Emotional Intelligence and Teaching Development Among Novice University Lecturers: A Comparative Review Between Henan Province and Global Contexts
DOI:
https://doi.org/10.71204/yadg7e16Keywords:
Emotional Intelligence, Novice Lecturers, Teaching Performance, Professional Development, Henan Province, Comparative Education, Higher EducationAbstract
Emotional Intelligence (EI) has emerged as a critical factor in teaching effectiveness and professional growth. This review explores how EI skills enhance the performance and development of newly appointed university lecturers, focusing on Henan Province, China, in comparison with global contexts. A systematic search of recent studies (2022–2025) was conducted on EI in higher education teaching, novice teacher development, and regional practices. The synthesis of findings from over 25 sources—emphasizing works by leading scholars—indicates that across diverse settings, high EI in educators is consistently linked to better teaching performance, effective classroom management, and improved student outcomes. In Henan, emerging studies show significant positive correlations between lecturers’ EI and job performance, and EI training is increasingly recommended in faculty induction programs. Novice teachers with higher EI demonstrate greater teaching enthusiasm, stronger professional identity, and resilience, partly due to experiencing more positive emotions at work. Global research mirrors these trends: for example, emotionally intelligent teachers in the UAE achieved higher student success, prompting calls to recruit and train educators in EI competencies. EI also fosters innovative teaching practices by boosting instructors’ psychological empowerment and commitment. Overall, the evidence indicates that EI skills substantially benefit novice university lecturers by improving their instructional effectiveness, adaptability, and well-being. Henan-based lecturers face unique cultural and resource challenges but exhibit similar gains from EI as their global peers. Strengthening EI through targeted professional development is a strategic avenue to enhance teaching quality and support lecturer development worldwide. These findings underscore the importance of integrating EI competencies into faculty training programs to better prepare new lecturers for success.
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