Emotional Intelligence and Effectiveness in Teaching: A Study on High School Teachers in Gjirokastër” (Published)
This study aims to evaluate the level of emotional intelligence among high school teachers in the city of Gjirokastër and to examine its role in improving professional effectiveness and interpersonal relationships within the educational environment. Relying on Daniel Goleman’s theoretical model, the research focuses on the five main components of emotional intelligence: self-awareness, emotion management, self-motivation, empathy, and social skills. The study uses a quantitative approach with a standardized self-assessment instrument (EI Questionnaire), administered to a sample of 40 teachers from three public high schools in Gjirokastër. The data were analyzed through descriptive statistics, which show overall satisfactory levels of emotional intelligence. Self-awareness appears as the most developed component, while emotion management represents the field with the greatest challenges. The findings support existing literature that emphasizes the importance of emotional competencies in coping with stress and in building positive relationships in the classroom.In conclusion, the study recommends the inclusion of training on emotional intelligence in professional development programs for teachers, aiming to improve the quality of teaching and well-being in school environments. Further research may be extended to different geographical contexts and use combined methodological approaches to deepen the understanding of this phenomenon.
Keywords: Emotional Intelligence, Teaching, emotion management, high school teachers, interpersonal relationships.
Cognitive Thresholds and Its Application in Testing Diagnosis (Published)
The thresholds are the distinctive delimitation of concepts. It is applicable wherever and whenever a concept is defined. Phenomena, event, experiences, existence, and stimuli are subject to threshold laws. In this work the Threshold is classified into discrete, continuous, anecdotal, circumstantial, circumstantial, cooperate, transitional, or absolute forms. It has different categories and one of such is the Cognitive threshold which is the span or range within which any cognitive function can take place. The cognitive threshold can be affected by physical, biological, psychological, sociological, environmental factors. It is dynamic, is made up of factors and exists within range. It can be applied in Testing Diagnosis and in Learning.
Keywords: : Cognitive Thresholds, Educational Measurement, Learning, Teaching
Teaching and Learning Creativity in Fashion. A Case Study of the Fashion Department of Takoradi Technical University (Published)
Ghanaian fashion products are generally described as “unattractive’ or “unimaginative” due mainly to poor creative designs. As a result, many Ghanaian fashion designers who are largely tertiary education graduates have been unable to compete favourably in both the local and international fashion markets. With increasing complaints about the lack of creativity in Ghanaian clothing designs, it became imperative to research into the reasons for the poor creative skills of the fashion design graduates of the Technical Universities. Several factors could account for the poor creative skills of the fashion graduates; one critical factor being the method of teaching and learning creative design skills. The main thrust of this research is to examine the professionalism of the lecturers, the attitude of students to learning and the effectiveness of the teaching and learning methods and models used in the Technical University to promote student learning and development. The study briefly outlined existing theoretical frameworks on teaching and learning in colleges and their application to achieve effective student learning and acquisition of creative skills. The study employed the descriptive survey method; using Questionnaires, structured Interview and Observation instruments to gather primary data from professional fashion designers, lecturers and students on how to enhance the teaching and learning of creative fashion design. This research confirmed the use of the traditional methods (lectures and textbooks) of teaching and learning at the Takoradi Technical University which according to existing research findings did not support the effective development and training of students to become life-long learners or critical thinkers. The study therefore recommended the use of more of the evidenced- based models like critical thinking and problem solving skills in the teaching and learning of creativity than the much fancied traditional methods of lecture, Hand-outs and textbook. The research concluded by encouraging lecturers to use alternative instructional models in teaching creativity and urging students to acquire innovative and critical thinking skills to become successful fashion designers.
Keywords: Creativity, Critical thinking, Learning, Life-Long Learners, Models, Teaching