Advisers

Dr. Violeta L. Andaleon

Discipline

Natural Science And Mathematics, Curriculum, And Instruction

Abstract

This study aims to explore the relationship between teachers’ emotional intelligence and career development and to propose an improvement plan to enhance student learning outcomes. Using a descriptive-correlational research design, data were collected through a survey of university teachers with varying demographic characteristics. The findings indicate that most participants were female, aged 31–40, and held advanced degrees. Teachers exhibited high levels of emotional intelligence, cognitive engagement, and social engagement, with notable differences observed across gender and age groups. Career development dimensions, including social experience, enterprise, and cognitive engagement, were rated highly, particularly among experienced teachers. Training frequency did not have a significant effect on the measured variables. Post-doctorate degree holders demonstrated the highest levels of career-related attributes. The study concludes that emotional intelligence and career development significantly influence student learning outcomes, with advanced educational attainment and teaching experience enhancing these attributes. The study recommends the development of tailored professional development programs for teachers at different career stages. It further suggests promoting higher education opportunities and providing institutional support for advanced degrees. Collaborative platforms should be fostered to enhance social engagement among teachers and between teachers and students. In addition, leadership and mentoring roles should be assigned to senior teachers to maximize their impact. Teacher development plans should be aligned with strategies aimed at improving student learning outcomes.

Keywords

professional development, career development, emotional intelligence, inner mongolia, cognitive engagement, social engagement, teacher effectiveness, student learning outcomes