EMOTIONAL INTELLIGENCE

The actor’s profession necessitates rigorous emotional labour, defined as the management of feeling to create a convincing public display (Hochschild 17). While this task requires advanced Emotional Intelligence (EI), specifically in self-awareness and emotional regulation, theatrical pedagogy, particularly within African university systems like the University of Benin (UNIBEN), often lacks formal, structured psychological training. The traditional assumption that emotional competence is a residual outcome of technical training critically overlooks the documented psychological hazards, such as emotional spillage and boundary erosion, inherent in techniques like emotional memory (Hetzler 15). Thisacademic void poses a serious ethical and professional challenge, risking the long-term psychological integrity of student performers. This qualitative, phenomenological study sought to critically analyse the subjective, livedemotional experiences of UNIBEN student performers in relation to the four branches of theSalovey and Mayer EI ability model (189). Employing purposive sampling, the researchconducted in depth, semi structured interviews with five student actors actively engagedindepartmental productions. The data collection focused on eliciting narratives concerningemotional preparation, self control tactics, and critical evaluations of the existing curriculum. The thematic analysis prioritised the identification of communal coping strategies andsystemic pedagogical deficiencies. The study was strictly delimited to the UNIBENTheatreArts Department to ensure contextual rigour and transferability of findings to similar Africaninstitutions. The empirical data confirmed a significant imbalance in EI skill acquisition. The studentsdemonstrated highly developed interpersonal EI (social perception and empathy), relyingheavily on observation and somatic markers to achieve collaborative harmony. Performeraccounts consistently affirmed that empathy and observation were the most effective toolsforcrafting believable characters. Conversely, the findings exposed a critical deficiencyinintrapersonal EI (emotional regulation). All high level performers reported relyingonthepsychologically taxing method of deep acting, resulting in pervasive evidence of boundaryfailure. Instances of carrying character attitudes home and feeling emotionally weigheddownpost rehearsal were common, demonstrating that the aesthetic pursuit of 'truthfulness' activelycompromises psychological sustainability. Students' self reported protective measures—such as prayer, music, and simple self reminders—were deemed individualistic and criticallyinadequate, confirming the absence of institutional de roling protocols. Furthermore, thedatashowed that a high emotional facilitation skill often outpaced regulatory capacity, heightening the risk of affective overwhelm. This research concludes that the UNIBEN theatre training model is systemically incomplete, inadvertently graduating performers who are emotionally vulnerable. The curriculumsuccessfully teaches emotional access but fails entirely to teach emotional containment. Thispedagogical oversight transfers the burden of psychological safety fromthe institutiontotheindividual student, creating an unethical professional hazard. The study strongly recommendsa paradigmatic shift in UNIBEN’s training philosophy. Future pedagogy must formallyintegrate mandatory performance psychology modules, structured de roling rituals, andemotional containment exercises into the curriculum to ensure that the psychological
11resilience of the actor is defined, taught, and assessed as a core professional competency, alongside traditional voice and movement training. Keywords: Emotional Intelligence (EI), Actor’s Craft, Emotional Regulation, DeepActing, UNIBEN, Boundary Failure, Theatre Pedagogy

This study focuses on the role of Theatre in Education (TiE) within the University of Benin. TiE uses drama and performance as tools to make learning more engaging and interactive. It encourages creativity and collaboration, while also supporting emotional and social development. TiE has the power to transform teaching methods and create a richer learning experience for both students and educators, as it combines theatrical techniques with educational content. The research adopted a mixed-methods approach, using questionnaires for students and interviews with lecturers and administrators. Findings showed that students benefit significantly from participating in TiE programmes. They develop good problem-solving skills, improved creativity, and also the ability to work with others. TiE also enhances students’ emotional intelligence, helping them understand and manage emotions while showing empathy for others. Lecturers observed that using TiE methods helped to make their lessons more effective and interactive, and it also promotes a sense of community and collaboration among staff and students. However, challenges in implementing TiE were also identified. Limited funding, lack of trained personnel, and inadequate resources were among the major obstacles. Lecturers expressed the need for more professional development programmes, better funding, and increased awareness about TiE's benefits to address these challenges. The study concludes that TiE is a valuable educational tool that can transform the learning environment in schools. When it is well-supported, it has the potential to improve academic results, teaching practices, and build stronger relationships within the school community. Recommendations were made for integrating TiE into the school curriculum, organizing teacher training sessions, and providing adequate resources to maximize its impact.

