Date Presented 04/03/2025
This quantitative, survey-based study examined the relationship between emotional intelligence (EI) and clinical teaching effectiveness (CTE) among OT graduate faculty; linear regression examined the predictive ability of EI on CTE.
Primary Author and Speaker: Ilana Beitscher
PURPOSE: EI has been linked to teaching effectiveness, enhanced healthcare provision, and effective leadership (Allen et al., 2012; McKenna & Mellson, 2013). Graduate OT faculty must demonstrate all of these skills as they instruct future OTs. While their role is vital, limited research exists examining OT CTE. This study sought to examine what relationship exists between EI and CTE.
DESIGN: This quantitative study utilized a cross-sectional survey method and a non-experimental correlational design. Participants included OT masters and doctoral faculty in the Northeast, East Coast, and Midwest US regions. Recruitment utilized purposive sampling with surveys distributed to OT program leadership.
METHOD: The modified Nursing Clinical Teaching Effectiveness Inventory (NCTEI), a 48-item, 7-point Likert self-report survey was used to assess CTE (Allison-Jones, 2002). The Wong and Law Emotional Intelligence Scale (WLEIS), a 16-item, 7-point Likert self-report tool was used to assess EI (Wong & Law, 2002). A brief demographic section was included in the online survey. Pearson’s Correlation coefficient or Spearman’s rho were used to evaluate the relationship between variables following checks of normality. Linear regression analysis was also completed.
RESULTS: 84 complete responses were analyzed. Descriptive statistics were calculated for variables. Results of correlational analysis revealed a significant relationship between total EI scores (M = 93.35) and total CTE scores (M = 259.66) (r (82) = .582, p < .001). Further analysis also revealed a variety of significant relationships between the subscales of the tools. A linear regression with a power of .81 was completed with significant results (F(1, 82) = 41.980, p < .001). Thus, EI accounted for 33.1% of the variability in CTE.
CONCLUSION & IMPACT: The conclusions of this study can be applied as EI is an ability that can be learned and fostered. If embraced, EI training may help bolster CTE of OT graduate faculty.
References
Alam, A., & Ahmad, M. (2018). The role of teachers’ emotional intelligence in enhancing student achievement. Journal of Asia Business Studies, 12(1), 31–43. https://doi.org/10.1108/JABS-08-2015-0134
Allen, S. J., Shankman, M. L., & Miguel, R. F. (2012). Emotionally intelligent leadership: An integrative, process-oriented theory of student leadership. Journal of Leadership Education, 11(1), 177–203.
Allison-Jones, L. (2002). Student and faculty perceptions of teaching effectiveness of full-time and part-time associate degree nursing faculty (Order No. 3061240). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (305489901). https://kean.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/student-faculty-perceptions-teaching/docview/305489901/se-2
McKenna, J., & Mellson, J.-A. (2013). Emotional intelligence and the occupational therapist. The British Journal of Occupational Therapy, 76(9), 427–430. https://doi.org/10.4276/030802213X13782044946382
