural equation modeling is appropriate for exploring the relationship between EI and work stress. | Yes – The use of correlation analysis is appropriate for examining the relationship between EI and burnout. |
3. Was the research design appropriate to address the aims? | Yes – The design effectively addresses the relationship between EI, professional compatibility, and self-efficacy. | Yes – The design is suitable for assessing EI levels and gender differences. | Yes – The design is appropriate for examining relationships between variables. | Yes – The design allows for testing the role of EI in work stress reduction using appropriate tools. | Yes – The research design appropriately addresses the relationship between EI and burnout dimensions. |
4. Was the recruitment strategy appropriate? | Yes – Large sample size and clear population selection. | Yes – Clear population and sample selection process. | Yes – Sample selected among professors with administrative tasks, relevant to study aims. | Yes – Large sample from various universities enhances generalizability. | Yes – The sample was randomly selected from a specific university. |
5. Was the data collected in a way that addressed the research issue? | Yes – Data collection tools were well-designed and validated. | Yes – The EI scale was appropriate for the study context. | Yes – The tools used for measuring EI and stress were appropriate. | Yes – The WLEIS and stress scales are appropriate for the research issue. | Yes – The tools used for measuring EI and burnout were validated and relevant. |
6. Has the relationship between researcher and participants been considered? | Not explicitly discussed. | Not explicitly discussed. | Not explicitly discussed. | Not explicitly discussed. | Not explicitly discussed. |
7. Have ethical issues been taken into consideration? | Not mentioned. | Not mentioned. | Not mentioned. | Not mentioned. | Not mentioned. |
8. Was the data analysis sufficiently rigorous? | Yes – Statistical analysis and reliability measures were robust. | Yes – Statistical analysis, including T-tests, were appropriately applied. | Yes – Analysis includes descriptive statistics and correlation coefficients. | Yes – Structural equation modeling provided detailed analysis. | Yes – Correlation analysis and descriptive statistics were sufficiently rigorous. |
9. Was the data adequately presented? | Yes – Data was well-presented with clear statistical support. | Yes – Data was clearly presented with relevant statistical measures. | Yes – Data was clearly presented with relevant statistical outcomes. | Yes – Data presentation was clear with supporting statistics for model fit. | Yes – Data was well-presented with clear correlation results and supporting analysis. |
10. Do the results answer the research question? | Yes – The results support the hypothesis regarding the importance of EI. | Yes – The results confirm high EI levels and lack of gender differences. | Yes – The results provide insight into the relationship between EI and stress, though no significant correlation was found. | Yes – The results clearly show the inverse relationship between EI and work stress. | Yes – The results explore the relationship between EI and burnout, though no significant correlation was found. |
11. Can the findings be transferred to other settings? | Yes – Findings can be applied to similar educational contexts. | Yes – Findings may be transferable to similar social sciences faculties. | Yes – Findings are relevant to university settings, especially for professors with administrative tasks. | Yes – The results could be applied to similar academic environments. | Yes – Findings are relevant to other university settings with similar teaching contexts. |
12. Were the conclusions supported by the results? | Yes – The conclusions were strongly supported by the data. | Yes – The conclusions were well-supported by the results. | Yes – The conclusions were aligned with the data, even though the hypothesis was not fully supported. | Yes – The conclusions were well-supported by the statistical analysis. | Yes – The conclusions were consistent with the data, though the correlations were not significant. |
Source: Designed by the author, based on the Critical Appraisal Skills Programme (CASP) checklist (2018).
The table presents the quality assessment of the studies included in this systematic review, conducted using the Critical Appraisal Skills Programme (CASP) checklist. We used the CASP tool to assess key methodological aspects such as the clarity of the research question, the appropriateness of the research design, the rigor of the data collection methods, and the validity of the findings. We systematically appraised each study against the CASP criteria, enabling a comprehensive evaluation of its strengths and weaknesses. This assessment is critical to ensuring the reliability and validity of the findings synthesized in this review. The table summarizes the quality assessment results, emphasizing the methodological quality of each study and any potential biases or limitations that could influence the review’s overall conclusions.
Result
We rigorously assessed the quality of the included studies using the CASP checklist in conjunction with the PRISMA methodology, ensuring a comprehensive evaluation of the studies’ methodological rigor and relevance. This dual approach ensured that the studies included in this systematic review were methodologically sound, providing a reliable foundation for the synthesis of findings.
Table 2. Summary of Studies on Emotional Intelligence Among University Professors in Algeria.
Study Title |
Authors (year) |
Study Tools |
Methods
|
Results |
Recommendations |
Emotional intelligence and its relationship to professional adjustment and academic self-efficacy | Benghorbel, S. & Mehdjour, M.