This study examined the relationship between emotional intelligence and leadership effectiveness among medical doctors in selected hospitals in Benin City, Edo State. Specifically, it aimed to investigate the impact of relationship management on leadership effectiveness; determine the extent to which self-motivation influences leadership effectiveness; examine the impact of empathy on leadership effectiveness; investigate the relationship between self-awareness and leadership effectiveness; assess how self-regulation affects leadership effectiveness; and examine the relationship between demographic factors (gender, age, years of medical practice, educational qualification) and emotional intelligence. By exploring these dimensions, the research seeks to provide empirical insights into how emotional competencies impact leadership effectiveness among medical doctors, thereby enhancing effective healthcare leadership. A survey research design was employed to facilitate a rigorous and in-depth examination of medical professionals' emotional intelligence and their effectiveness as leaders within the selected hospitals. The study population comprised of one thousand four hundred and forty- nine (1449) medical doctors (consultants, resident doctors, medical officers, and house officers) employed at two selected hospitals in Benin City, Edo State, the University of Benin Teaching Hospital (UBTH) and Edo Specialist Hospital. Primary data for this study were collected through the administration of structured questionnaires to a sample of medical doctors at the University of Benin Teaching Hospital (UBTH) and Edo Specialist Hospital (ESH) in Benin City, Edo State through direct, in-person distribution measuring constructs related to relationship management, self-motivation, empathy, self-awareness, and selfregulation using a 5- point Likert scale with options ranging from strong agreement (SA) through a neutral zone (Undecided = U) to strong disagreement (SD). The data were analysed using both descriptive statistics (frequency distributions, percentages, means, and standard deviations) and inferential statistics (correlation and regression analysis) via SPSS version 24 at a 5% significance threshold.This study examined the relationship between emotional intelligence and leadership effectiveness among medical doctors in selected hospitals in Benin City, Edo State. Specifically, it aimed to investigate the impact of relationship management on leadership effectiveness; determine the extent to which self-motivation influences leadership effectiveness; examine the impact of empathy on leadership effectiveness; investigate the relationship between self-awareness and leadership effectiveness; assess how self-regulation affects leadership effectiveness; and examine the relationship between demographic factors (gender, age, years of medical practice, educational qualification) and emotional intelligence. By exploring these dimensions, the research seeks to provide empirical insights into how emotional competencies impact leadership effectiveness among medical doctors, thereby enhancing effective healthcare leadership. A survey research design was employed to facilitate a rigorous and in-depth examination of medical professionals' emotional intelligence and their effectiveness as leaders within the selected hospitals. The study population comprised of one thousand four hundred and forty- nine (1449) medical doctors (consultants, resident doctors, medical officers, and house officers) employed at two selected hospitals in Benin City, Edo State, the University of Benin Teaching Hospital (UBTH) and Edo Specialist Hospital. Primary data for this study were collected through the administration of structured questionnaires to a sample of medical doctors at the University of Benin Teaching Hospital (UBTH) and Edo Specialist Hospital (ESH) in Benin City, Edo State through direct, in-person distribution measuring constructs related to relationship management, self-motivation, empathy, self-awareness, and selfregulation using a 5- point Likert scale with options ranging from strong agreement (SA) through a neutral zone (Undecided = U) to strong disagreement (SD). The data were analysed using both descriptive statistics (frequency distributions, percentages, means, and standard deviations) and inferential statistics (correlation and regression analysis) via SPSS version 24 at a 5% significance threshold.

This study examined the role of emotional intelligence and work-life balance on employees’ performance in the Nigerian health sector. The objectives of this study were to evaluate the impact of workplace support systems on employee performance in the Nigerian health sector; identify the impact of emotional intelligence (self- awareness) on employee performance in the Nigerian health sector; and determine the impact of work life balance on employee performance in the Nigerian health sector. The study employed a cross-sectional survey which used random sampling technique to select 295 respondents as the sample size. The data for the study was analyzed using the Statistical Package for Social Sciences (SPSS 22.0) version, while frequency, simple percentage test and regression test was used for the study test. The findings from the study revealed that there is a significant relationship between work place support systems and employees’ performance in the Nigerian health sector, Benin City; there is a significant relationship between emotional intelligence and employees’ performance in the Nigerian health sector, Benin City, and there is a significant relationship between work-life balance and employees’ performance in the Nigerian health sector, Benin City. It was then recommended that management in the Nigerian health sector should review the organization’s support system, and supervisors should always support their employees, as this will in-turn influence their performance in the work place; management in the Nigerian health sector should grant employees work autonomy when performing their job, as this will significantly influence their performance; there is need to create an enable and conducive work environment in the Nigerian health sector to improve employees’ performance in the health sector; the Nigerian health sector should offer more flexible hours of working arrangements to improve work-life balance of its employees; the Nigerian health sector should do more in creating a healthy work environment and flexibility in tasks to promote a healthy work-life balance among its employees and the Nigerian health sector should provide more trainings, support and other resources to improve the work-life balance of its employees.