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Indian Journal of Psychology and Education
July, 2022, Vol. 12, No.2, pp 73-81

Creativity, Emotional Intelligence and Narcissism in Medical Practitioners and

Educators.
Paromita Mitra Bhaumik*, Rajeswaree Basu** and Urja Sen***
Abstract
Helping professions necessitate a certain extent of emotional intelligence and creativity which
have previously been linked with narcissism. Our study aims to illustrate a comparison
between medical practitioners and educators aged between 28-65 years, with respect to
creativity, emotional intelligence and narcissism. The Kaufman’s Domains of Creativity,
Schutte’s Emotional Intelligence and Narcissistic Personality Inventory have been used to
measure the aforementioned variables. Independent samples t-test computed using SPSS
software, revealed minor difference in creativity and non-significant difference in emotional
intelligence and narcissism of medical practitioners and educators. Medical practitioners’
emotional intelligence and narcissism (p<0.01) showed strong positive correlation and
educators’ creativity positively correlated with emotional intelligence narcissism (p<0.01 and
p<0.01, respectively) as per Pearson’s r correlation on SPSS software.
Keywords: medical practitioners; educators; creativity; emotional intelligence; narcissism.

The study focuses on medical practitioners and In these professions, the entire personality of the
teachers, categorized under helping professions, worker comes into action, which can be assumed to
which by definition focus at providing services be empathetic, client oriented, credible, responsible,
pertaining to health and education to the community sociable, creative, tolerant and flexible. Nonetheless,
(APA, 2020). Helping professions call for prosocial there’s a high probability of negative consequences to
behaviour which in turn demands certain appear in the form of aversive personality traits
characteristics idiosyncratic of the professional at (Copkova, 2020). The population of interest in this
work. The duties of a helping professional are study are medical practitioners and educators of two
providing solutions to personal, physical, age groups.
psychological or intellectual dilemmas and ultimately The qualities of a doctor have been investigated for a
promoting growth in a holistic manner which long time, revealing certain basic characteristics apart
indicates the existence of an altruistic motive. from medical competence and being ethical. These
Nurturing is a critical aspect in these professions. A are interpersonal qualities for effective patient-doctor
helping professional is also expected to be creative relationship and communication; organizational skills
and an impressive problem solver so that he or she required within the hospital; openness to experience
can cater to the needs of the community at hand. To and new information for instance (Hoffbauer,
identify and build strategies for providing the service Shcrank and Holzinger, 2018). A physician, hence
requires prominent problem-solving skills and may be said, is expected to have certain virtues that
creativity. Such characteristics requires scholars to makes him optimum, effective, creative and
investigate into creativity in the context of helping dependable. Compassion has been found to be
professions and its detailed impact. Interaction playing a pivotal role in a doctor’s behaviour
between client and worker becomes an important (Aramesh, 2017). Furthermore altruism (Feldman,
aspect in providing service as helping professionals. 2017), humility (DuBois, et al., 2013; Jeffrey, 2020),
Therefore, variables that affect interaction and and practical wisdom (Bain, 2018) are some of the
communication are to be identified and worked upon idiosyncrasies expected from doctors. All these
accordingly. For effective communication, the worker qualities can be observed in physicians with adequate
in such occupations should be emotionally intelligent emotional quotient.
and empathetic enough, making emotional Teaching has always been considered as one of the
intelligence an important variable of study relevant to most respected and noblest professions. The role of
the helping professional population. A plethora of an educator or a teacher is unparallel considering the
studies have been conducted on this dimension for impact this service has on building the future
effective assistance as a helping professional. To be a generations. The teacher’s leadership (Öqvist
service provider in this sector of work, one should Malmström 2017) and teaching quality (Burroughs et
display dedication and commitment towards the al., 2019) have been made apparent as the key
group that they are working with. This may always determinants of surpassing quality education. The
not be the case, as nowadays, it is observed that there work of an educator brings in a strong sense of duty
is an intention of accomplishment and status in these and responsibility towards his or her pupils. There is
occupations. Previous studies have established the a status value attached to the position of teacher as
fact that there is a link with narcissism and self- the impact of this profession is by and large
reported prosocial behaviour. The possibility of these foundational by nature. The teacher contributes to the
negative consequences of personal motives and mental health of the pupils and thus the teacher’s
intentions makes it more crucial to study the trait socio-personal, physical and psychological balance is
narcissism in helping professions. of extreme importance. A well-balanced teacher or
*HOD The Department of Clinical Psychology, The Gayatri Chetna Foundation in association with George College (MAKAUT)Email:
**Assistant Professor, The Department of Clinical Psychology, The Gayatri Chetna Foundation in association with George College
1
(MAKAUT),Email:
***Research Assistant, The Department of Clinical Psychology, The Gayatri Chetna Foundation in association with George College
(MAKAUT),Email:
 Paromita Mitra Bhaumik, Rajeswaree Basu and Urja Sen

