Publication record
Academic Staff Emotional Intelligence Questionnaire (ASEIQ): Development, Validation, and Bifactor Modelling in Nigerian Universities
Abstract
Context and relevance. Emotional intelligence (EI) is widely recognized as crucial in educational settings, but instruments specifically measuring EI among higher education instructors, particularly university lecturers, remain scarce. Therefore, developing a context-specific questionnaire for this population is imperative.
Objective. To develop and validate the Academic Staff Emotional Intelligence Questionnaire (ASEIQ) for Nigerian university lecturers.
Methods. A sample of 3122 lecturers from two Nigerian universities participated. The data were analysed via exploratory factor analysis (EFA; n = 262), confirmatory factor analysis (CFA; n = 1300), and bifactor modelling (n = 1560). Reliability was assessed via Cronbach's alpha, McDonald's omega, and split-half reliability with Spearman–Brown correction.
Results. EFA identified five factors that cumulatively explained 74.12% of the variance. CFA confirmed a bifactor model as the one with the best fit, demonstrating strong reliability (α = 0.85–0.99) and validity (AVE > 0.50).
Conclusions. The ASEIQ is a valid, reliable tool for assessing EI among Nigerian university lecturers, filling a critical gap in context-specific measurement.
Keywords
empathy, instrument validation, internal motivation, self-awareness, self-regulation, social skills