EMOTIONAL INTELLIGENCE IN THE CONTEXT OF PROFESSIONAL ACTIVITIES OF HIGHER MILITARY EDUCATIONAL INSTITUTIONS’ FACULTY MEMBERS

Abstract

Summary. Introduction. The article examines the role of emotional intelligence (EI) in the professional activities of faculty members at higher military educational institutions in Ukraine. It highlights the dynamic changes in the Ukrainian military education system, necessitating continuous improvement in teaching content, methods, and the professional competence of scientific and pedagogical staff. The study emphasises that EI is critical to professional competence, enabling effective interaction, motivation, conflict resolution, and stress management.

Purpose. This article aims to explore the role of emotional intelligence in the professional competence development of scientific and pedagogical staff at higher military educational institutions. It seeks to define EI for these faculty members, analyse its structure, and understand its significance as a component of their professional competence.

Results. The study identifies that faculty members with high EI can better manage their and students' emotions, leading to effective teaching and leadership. It underscores that the specific nature of military educational institutions demands high levels of stress resilience and emotional regulation from their faculty. The article discusses various EI models, including those by Salovey, Mayer, and Goleman, and suggests that EI encompasses cognitive, emotional, adaptive, and social abilities. These abilities are crucial for creating optimal learning environments and fostering trust and effective communication among colleagues and students.

Originality. This research contributes to the relatively unexplored area of EI in the context of military educational institutions' faculty. It draws attention to the unique challenges these educators face, such as high-stress levels and the need for strong interpersonal skills. The article's original contribution lies in its detailed analysis of EI's structure and practical implications for teaching and leadership in military settings.

Conclusion. The article concludes that emotional intelligence is a vital aspect of the professional competence of faculty members at higher military educational institutions. It argues that developing EI can significantly enhance their teaching effectiveness and leadership capabilities. Future research should focus on assessing the current levels of EI among these educators and exploring strategies to foster its development to meet the demands of modern military education.