educator happens to guide his or her students with medical specialties and is particularly strongly
absolute efficiency. Therefore, it is inevitable that a required in the surgical fields. It is hence expected,
teacher has an ideal image. Likewise, a teacher or an that the desire to help one’s patient with the process
educator is known to be having certain traits typical of creating solutions (and modernization) is one of
of him or her. Teachers were voted to be ideal if they the basic factors that brings the physician’s creativity
were motivating the students, as shown by a study to action. Although the concept of creativity is still, in
where 67% students voted in favour of such a trait. In many ways, brought up heavily in connection to the
the same study, 28.7% of the students regarded being arts, the physician’s scientific approach may arise the
a ‘good listener’ as a typical trait of educators, as it desire to create like an artist. Especially for the
allows pupils to place their queries (Jalal and Haider, surgeon, creativity is usually based on the
2018). Such definitions of a pedagogue make the identification of prerequisites, leading to hypothesis
assessment of emotional intelligence a vital formulation and estimation of possible solutions and
proceeding prior to recruitment. taking actions accordingly to eventually ending up
Clement and Rencewigg (2020), listed a few with an invention (Gauderer, 2009)
subsidiaries of the former feature- being informative, Creativity is especially important for educators in
ability to provide novel information on recent trends strengthening the youth’s mind as it is the primary
related to subject, practical knowledge of the subject, goal of educators, contributing to the progress of a
class control, not being boastful, the ability to adopt nation. Through awareness of one’s own strength and
different method teaching as per the topic and being self-esteem. It leads to optimal functioning through
meticulous. Consequently, creativity and problem awareness of one’s own strength and self-esteem
solving is a pivotal cognitive system and should be (Zaki, 2016,). Maslow explained that creativity is the
assessed in educators for effective teaching. As much orientation inherent in all, but diminishes in
as positive attributes are taken into consideration for maximum population due to inappropriate and rigid
identifying an effective teacher, students had also influence of education, upbringing and society
disapproved of features that should not exist in an (Maslow, 1943; 1968; 1971). Therefore, it may be
educator. Aggression and arrogance were chosen as suggested that the teacher’s ability to cultivate
some of the detrimental characteristics of teachers. effective classroom discourse depends on creative
These disconcerting characteristics of may result skill development. One of the newest studies in Israel
from innate narcissism. Narcissistic teacher craves for have shown that general subject teachers rated
attention and admiration from his pupils which may themselves above average on perceived creativity
result in students either feeling insufficient and measurements when compared to special educators
depressed or them learning and implementing the (Kasirer and Shnitzer-Meirovich, 2021). At the same
same negative behaviour. time several studies on the Indian teachers have
Creativity revealed an overall lack of creative skills
Long after its origin in Greece, Guilford in 1957 gave characterized by traditional creative teaching methods
a new turn to creativity in the field of psychology by as well as insignificant encouragement of creative
defining creativity as divergent thinking, a process in expression of students. In one such study, it was
creating something novel. Creativity is most certainly made apparent that teacher’s creativity is confined in
based on innovations, divergence in thinking, the bounds of teaching models and methods
expansive ways to look at a problem and offer indicating the dearth of awareness of other
unconventional solutions. Creativity is also a components of creativity (Sharan, 2020).
continuous process that has its impact on practically Emotional Intelligence
all fields of work more or less. Salovey and Mayer (1990, p.189) described
The components of creativity include knowledge, emotional intelligence as the ability to monitor one’s
intellectual ability, preferred thinking style, own and others’ feeling and emotions, to discriminate
personality traits, motivation, and environment. among them and to use this information to guide
Research has taken into account that creativity is the one’s thinking and actions. The model presented by
most positive and essential component in human the former consists of four branches namely,
experience for complete personal development. Perception of Emotions (the ability to identify one’s
(Richards, 2007). emotions accurately along with others’ on the basis of
Investigation suggests that creativity is related to various contextual cues), Using Emotions to
general cognitive abilities and control (Benedek, Jauk, Facilitate Thinking (the ability to use emotions and
et al., 2014) and recent evidence points towards the moods to support and guide intellectual processing),
possibility of statistically significant relationships Understanding emotions (typically to comprehend
between creativity and emotional intelligence (Geher, and label the plethora of emotions), Managing
Betancourt & Jewell, 2017). Emotions (the capacity to scrutinize and alter own
Creativity can be defined as the ability or the power emotions for enculturing emotional and intellectual
to create or to produce in the most pragmatic way. It growth. Emotional Intelligence has also been
is characterized by originality, expressiveness, and discussed as a trait or a mix of traits itself. Petrides
imagination. Creativity is seen to be required in and Furnham (2000) identified different perspectives

