Explore the evidence.
Understand the reach.

Nowadays, almost all sectors especially service ones are aware of the fact that the presence of employees who have high level of emotional intelligence and innovative work behaviors is crucial so as to perform efficiently and productively. Since customer satisfaction and customer loyalty are the main primacy for the banking sector, they need to keep up with all kinds of changes and developments to resist and gain advantages over their competitors subject to the highly increase of competition worldwide.  The main reason of applying this study on the banking sector is its dynamic structure that has been changed both positively and negatively owing to the economic crisis. In connection with this, it is aimed to present the importance of emotional intelligence and innovative work behaviors on the success of banking sector through the analysis of two variables in terms of their relationship between each other. Additionally, it is intended for setting forth the differences of state-owned and private banks in terms of the level of emotional intelligence and innovative work behaviors. As a data collection tool, questionnaire technique has been used. It has been benefited from the emotional intelligence scale developed by Wong and Law to obtain the data related to emotional intelligence level; and the innovative work behaviors scale developed by Janssen to obtain the data related to innovative work behaviors. The findings obtained from the questionnaire were applied to 332 employees in Turkish banking sector.

The South African entrepreneurial sector is essential to the country's economic growth, job creation, and innovation. South African entrepreneurs encounter competitive business environment, limited resources, and socioeconomic gaps. Building resilience is critical for them to overcome challenges, adapt to change, and sustain their businesses in the face of adversity.  This paper aims to explore the connection between resilience and emotional intelligence in the context of South African entrepreneurship. A systematic literature review and text analysis was carried out. This systematic literature analysis analysed 37 peer-reviewed sources that explored the impact of emotional intelligence on resilience in the South African entrepreneurial sector. Textual analysis was used to discover themes, patterns, and implications for increasing entrepreneurial resilience. Inclusion criteria included English-language research published during the last decade that focused on emotional intelligence and resilience in entrepreneurship. Non-peer-reviewed papers, grey literature, and those that did not directly address the South African context were excluded.  Key findings show that emotionally intelligent leaders are better able to manage stress, build trusted relationships, and adjust to changing circumstances, which improves corporate results and ensures sustainability in a changing economic climate. This paper concludes that emotional intelligence is critical in determining the resilience and success of entrepreneurs in the South African entrepreneurial sector. Recommendations stemming from the results encompass integrating emotional intelligence training courses into entrepreneurial curricula, cultivating a nurturing and emotionally astute workplace, and encouraging self-awareness and emotional regulation proficiencies among prospective and established entrepreneurs in South Africa.

<p>Nowadays, almost all sectors especially service ones are aware of the fact that the presence of employees who have high level of emotional intelligence and innovative work behaviors is crucial so as to perform efficiently and productively. Since customer satisfaction and customer loyalty are the main primacy for the banking sector, they need to keep up with all kinds of changes and developments to resist and gain advantages over their competitors subject to the highly increase of competition worldwide.  The main reason of applying this study on the banking sector is its dynamic structure that has been changed both positively and negatively owing to the economic crisis. In connection with this, it is aimed to present the importance of emotional intelligence and innovative work behaviors on the success of banking sector through the analysis of two variables in terms of their relationship between each other. Additionally, it is intended for setting forth the differences of state-owned and private banks in terms of the level of emotional intelligence and innovative work behaviors. As a data collection tool, questionnaire technique has been used. It has been benefited from the emotional intelligence scale developed by Wong and Law to obtain the data related to emotional intelligence level; and the innovative work behaviors scale developed by Janssen to obtain the data related to innovative work behaviors. The findings obtained from the questionnaire were applied to 332 employees in Turkish banking sector.</p>

