摘要：AbstractThe research purpose was to identify the core and critical Emotional Intelligence (EQ) competencies among teacher educators. This was a quantitative research conducted on 140 samples from Malaysia Institute of Teacher Education (MITE) to respond to the Malaysian Emotional Quotient Inventory (MEQI). The data was descriptively analysed usingSPSS 12.0. The findings revealed that the samples had an average EQ competencies; highest scores on spirituality, followed by maturity, self-awareness, self-motivation, empathy, self-regulation, and social skills. Sixteen EQ sub-domains were considered as the core competencies and eleven as the critical competencies. EQ competencies contribute to teachers’ role as a change catalyst.
