The Guidelines on Emotional Quotient Development for Students of the Faculty of Education, Phuket Rajabhat University

Abstract

   This research aims to study the emotional quotient levels of students of the Faculty of Education, Phuket Rajabhat University, in order to compare the emotional quotient of students with different personal factors as well as to present the guidelines on emotional quotient development for students of the Faculty of Education, Phuket Rajabhat University. The sample group consisted of 400 1^st year–4^th year students of the Faculty of Education, Phuket Rajabhat University in the Academic Year of 2019,     3 psychological and educational experts, 10 Executive Committee of the Faculty of Education, Phuket Rajabhat University, and 20 stakeholders; namely graduate users (educational administrators, Heads of Department, full-time teachers). The tools used for the data collection were the 52 items of measuring the emotional intelligence level a questionnaire which divided into 9 aspects. and the interview form. The data was collected from the questionnaire and the interview. The qualitative data analysis used the systematization and inference for the conclusions, while the quantitative data analysis used the descriptive statistics such as mean, and standard deviation. The t-test, F-test and the pairwise comparison by Scheffe's method were set at 95 percent confidence level or statistical significance level of .05. The results showed that: 1) the students had a high average emotional quotient level in all 9 aspects, 2) the comparison of the emotional quotient of the students with different personal factors found that the student with different gender, year of study, grade point average, parents’ profession, habitation conditions, parenting conditions, learning conditions, and participation in student activities had different emotional quotient levels; namely, the factor that the emotional quotient level was significantly different with a statistical significance was gender, which was significantly different at the .01 level, while the year of study, grade point average, parents’ profession, habitation conditions, parenting conditions, learning conditions, and participation in student activities factors were found that there was no difference in  the emotional quotient levels with statistical significance of .05 level, 3) the guidelines on emotional quotient development for students of the Faculty of Education, Phuket Rajabhat University, based on        the results of data analysis according to objectives 1 and 2, and the interview with the experts found that the administrators must establish a strategic plans for student development emphasizing on developing students’ IQ and EQ as well as set the strategic plan driving committee for developing students under the cooperation of the administrators of Faculty of Education, teachers, students, and graduate users. According to the results of the study on emotional quotient level of students of the Faculty of Education, the provided activities should focus on 4 dimensions of emotional quotient development including self-motivation, patience, teamwork, and self-esteem which the emotional quotient level was at a moderate level.