Emotional Intelligence and Self-Efficacy: A Literature Review on Novice University Lecturers in Henan Province and Beyond
DOI:
https://doi.org/10.71204/esd8jv45Keywords:
Emotional intelligence, Teaching self-efficacy, Novice lecturers, Henan Province, Higher education, Teacher developmentAbstract
Emotional intelligence (EI) and teaching self-efficacy are pivotal factors in educators’ professional success and well-being. This literature review examines recent research (2022–2025) on the relationship between EI and self-efficacy among newly appointed university lecturers, with a focus on Henan Province, China, and comparative insights from international contexts. Background: Novice lecturers often face significant challenges in teaching and adaptation; understanding how EI relates to their self-belief in teaching competence is critical for supporting their development. Methods: A systematic review of studies from the last three years was conducted, prioritizing works by key scholars and including cross-cultural and interdisciplinary research. Results: The literature converges on a positive association between higher EI and stronger teaching self-efficacy. In Henan, recent studies highlight that emotionally intelligent educators report greater confidence and engagement at work, with self-efficacy mediating EI’s impact on outcomes. Internationally, evidence indicates cultural nuances: for example, trait EI correlates positively with self-efficacy in some contexts while ability EI may show negative or no correlation in others. Conclusions: Developing EI in novice lecturers can enhance their self-efficacy, potentially improving teaching performance and resilience. Universities should consider targeted EI training and support programs as part of faculty onboarding, especially in regions like Henan where rapid higher education growth amplifies the need to support new faculty. This review offers a comprehensive synthesis of current knowledge, discusses theoretical and practical implications, and suggests directions for future research on empowering novice lecturers through emotional and self-efficacy development.
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Copyright (c) 2025 Yingjie Wu, Chandra Mohan Vadudeva (Author)
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