Original article | Turkish Journal of Teacher Education 2019, Vol. 8(2) 112-133
Tanmay Biswas, Syed Moudud-Ul-Huq, Md. Shahed Mahmud, Md. Rostam Ali, Brishti Chakraborty
pp. 112 - 133 | Manu. Number: MANU-1912-11-0001.R1
Published online: December 31, 2019 | Number of Views: 59 | Number of Download: 437
The purpose of the study is to assess the impact of emotional intelligence and occupational stress on academic performance of university teachers’ in Bangladesh and data were collected adopting stratified sampling technique through a structured questionnaire from university teachers in Bangladesh. 224 questionnaires were selected and usable to proceed for final analysis. SPSS-20 version was used to analyze data for testing the frequency, reliability, validity and hypothesis as well as machine learning algorithms was used to visualizing and clustering data through adopting Principal Component Analysis (PCA). Findings of the study revealed that emotional intelligence of the faculty members of universities in Bangladesh have moderate positive correlation (r=0.424) with teachers’ academic performance and occupational stress has negative correlation (r= -0.036) with teachers’ academic performance as well as linear regression analysis exposed that emotional intelligence and occupational stress are significant predictors of teachers’ academic performance (β = 0.424, p ≤ 0.05) and (β= -0.036, p ≤ 0.05). Major limitations of the research is small sample size and lack of respondents’ eagerness to fill up the questionnaire. The study has several implications for education researchers, government of Bangladesh (Ministry of Education, University Grants Commission), education policy makers, university teachers, education service providers (University) for accelerating teaching learning pedagogy as well as effectiveness in order to ensure quality education
Keywords: Emotional intelligence (EI), Occupational stress, Academic performance, University teachers’
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