Emotional and Spiritual Intelligence in Higher Education: Evidence from University Teachers in Bihar

Description

DOI: https://doi.org/10.5281/zenodo.18478598

Renu and Brajesh Kumar (Department of Commerce and Business Studies, Central University of South Bihar, Gaya Jee, Bihar)

The standards of higher education are thoroughly dependent on psychological, emotional, and ethical capabilities that the faculty have. Modern literature refers to emotional intelligence (EI) and spiritual intelligence (SI) as critical constructs determining the effectiveness of pedagogical practices, professional health, and the climate in institutions. EI is the ability to recognize, understand, manage, and utilize emotions positively whereas SI provides a meaning-making system, value orientation, and decisions made with ethical soundings. This study examines the EI and SI scores in university teachers in Bihar and also divides the interconnection between these two forms of intelligence. Using the quantitative descriptive-correlational study, the data were collected using a stratified group of 200 teachers, which includes both public and private schools in the state of Bihar. Standardized measures were given; the EI Scale (Schutte et al., 1998) and the SI Self-Report Inventory (King, 2008). The next statistical activities, including descriptive statistics, correlation analysis, and regression modelling were done. The findings show that the faculty at the university of Bihar has moderate to high levels of EI and SI. In addition, statistically significant positive correlation was obtained between EI and SI, which indicates that faculty members with increased EI are also likely to possess a high level of spiritual intelligence. The results enable highlighting a strong necessity in institutional interventions, specific faculty development programmes, and policymaking oriented to the National Education Policy 2020, which will help grow holistic teacher development. The implications of the study are explained in the context of higher learning quality, teacher welfare, and sustainable development agenda.