(2O23) |
Emotional Intelligence Scale (58 items, 5 dimensions) | Sample: 272 professors, University of Mohammed Khaidar Biskra. Quantitative approach. | 72.42% of professors had high levels of emotional intelligence (general average score = 146.76) | Consider emotional intelligence in recruitment; emphasize psychological traits in professional success |
The level of emotional intelligence among a sample of professors of social sciences | Baali, M.
(2O22) |
Emotional Intelligence Scale by Farouk El-Sayed Othman and Mohamad Abdel-Samie Rizk (1998) | Sample: 69 social sciences professors, University of M’sila. Quantitative approach. | High level of emotional intelligence (mean = 193.94); No significant gender differences | Conduct training programs to enhance EI understanding among professors |
The relationship of emotional intelligence with psychological stress in university professors performing administrative tasks | Azouz, H. & Gahar, S.
(2O22) |
Schott’s Emotional Intelligence Scale (1998); Psychological Stress Questionnaire by Mohammed Boufatah (2013) | Sample: 40 professors with administrative tasks, University of Algiers 1 and 2. Quantitative approach. | High level of emotional intelligence (mean = 122.025) | Develop psychological support programs; revise administrative procedures to alleviate stress |
The role of emotional intelligence in reducing work stress | Latreche, M.
(2O21) |
Wong & Law Emotional Intelligence Scale (WLEIS); Work Stress Scale (Shukla & Srivastava, 2016) | Sample: 315 professors, Algerian universities. Structural equation modeling (AMOS). | Overall mean score of emotional intelligence = 3.69; Emotion use scored highest (mean = 4.00) | Implement emotional intelligence training to help reduce work stress |
The relationship of emotional intelligence to the dimensions of psychological burnout | Azzouz, H. & Gahar, S.
(2O21) |
Schutte Emotional Intelligence Scale (SEIS); Maslach Burnout Inventory (MBI) | Sample: 80 professors, University of Algiers 02. Quantitative approach. | Moderate to high levels of emotional intelligence across the sample | Further research on psychological burnout; establish psychological support centers |
Source: Designed by the author.
Levels of Emotional Intelligence Among University Professors
The studies included in this systematic review collectively highlight the critical role that emotional intelligence (EI) plays in the professional and personal lives of university professors. Across the studies, there is a consistent finding that high levels of emotional intelligence are prevalent among professors, suggesting that EI is a significant factor in their academic and professional success.
For instance, in the study by Benghorbel & Mehdjour (2023), a significant proportion (72.42%) of university professors at Mohammed Khaidar Biskra University exhibited high levels of emotional intelligence. This high level of EI positively correlates with both professional compatibility and academic self-efficacy, suggesting that professors with higher EI are better equipped to adjust professionally and perform academically. These findings underscore the importance of emotional intelligence in achieving professional success and maintaining high levels of academic performance.
Similarly, Baali (2022) found that professors in the Faculty of Social Sciences at the University of M’sila also demonstrated high levels of emotional intelligence, with an average score significantly above the hypothetical mean. This study, however, found no significant gender differences in EI levels, suggesting that both male and female professors possess similar capacities for emotional management and control. The professors’ shared professional experiences and similar educational backgrounds could account for the homogeneity in gender results.
Emotional intelligence and professional stress
Several studies have examined the relationship between emotional intelligence and psychological stress. Azouz & Gahar (2022) investigated this relationship among university professors performing administrative tasks and found that, contrary to expectations, there was no significant correlation between emotional intelligence and psychological stress. Despite the high levels of EI reported among the professors, their stress levels remained elevated, suggesting that external factors such as job demands and social pressures may play a more significant role in contributing to stress than emotional intelligence alone.
Latreche (2021) explored the role of emotional intelligence in reducing work stress among university professors. The study found a negative correlation between EI, specifically its dimensions related to emotion regulation and use, and work stress, suggesting that higher EI is associated with reduced stress levels. This finding aligns with the broader literature on emotional intelligence, which suggests that individuals with higher EI are better equipped to manage stress and navigate workplace challenges effectively.
Emotional intelligence and psychological burnout
Azzouz & Gahar (2020) explored the relationship between emotional intelligence and the dimensions of psychological burnout (emotional exhaustion, depersonalization, and lack of personal accomplishment). The findings showed no statistically significant correlations between EI and any of the burnout dimensions. While emotional intelligence plays a crucial role in managing workplace emotions, other factors like job conditions, administrative support, and self-esteem may influence the effects of burnout, making it insufficient on its own.
