Relationships between Teacher Emotional Intelligence and Conflict-Management Styles: Evidence and Policy Recommendations for School

Abstract

The rapid development of modern society presents educational institutions with both innovative opportunities and high-pressure challenges, making emotional management and conflict handling crucial for educators. Based on a sample of university teachers, this cross-sectional correlational study examined the relationships between emotional intelligence (EI) and conflict management style preferences. The study applied a four-dimensional framework of EI (self-awareness, self-management, social awareness, and social skills) and assessed five conflict management styles (competition, collaboration, avoidance, accommodation, and compromise) using an adapted Schutte Self-Report Emotional Intelligence Test (SSEIT)-based scale and the Conflict Management Styles Questionnaire among 120 full-time teachers. The results identified statistically significant associations between several EI dimensions and conflict management styles, particularly stronger associations between EI dimensions and collaborative, compromising, and accommodating styles, and negative associations with competing and avoiding styles. These findings suggest that EI-related faculty development and conflict-management training may be useful directions for promoting more constructive interpersonal interaction in higher education.