Emotional intelligence, interpersonal relations and achievement among university upgrading teacher students at Makerere University and Uganda Christian University, Mukono

Abstract

The study focussed on the relationship between emotional intelligence (EI), interpersonal relations (IR) and achievement (objective and subjective, AA and Non-academic Achievement - NAA) among upgrading university teacher students at Makerere University and Uganda Christian University, Mukono. The study used a sample of 473 respondents obtained using total population sampling method for the survey instrument; 75 Grade V university teacher students purposively sampled for group interviews, 10 Lecturers purposively sampled for in-depth interviews, using a mixed methodology approach. The ability model of Emotional Intelligence standardised tool (Mayer et al., 2016), the interpersonal relations and the Achievement tools, (with a reliability coefficient of 0.730 and the content validity of 0.863), group and in-depth interviews that were Researcher formulated were used in this mixed methodology research study. Emotional intelligence was positively and significantly related to subjective academic achievement (r = .29, p ≤ .001). Interpersonal relations were positively and significantly related to subjective academic achievement (r = .23, p ≤ .001). However, it was not significantly related to objective academic achievement – CGPA (r = .04, p ≥ .05). Additionally, EI had a positive influence on non-academic activities. IR had a stronger influence on NAA than EI. IR was more influential to NAA than EI was. We recommend that EI and IR should be included in the Teacher Education Training curriculum and be taught right from kindergarten through to University levels. Teacher training colleges, institutions, and universities should include EI and IR on their curricula and practice