Emotional Intelligence Among Teaching Faculty at Public University: A Study with Reference to Mangalore University

Emotional Intelligence (EI) has emerged as a vital determinant of effective teaching and professional competence in higher education. The present study examines the level of Emotional Intelligence among teaching faculty at Mangalore University, Karnataka, and analyzes its relationship with selected demographic variables. A quantitative descriptive research design was adopted, with data collected from 120 faculty members through a structured questionnaire using a five-point Likert scale. The dimensions of EI assessed include self-awareness, self-regulation, motivation, empathy, and social skills. Statistical analyses such as t-tests and one-way ANOVA were employed to determine significant differences across age, gender, teaching experience, and designation. The findings reveal that most faculty members exhibit moderate to high levels of emotional intelligence, with empathy and social skills scoring the highest. Age and years of teaching experience were positively associated with emotional maturity and self-regulation, while gender differences were statistically insignificant. The study concludes that emotional intelligence plays a significant role in enhancing teaching effectiveness, classroom management, and decision-making under stress, and recommends the integration of EI development initiatives in faculty development programs.