Thesis (M.Sc. ) - Cairo University - Faculty of Nursing - Department of of Nursing Services Administration

Emotional intelligence of faculty staff is considering essential academic skill that considers a critical factor for supporting students high academic achievement. The aim of the study was to assess the relationship between faculty staff emotional intelligence and baccalaureate student's academic performance. A descriptive correlational design was utilized to achieve the aim of the current study. Setting: the setting was conducted at faculty of nursing {u2013} Cairo University. A stratified random sample of 117 faculty staff from seven departments and 349 students from all four academic levels. Tools of data collection were used Emotional Intelligence Scale and Students Final Achievement Score Sheet. Results: the results revealed that there was a statistically significance difference among all responses of the faculty staff regarding emotional intelligence domains, there were insignificant relationship between faculty staff emotional intelligence and academic achievement among all the students in all four academic level and the majority of faculty staff had higher level of emotional intelligence. Conclusion: the majority of nursing subjects Grade Point Average of the students at all four levels had no significance correlation with emotional intelligence scores of faculty staff, while the minority of two nursing subjects Grade Point Average of; psychiatry nursing theory and fundamental of nursing clinical subject had significant statistical relationship with emotional intelligence of faculty staff at level four and level one respectively

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