THE ROLE OF EMOTIONAL INTELLIGENCE IN PROFESSIONAL CAREERS: FROM SELECTION TO CAREER ADVANCEMENT

Karylgash Kazhimova, Nurdaulet Khabadashev, Azamat Tleuberdy, Berik Matayev

2026

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.52269/skvc2622118
Data confidence 70 medium
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Abstract

The relevance of the research topic is due to the fact that the modern professional market is characterized by intense competition and the growing importance of effective interpersonal communication, where emotional intelligence is particularly important for successful professional growth. This study was conducted to determine the significance of emotional intelligence at various stages of a professional career, from the choice of specialization to career advancement in pedagogical universities of the Republic of Kazakhstan. The main objectives of the study included: analysis of theoretical concepts of emotional intelligence and its components; study of methods and approaches to the development of emotional intelligence in professional activity; establishing a correlation between the level of emotional intelligence and indicators of professional development; the development of a model for emotional intelligence enhancement to support career advancement. To solve the set tasks, a comprehensive methodology was used, including literature analysis, questionnaires, testing using the MSCEIT (Mayer-Salovey-Caruso) methodology, statistical and analytical methods. The empirical study involved 200 respondents – teachers from two pedagogical universities in Kazakhstan. The study found that a high ability to perceive and use emotions is associated with greater self-confidence and less frequent stress at work, while the ability to manage emotions has a positive effect on understanding other people's emotions and overall job satisfaction. It was found that rapid promotion in pedagogical universities is possible, but most often respondents achieve significant career success after 10 or more years of work. Career advancement depends on a combination of academic qualifications, scholarly contribution, managerial abilities, and personal qualities. The results confirmed the need for targeted development of emotional intelligence among teaching staff. As part of the study, a step-by-step model for developing emotional intelligence was developed, including self-assessment, goal setting, training and practice, application of skills in the work environment, receiving feedback, and continuous improvement.