Emotional Intelligence and Safe Learning Environments in Academia: A Study of Academics’ Emotional Self-Management in Tanzania

Abstract

This study examined Tanzanian academics’ emotional intelligence through both self‑reports and student evaluations, focusing on the role of emotional management in creating safe learning environments. The study employed a quantitative approach and a cross-section design with an online survey; the convenience-sampling technique sampled 330 participants: 30 academics, 61% from government and 49% from private institutions, 300 students, 67% from government and 33% private institutions. Findings disclosed that while a majority (76.7%) of academics reported strong self‑control, over half of students perceived their academics’ emotional self-control as unpredictable. Moreover, 70% of academics admitted to upholding fair student treatment, but many students experienced emotionally influenced treatments. The majority of academics (80%) admitted to attending students’ learning issues respectfully, as did 58% of students. Academics' self-evaluation in creating safe learning environments showed a nearly balanced perception trend amid strengths (51%) and need for improvement (49%), where 61% of students perceived a need for improvement. Generally, discrepancy amid academics’ self‑perceptions and students’ evaluations of emotional self-management may threaten safe learning environments in academia. The study recommends institutional policies and practical interventions fostering EI, such as EI screening, mentoring, and training. Future comparative studies incorporating inferential analysis are necessary to examine the impact of emotional intelligence on student learning outcomes across faculties and educational levels.