University students commonly undergo activities in their educational and social environments that may affect their psychological adjustment. Emotional Intelligence (EI) acts as a protective component in preventing psychological adjustment difficulties. Hopelessness acts as a risk factor in the dimension of psychological adjustment. Little research exists in the context of Bangladesh in the intersection of EI and hopelessness. The present research aimed to explore the effects of EI and hopelessness in predicting psychological adjustment of the students at Chittagong University. A cross-sectional survey design was adopted. A total of 100 students aged 18-25 years old, comprising 50 men and 50 women selected randomly from different departments/institutes of Chittagong University. Data was gathered utilizing a Personal Information Form (PIF), Bangla version of the EI Scale (EIS), Hopelessness Scale (BHS), & Bangla Adult Personality Assessment Questionnaire (PAQ). SPSS 16.0 was used to perform the analysis of the information gathered. The inferential statistics revealed moderate to high levels of EI (M = 129.07, SD = 12.84) but low levels of hopelessness (M = 4.55, SD = 3.51) and moderate levels of psychological adjustment (M = 137.28, SD = 25.00). There was a negative correlation between EI measures of hopelessness (r = -.54, p < 0.01) and psychological adjustment (r = -.67, p < 0.01) but a positive association between hopelessness and psychological adjustment (r = 0.50, p < 0.01). Using the regression analysis, psychological adjustment was significantly predicted by the measures of EI (β = -.56, p < 0.01) but hopelessness (β = 0.19, p < 0.05) when taken together explaining 47% of the total variability of psychological adjustment (R² = 0.47, p < 0 EI serves as a protective factor for psychological adjustment in university students, while hopelessness serves as a risk factor for the psychological adjustment of university students. These factors may influence the enhancement of psychological adjustment.

Despite existing research on emotional intelligence in school leadership, principals continue to face challenges that can affect decision-making and equitable school practices. These challenges include managing teacher conflicts, securing resources, and overseeing school finances, all of which have implications for the fair distribution of opportunities and support within the school community. Principals with well-developed emotional intelligence are better equipped to navigate these challenges while promoting inclusive and rights-responsive educational environments. Emotional intelligence encompasses self-awareness, recognition of emotions in others, emotion regulation, and relationship management, which includes mentoring, conflict resolution, fostering teamwork, and setting the emotional tone within the school. By engaging with education stakeholders, principals can address challenges while advancing social justice within their schools. This study explores the remedial actions employed by primary school principals to address leadership challenges through the lens of emotional intelligence. Using a constructivist paradigm, the research applies Goleman’s emotional intelligence framework within a qualitative design. Three purposively selected primary school principals participated through interviews and observations, with data triangulated using field notes. Findings indicate that emotionally intelligent principals communicate effectively to resolve staff conflicts, seek stakeholder support, and ensure equitable access to resources. The study recommends enhancing principals’ emotional and relational competencies and fostering stakeholder collaboration to advance both effective and socially just school leadership.

This paper aims to explore how service quality mediates the relationship between emotional intelligence and non-financial performance in Zimbabwe's tourism centres.  The study further examines the relationship between emotional intelligence and non-financial performance of tourism centres in Zimbabwe. Furthermore, the paper investigates the relationship between service quality and non-financial performance of tourism centres in Zimbabwe. Using a positivist paradigm, quantitative methods, and a sample of 549 respondents, data were collected via self-administered questionnaires and analysed with SPSS 29 and Amos 24 software. Main findings of the study demonstrate that  (i) emotional intelligence significantly enhance non-financial performance of tourism centres in Zimbabwe (ii) service quality has a statistical significance impact, but it negatively correlates with non-financial performance of tourism centres and finally (iii) service quality does not mediates the relationship between emotional intelligence and non-financial performance of tourism centres in Zimbabwe relationship. These findings imply that managers should prioritise emotional intelligence directly rather than relying on service quality improvements alone. Policy recommendations include enhancing human capital, encouraging financial institutions to support tourism ventures, and integrating emotional intelligence and service quality into training curricula to foster better performance across Zimbabwe’s tourism sector.

University students commonly undergo activities in their educational and social environments that may affect their psychological adjustment. Emotional Intelligence (EI) acts as a protective component in preventing psychological adjustment difficulties. Hopelessness acts as a risk factor in the dimension of psychological adjustment. Little research exists in the context of Bangladesh in the intersection of EI and hopelessness. The present research aimed to explore the effects of EI and hopelessness in predicting psychological adjustment of the students at Chittagong University. A cross-sectional survey design was adopted. A total of 100 students aged 18-25 years old, comprising 50 men and 50 women selected randomly from different departments/institutes of Chittagong University. Data was gathered utilizing a Personal Information Form (PIF), Bangla version of the EI Scale (EIS), Hopelessness Scale (BHS), & Bangla Adult Personality Assessment Questionnaire (PAQ). SPSS 16.0 was used to perform the analysis of the information gathered. The inferential statistics revealed moderate to high levels of EI (M = 129.07, SD = 12.84) but low levels of hopelessness (M = 4.55, SD = 3.51) and moderate levels of psychological adjustment (M = 137.28, SD = 25.00). There was a negative correlation between EI measures of hopelessness (r = -.54, p < 0.01) and psychological adjustment (r = -.67, p < 0.01) but a positive association between hopelessness and psychological adjustment (r = 0.50, p < 0.01). Using the regression analysis, psychological adjustment was significantly predicted by the measures of EI (β = -.56, p < 0.01) but hopelessness (β = 0.19, p < 0.05) when taken together explaining 47% of the total variability of psychological adjustment (R² = 0.47, p < 0 EI serves as a protective factor for psychological adjustment in university students, while hopelessness serves as a risk factor for the psychological adjustment of university students. These factors may influence the enhancement of psychological adjustment.

