Javad Kohansal Jajarm; Mahbobeh Soleiman Pour Omran; Rova Afrasiabi
Abstract
Purpose: The present study was conducted with the aim of validating the teaching pattern based on emotional intelligence in higher education.Methodology: The present study was a combination (qualitative and quantitative). The population of the qualitative section was the experts of the educational sciences ...
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Purpose: The present study was conducted with the aim of validating the teaching pattern based on emotional intelligence in higher education.Methodology: The present study was a combination (qualitative and quantitative). The population of the qualitative section was the experts of the educational sciences of the higher education of provinces of Khorasan and the community of the quantitative section were the undergraduate students of all the fields of higher education of provinces of Khorasan in 2020-21. The sample size of the qualitative section according to the principle of theoretical saturation was estimated 15 people who were selected by purposive sampling method and the sample size of the quantitative section according to Cochran's formula was estimated 350 people who regarded to the prevalence of Covid-19 were selected by available sampling method. The research instruments were the depth and semi-structured interviews and researcher-made questionnaire of 92 items, which the validity of the interviews was confirmed by the triangulation method and its reliability was estimated by Holstie method 0.94 and the content validity of the questionnaire was confirmed by experts and its reliability was estimated by Cronbach's alpha method 0.75. Data were analyzed by coding and exploratory factor analysis in SPSS software version 22.Findings: The results of the qualitative section showed that there were 92 open codes and 26 central codes in the form of five selective codes, which were included self-knowledge (with three codes of emotional awareness, correct self-assessment and self-confidence), emotional interaction (with five codes of knowing and understanding others, maturity of others, service-orientation, guiding diversity and political awareness), collective relations (with eight codes of influence, communication, conflict management, leadership, accelerating of change, linking, joint efforts and participation and group capacities), self-management (with five codes of self-control, conscientiousness, trust, adaptability and innovation) and spontaneity (with the five codes of growth-orientation, commitment, initiative, optimism and moral action). The results of the quantitative section showed that the model had a good fit and the factor load of all open, axial and selective codes was significant (P<0.001).Conclusion: Due to the validity of the teaching pattern based on emotional intelligence in higher education, its use can help improve the performance and effectiveness of higher education.
