Rationale

Among the many obstacles faced by college instructors is the emotional strain of

balancing the varied demands and expectations of their students with the preservation

of moral principles in the classroom. And as being a Criminology Instructor, one

grapples with the emotional challenges inherent in teaching subjects often dealing with

complex and sensitive issues.

The purpose of this study is to determine on how emotional intelligence and work

ethics, specifically with regard to professionalism, are predictive factors for criminology

instructors. It is imperative to comprehend the ways in which work ethics and emotional

intelligence augment professionalism to optimize the efficacy of criminology education.

This study fills a major vacuum in the literature by offering insightful information about

the elements that influence criminology educators' professional conduct.

Research Objectives

Hypothesis
EMOTIONAL
WORK ETHICS
INTELLIGNCE

PROFESSIONALISM
Related Literature

Professionalism

Throughout the past four decades, different occupational groups have examined

their own characteristics of professionalism with a view to clearly distinguishing

themselves from “non-professional” (Chan, Chan, Scott, 2007). Utilizing this research

helps identify the strengths and areas of improvement related to professionalism and its

endless development, and it will help Criminology Instructors to navigate the effects of

the diverse community that they are teaching.

Emotional Intelligence