Date of Graduation

2015

Document Type

Dissertation

Degree Type

EdD

College

College of Education and Human Services

Department

Counseling, Rehabilitation Counseling & Counseling Psychology

Committee Chair

Ugur Kale

Committee Co-Chair

Richard T Walls

Committee Member

Gerald Blakely

Committee Member

Patricia Chase

Committee Member

Jodi Goodman

Committee Member

Ugur Kale

Committee Member

Neal Shambaugh

Abstract

This dissertation study compared the key findings from the first piece of research (pilot study) by allowing further exploration and re-examination of faculties' Perceptions of Using Emotional Intelligence (PUEI) in STEM, Social Sciences, online, and face to face in Pedagogy and Andragogy. This study draws particular attention to the notable rise of emotional issues emerging in differing educational contexts (online and face to face) and the significance of faculty response to their PUEI. Emotional intelligence, a complexity often viewed skeptically is a recurring theme for this study and can greatly benefit higher educational institutions, professional learning environments, and businesses particularly. Faculty perceptions were measured by survey and interviews using Mayer and Salovey (1997) four branch model of emotional intelligence. Participants' reflections strongly supported their PUEI as a catalyst for future consideration and/or implementation in specific disciplines, gender roles, and online and face to face milieus. In some formats, participants' PUEI differed between teaching spaces (online and face to face). Participants reported that the nature of online settings did not offer immediacy of real time responses and correct messages, in comparison to face to face, which often delivered more guaranteed, emotionally reliable, and accurate messages. Although participants found that immediate feedback can assist in building a greater sense of support to augment interaction between faculty and students, in online and face to face milieus, teaching online was considered a strong preference. Risks were found to be considered in a narrow perspective. The significance of these findings for practice is discussed.

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