CHARACTER TRANSFORMATION OF UNIVERSITY STUDENTS IN COVID-19 ERA AND BEYOND: A PARADIGM SHIFT ON THE ROLE OF LECTURERS IN EMOTIONAL INTELLIGENCE AND TRANSFORMATIONAL LEADERSHIP

Abstract

Despite the extensive research on character development in students, a lot is required on the relationship between transformational leadership, Emotional intelligence of lecturers and character transformation among students in universities. The objectives of this research were to assess the relationship between emotional Intelligence of lecturers and transformational Leadership in universities in Kenya, determine the relationship between emotional intelligence and character formation, and to establish the relationship between transformational leadership and character Transformation. The study was based on intelligence leadership theory advanced by Thorndike and Lewin Change Model. The research adopted cross-sectional survey design. Questionnaires were used to collect quantitative data from 200 lecturers and 70 Student leaders from 10 universities in Kenya that were purposively and randomly selected. Data was collected using Survey Monkey and analyzed using spearman correlation test. The results showed a significant positive correlation between transformational leadership and emotional intelligence (r =0.768, p<0.001), indicating high strength of relationship. The study also established a significant positive relationship between character formation of students and emotional intelligence of lecturers (r =0.48, p<0.001). The study further shows a significant positive relationship between character formation of students and transformational leadership (r =0.587, p<0.001). The rating of lecturers on emotional intelligence by the students was the lowest. The findings suggest that lecturers do not pay satisfactory attention to the students’ character transformation. The findings support the emotional leadership theory that links leadership and emotional intelligence as integrated elements. Emotional intelligence compliments transformational leadership. Lecturers require more competency skills in emotional intelligence to stimulate character behaviour in students. Universities should therefore conduct training needs for lecturers and student leaders on emotional intelligence and transformative leadership. This would enable lecturers to refreeze forces that maintain status quo and increase striving forces for change in students’ behaviours for them to cope with challenges such as in the Covid-19 pandemic era and beyond.