Theoretical Aspects of the Appreciative Intelligence of Teachers in Higher Education

Abstract

Appreciative intelligence is the ability to identify the qualities and positive aspects of a person, and to harness them. In this article the concept of appreciative intelligence is analyzed, the relationship between this concept and appreciative inquiry is highlighted, syntheses are made regarding the connection of appreciative intelligence with other types of intelligence, such as emotional intelligence and adaptive intelligence. In the educational field, the appreciative intelligence of the teacher consists of essential components of different approaches: appreciative inquiry (research), appreciative advising, and appreciative analytical mindset. Appreciative inquiry represents the process of optimizing success within the educational institution, through appreciative methods. Appreciative advising provides a framework of improvement of communication process between students and teacher and supporting students in order to achieve the desired results. Appreciative analytical mindset defined as a thinking system focused on searching for the best aspects of a person. The article describes the concept of appreciative intelligence, being presented different acceptances and opinions of the researchers. Appreciative intelligence is the ability to see the generative potential in any situation and actualize it. Teachers with high appreciative intelligence are able to visualize and create small sequential steps that build on each other, creating momentum for changing the behavior of students, which results in positive outcomes. Appreciation is defined as a self-explanatory behavioral construct of goodwill that brings positive influences over time in the teaching-learning-assessment process.