The Role of Emotional Intelligence in Formation of Professional Competencies in Adults
DOI:
https://doi.org/10.52340/tuw.2025.38.01.34Keywords:
emotional intelligence, ability model, professional competences, psychological well-beingAbstract
In the context of global socio-economic transformations, the rise in stress factors and emotional strain amidst continual changes in the professional sphere make the quest for resources to enhance an individual’s professional well-being particularly pertinent.
This article explores the role of emotional intelligence (EI) in the formation and development of professional competencies in adults. Emotional intelligence, defined as the ability to recognize, understand, and manage one’s own emotions as well as those of others, has become a crucial factor influencing workplace effectiveness and long-term professional growth. The study highlights how EI contributes to improved communication, conflict resolution, leadership, teamwork, and adaptability—competencies essential in modern professional environments. Furthermore, the article examines how EI supports continuous learning, decision-making under pressure, and the cultivation of a positive work climate. The findings suggest that integrating emotional intelligence training into adult education and professional development programs significantly enhances individuals’ overall competence and performance. The article concludes that fostering EI should be considered a strategic priority for organizations aiming to build resilient, collaborative, and high-performing professionals.
The purpose of the presented study is to establish the role of emotional intelligence and its components in an individual’s professional competences. The study involved 243 individuals aged 18 to 67 years. To assess the parameters of emotional intelligence and professional well-being, the following methods were used: the Trait Emotional Intelligence Questionnaire and the Method of Assessing Professional Well-being, respectively. As a result of correlation and regression analysis, the study revealed the impact of the general Emotional Intelligence indicator on an individual’s professional well-being. Specifically, EI significantly contributes to an individual’s focus on self-improvement as a professional and satisfaction with current achievements.
Downloads
References
Aho, R. E., & Quaye, S. J. (2018). Applied critical leadership: Centering racial justice and decolonization in professional associations. Journal of Critical Scholarship on Higher Education and Student Affairs, 3(3), 2.
Akos, P., & Kretchmar, J. (2017). Investigating grit at a non-cognitive predictor of college success. The Review of Higher Education, 40(2), 163-186.
Arslan, S., & Yigit, M. F. (2016). Investigation of the Impact of Emotional Intelligence Efficacy on Teachers’ Multicultural Attitudes. Journal of Education and Practice, 7(11), 147-157.
Ashkanasy, N. M., & Daus, C. S. (2002). Emotion in the workplace: The new challenge for managers. Academy of Management Perspectives, 16(1), 76-86.
Boyatzis, R. E. (2018). The behavioral level of emotional intelligence and its measurement. Frontiers in psychology, 9, 385616.
Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). Assessing teachers’ beliefs about social and emotional learning. Journal of Psychoeducational Assessment, 30(3), 219-236.
Burke, M. G., Dye, L., & Hughey, A. W. (2016). Teaching mindfulness for the self-care and well-being of student affairs professionals. College Student Affairs Journal, 34(3), 93-107.
Cakan, M., & Akbaba, S. (2005). Adaptation of an Emotional Intelligence Scale for Turkish Educators. International Education Journal, 6(3), 367-372.
Curci, A., Lanciano, T., & Soleti, E. (2014). Emotions in the classroom: The role of teachers’ emotional intelligence ability in predicting students’ achievement. The American journal of psychology, 127(4), 431-445.
Del Valle, I. D., & Castillo, M. Á. S. (2010). Inteligencia Emocional: una evision del concepto y líneas de investigación/Emotional intelligence: a concept review and research lines. Cuadernos de estudios empresariales, 20, 107.
Edwards III, A. (2008). Competency modelling as an antecedent for effective leadership development and succession planning within the public social services environment. Fresno: Alliant International University.
Fiorilli, C., Benevene, P., De Stasio, S., Buonomo, I., Romano, L., Pepe, A., & Addimando, L. (2019). Teachers’ burnout: The role of trait emotional intelligence and social support. Frontiers in psychology, 10, 479827.
Goleman, D., & Siegel, D. (2016, March 28). Brainpower: Mindsight and emotional intelligence in leadership [Video]. Retrieved from https://www.youtube.com/playlist?list=Plybgb6XpPAVFvpUd2zgeUzYxw-H_BZqh
Hopkins, M. M., & Bilimoria, D. (2008). Social and emotional competencies predicting success for male and female executives. Journal of management development, 27(1), 13-35.
Kant, R., & Shanker, A. (2021). Relationship between emotional intelligence and burnout: An empirical investigation of teacher educators. International Journal of Evaluation and Research in Education, 10(3), 966-975.
Martin, G. L., Smith, M. J., Takewell, W. C., & Miller, A. (2020). Revisiting our contribution: How interactions with student affairs professionals shape cognitive outcomes during college. Journal of Student Affairs Research and Practice, 57(2), 148-162.
Ortiz, A. M., Filimon, I., & Cole-Jackson, M. (2015). Preparing student affairs educators. New directions for student services, 151(2015), 79-88.
Ruth, R. D. (1983). A canonical integration technique. IEEE Trans. Nucl. Sci., 30(CERN-LEP-TH-83-14), 2669-2671.
Turner, R., & Lloyd‐Walker, B. (2008). Emotional intelligence (EI) capabilities training: can it develop EI in project teams?. International Journal of Managing Projects in Business, 1(4), 512-534.
Wayne, S. J., Sun, J., Kluemper, D. H., Cheung, G. W., & Ubaka, A. (2023). The cost of managing impressions for Black employees: An expectancy violation theory perspective. Journal of Applied Psychology, 108(2), 208.
Published
How to Cite
Issue
Section