The collective findings of these studies underscore the complex role of emotional intelligence in the professional lives of university professors. Observations consistently link high levels of EI to professional success and reduced work stress, but they do not necessarily correlate with lower levels of psychological stress or burnout. This suggests that to mitigate stress and prevent burnout among professors fully, we must complement emotional intelligence with other supportive measures like psychological support, effective administrative procedures, and a conducive work environment.
The lack of gender differences in EI suggests that male and female professors have similarly developed emotional competencies, likely due to their shared professional experiences. However, the high stress levels observed despite high EI point to the need for additional research to explore other factors contributing to stress and burnout in academic settings. Emotional intelligence is a critical component of academic success and professional adjustment among university professors, but it is not a panacea. It must be part of a broader strategy that includes organizational support, personal resilience, and systemic changes to effectively address the challenges faced by university professors in their work environment.
Discussion
This systematic review aimed to explore the levels of emotional intelligence (EI) among university professors and their impact on professional roles and well-being, with a focus on Algerian universities. By integrating findings from multiple studies and assessing them through the CASP checklist and PRISMA guidelines, we offer a comprehensive evaluation of EI’s role in the academic environment. The discussion below addresses the main research question, interprets the results, and provides a nuanced analysis of the included studies.
Our review consistently highlights that university professors generally exhibit high levels of emotional intelligence. Studies such as those by Benghorbel & Mehdjour (2023) and Baali (2022) reveal that high EI is prevalent among professors, positively correlating with professional compatibility and academic efficacy. This suggests that EI is integral to professors’ effectiveness in their teaching roles and their ability to engage with students and colleagues. High EI facilitates better communication, empathy, and problem-solving skills, which are crucial for creating a supportive and dynamic learning environment.
The relationship between EI and stress is complex and merits a detailed discussion. The findings of Azouz & Gahar (2022) indicated no significant correlation between EI and stress levels among professors. This observation implies that while EI may enhance emotional management, it does not fully mitigate stress associated with academic responsibilities. External factors, such as institutional demands, administrative workload, and social pressures, may contribute more significantly to stress than EI alone. This insight underscores the necessity for additional support structures and resources to alleviate stress in academic settings.
Conversely, Latreche (2021) reported a negative correlation between EI and work stress, suggesting that higher EI might help manage stress more effectively. This disparity emphasizes the need for further research to clarify the conditions under which EI impacts stress levels and identify other contributing factors. The context in which we apply EI, like the nature of academic tasks or institutional support systems, may influence its effectiveness in mitigating stress.
Regarding burnout, the study by Azzouz & Gahar (2020) found no significant correlations between EI and the dimensions of psychological burnout, including emotional exhaustion, depersonalization, and lack of personal accomplishment. This result indicates that while EI helps in managing daily emotional challenges, it is insufficient on its own to prevent or reduce burnout. Job demands, support systems, and personal resilience influence the multifaceted phenomenon of burnout. Therefore, a comprehensive approach that includes both EI and organizational interventions is necessary to address burnout effectively.
The consistently high EI among university professors supports the notion that EI is a valuable asset in academia. However, the review also reveals that high EI alone does not fully address stress and burnout. These insights suggest that while EI contributes positively to professional success and stress management, it is not a standalone solution. To enhance well-being and performance among professors, it is crucial to integrate EI with other supportive measures, including improved job conditions, administrative support, and professional development opportunities.
The lack of significant gender differences in EI levels, as observed in some studies, suggests that both male and female professors possess similar emotional competencies. This finding emphasizes the universality of EI’s role in academia, irrespective of gender. However, the reported high-stress levels, despite high EI, suggest the need for further investigation to comprehend the broader context of stress and burnout in academic settings.
Limitations and Future Directions
This review acknowledges several limitations, including the limited number of studies specifically addressing EI among university professors in Algeria, variability in study quality, and the exclusion of studies in languages other than Arabic, French, and English. These limitations may have an impact on the generalizability of the findings and the thoroughness of the review.
Future research should aim to include a larger and more diverse sample of studies to provide a more accurate and generalizable understanding of EI among university professors. Additionally, employing more recent and validated measurement tools will improve the reliability of EI assessments. Future studies should also explore the interplay between EI, job demands, institutional support, and other psychological factors to develop a more holistic understanding of stress and burnout. Longitudinal studies could provide insights into the long-term effects of EI on professional well-being and performance.
Conclusion
Emotional intelligence (EI) is crucial for the success and well-being of university professors. Although high EI is associated with enhanced academic performance and improved stress management, it does not provide a panacea for burnout. To effectively address the complex challenges that academic faculty members face, it is essential to take a comprehensive approach that integrates EI with organizational support and personal resilience strategies. Ongoing research is essential to developing effective strategies to improve university professors’ well-being and performance.
References
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