Thesis (MBA) - Cyprus International University. Institute of Graduate Studies and Research Business Administration

There are varying reports on the role of emotional intelligence in education. Although
research acknowledges that emotional intelligence is required for positive learning
outcomes (Chamizo-Nieto et al., 2021; Estrada et al., 2021; Atamturk & Dincdolek,
2021; Rand et al., 2020), others argue that emotional intelligence is more relevant at
workplace (Barreiro & Treglown, 2020; Mullen et al., 2017). It is applaudable that
there are existing studies on emotional intelligence and education (Chandra, 2020;
Chapin, 2015; Dag & Can, 2020). However, an exegesis of these studies shows that
there are relatively small studies discussing the role of emotional intelligence on
students’ academic performance. Predominant studies focus on the impact of
emotional intelligence at workplace and organization (Li et al., 2018; Livesey, 2017)
without robust insights on its role in teaching and learning.
Given the importance of emotional intelligence in teaching and learning, investigating
its impact on students’ academic achievement seems an interesting area to investigate.
Moreover, the varied conclusions of literatures on this topic warrants more
investigation. On these premises, this study decides to use a mixed method research
design to explore the influence of emotional intelligence on students’ academic
performance. 45 participants will be recruited for the study. Data will be collected
through questionnaires and interviews. After analyzing the data collected, results
obtained will be used to make conclusions on the objective of the study.