EMOTIONAL INTELLIGENCE COMPETENCIES AND THEIR ROLE IN ENHANCING PROFESSIONAL DEVELOPMENT ENGAGEMENT AND TEACHING PERFORMANCE OF PROFESSORS: AN ANALYSIS OF KEY INFLUENCES AND BARRIERS.

Abstract

In today’s dynamic academic environment, emotional intelligence (EI) has emerged as a crucial competency for college professors, influencing their engagement in professional development and overall teaching effectiveness. This study investigates how specific EI competencies affect professors’ willingness and ability to engage in professional development activities, and explores the barriers that limit the practical application of EI in teaching roles. Using a quantitative research design, data was collected from 203 college professors in Arts and Science colleges in Chennai. The analysis employed multiple regression and one-way ANOVA using SPSS. Findings reveal that competencies such as initiative-taking and emotional regulation significantly enhance professional development engagement, while excessive self-awareness may hinder it. Additionally, professors’ perceptions of barriers—such as workload, lack of support, and burnout—differ significantly based on their years of teaching experience. The study highlights the need for targeted emotional intelligence training and institutional support systems that consider experience-level differences. These findings have implications for faculty development programs and educational policy-making aimed at improving both emotional well-being and teaching performance in higher education.