Despite existing research on emotional intelligence in school leadership, principals continue to face challenges that can affect decision-making and equitable school practices. These challenges include managing teacher conflicts, securing resources, and overseeing school finances, all of which have implications for the fair distribution of opportunities and support within the school community. Principals with well-developed emotional intelligence are better equipped to navigate these challenges while promoting inclusive and rights-responsive educational environments. Emotional intelligence encompasses self-awareness, recognition of emotions in others, emotion regulation, and relationship management, which includes mentoring, conflict resolution, fostering teamwork, and setting the emotional tone within the school. By engaging with education stakeholders, principals can address challenges while advancing social justice within their schools. This study explores the remedial actions employed by primary school principals to address leadership challenges through the lens of emotional intelligence. Using a constructivist paradigm, the research applies Goleman’s emotional intelligence framework within a qualitative design. Three purposively selected primary school principals participated through interviews and observations, with data triangulated using field notes. Findings indicate that emotionally intelligent principals communicate effectively to resolve staff conflicts, seek stakeholder support, and ensure equitable access to resources. The study recommends enhancing principals’ emotional and relational competencies and fostering stakeholder collaboration to advance both effective and socially just school leadership.

The core responsibility of school principals involves working with people’s emotions. As leaders within educational organizations, principals must develop emotional intelligence to effectively guide teachers and learners while managing their daily responsibilities. Emotional intelligence refers to the ability to recognize and regulate one’s own emotions, as well as influence the emotions of others. Given that schools are emotionally charged environments, this study investigates the role of emotional intelligence in primary school leadership, highlighting its significance in addressing everyday challenges. Emotional intelligence equips principals with the skills to communicate effectively, demonstrate empathy, manage conflicts, and engage constructively with stakeholders such as teachers, students, parents, and education officials. Employing a qualitative case study design grounded in a constructivist paradigm, the research focuses on three primary school principals through interviews, observations, and field notes. The findings reveal key challenges, including learner misconduct, disengaged teachers, and interpersonal staff conflicts. The study concludes by recommending the assessment and development of principals’ emotional intelligence to enhance overall school performance. The article further recommends various workshop-based strategies to support leadership development. These include sessions focused on self-awareness and reflective practice to help principals better understand their emotional triggers, strengths, and areas for growth.

This study examined the direct and mediating relationships between lecturer’s emotional intelligence, work-life balance, workplace environment and job satisfaction among higher learning institutions in Ghana. The study adopted cross-sectional explanatory and correlational research approach. A total of two hundred and forty-eight (248) lecturers were sampled from twenty (20) randomly selected colleges of education in Ghana to participate in the study. Questionnaires served as the data collection instruments. Seven (7) hypotheses were tested for direct and mediating relationships among the variables using Partial Least Squares (PLS) Structural Equation Modelling. For direct effects, the following were found: Significant positive relationships existed between lecturer’s emotional intelligence and job satisfaction as well as lecturer’s emotional intelligence and workplace environment. The results also indicated that, a significant positive relationship exists between lecturer emotional intelligence and work-life balance. Moreover, significant positive relationships were found to exist between work-life balance and job satisfaction as well as workplace environment and job satisfaction among lecturers. For indirect effects, it was found that work-life balance and workplace environment mediated the relationships between lecturer’s emotional intelligence and job satisfaction. The study contributes to the existing literature by providing empirical evidence from the Ghanaian context and highlights the need for higher education institutions to prioritize emotional intelligence development among their staff. Practical implications include recommendations for training programs and supportive policies aimed at fostering emotional intelligence, promoting a positive work culture, and enhancing overall job satisfaction among lecturers. Future research directions include longitudinal studies and investigations into other cultural, institutional and contextual factors that influence job satisfaction in academic settings.