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 Creativity, Emotional Intelligence and Narcissism in Medical Practitioners and Educators

towards emotional intelligence for the purpose of Narcissists happen to have a heightened and distorted
measuring emotional intelligence, subjectively, as the self-image whose roots lie in vulnerable self-concept
capacity to act effectively in various life situations. It (Steiner et al., 2021). To deal with this vulnerability
has been shown that sincere emotional skills is partly their ego drives them to diminish others and at the
associated to perception of one’s “emotional same time validate their sense of worth. Their
effectiveness” (Van der Linden et al., 2017). Such dependence on society, for validation, interferes with
emotional skills are very crucial and required in a their personal as well as professional life. The term
medical practitioner intrinsically because of the narcissistic personality was brought into light by
crucial patient-doctor interpersonal communication. Walder (1925) where he characterized these
A physician should not only be able to perceive and individuals to be unempathetic, displaying
comprehend the patient’s mental situation when condescending social behaviors based on superiority
diagnosed with a condition but also discuss upon feelings and an obsession with self-respect.
morbidity and critical scenarios. Such sensitive “Narcissistic mode of thought”, as explained by
information can only be disclosed if the doctor is Walder, is classified by conceptual thinking,
emotionally intelligent and has strong social skills. In overestimating own’s intellect, and reasoning just for
one study it was established that the doctors rated the sake it. (Kostyanya, 2019). Grandiosity,
their emotional intelligence lesser than what was entitlement, attractiveness, sense of being unique and
measured from feedback by their patients, eventually extreme attention seeking are the essentials in a
making emotional intelligence as a core component in narcissistic personality disorder, as explained in the
patient-doctor relationship (Waheed and Siddiqui, DSM-V
2020). Medical practitioners in many instances have been
Previous literature has explored teacher’s emotional described as arrogant, untrustworthy and self-
intelligence in various statistical associations with absorbed with a covetous intent, estimated to be
variables of personality, teaching attitudes, classroom arising from their skills and perceived social status. In
performance and students’ performance for example one such study physicians had rated themselves
and the results have emphasised the importance of higher on narcissism in all three traits of the ‘dark
emotional intelligence in education (Petrides et al., triad’ (Bucknall et al., 2015). Leon and his colleagues
2018; MacCann et al., 2020; Naqvi et al., 2016). It is (2018) introduced the term “disruptive physicians”
expected that to resolve any conflicts between who were identified as having an inflated and
educators and the pupil, the teacher is required to be distorted self-image in addition to haughtiness which
emotionally capable, hence building an effective would compromise the functioning of the medical
student-teacher relationship. A teacher therefore organization. These professionals tend to manipulate
needs to develop emotionality in herself/himself people with a severe lack of empathy. This narcissism
before interacting with his or her pupils. An in the physicians, emerging from friable self-esteem,
emotionally intelligent instructor will not only be gives way to aggression and defensive acts.
self-aware but also demonstrate understanding and Studies on narcissism in teachers or educators have
empathy towards learners, parents, peers, etc. Such clarified that when an educator is narcissistic, they act
teachers will also manage classrooms efficiently and defensive and have a demeaning attitude towards
deal with each students’ issues individually according their students. Their classroom behaviour is complete
to its extent. with egoistic attitude towards the students with
Narcissism discrimination against those who do not fall into their
Narcissism, the term, has been given meaning to by set of criteria of their ideal student image. Such
Ellis in 1898, inspired from the Greek narrative of teachers prefer students within their comfort zone and
Narcissisus getting romantically attached to his own set expectations. Not only is their teaching objective,
reflection ultimately to transmute into a flower. He but also, in lack of empathy required for essential
explained that narcissism directs at the sexual student teacher relationship establishment. When one
perversion where the ‘self’ is considered as prime study explored narcissism in prospective and
sexual object. Freud (1914) justified narcissism as secondary level teachers, it was evident that teachers
being completely absorbed in the self where all facets rating high as well as moderate on trait narcissism
of thinking lead to complete sexual gratification from had poor socio-personal adjustment and majority of
the whole self. the sample fell in the moderate range of narcissism.
Jones (1951) discussed narcissism as a personality (Mol, 2020). In another a Slovakian study, narcissism
trait which is equivalent to “God complex”. People was found to be an insignificant dark triad trait in
high on this trait come off as very charming, crave for teachers (Copkova, 2020)
power and are standoffish because of the sense of Narcissism is known to pathological (Ansell et al.,
superiority them. Horney (1939) differentiated self- 2015; Ellison et al., 2013, Dashineau et al., 2019),
esteem from narcissistic self-esteem by underpinning nonetheless, psychoanalysts had recognized certain
the realistic fundamental of ‘self-esteem’, indicating limited amounts of narcissism to be necessary in self-
that narcissists view themselves too highly (as cited preservation and in roles of headship (Freud,
by Thomaes et al., 2016). 1914,1918; Federn, 1928). This emphasises upon the

75
 Paromita Mitra Bhaumik, Rajeswaree Basu and Urja Sen

notion of ‘healthy narcissism’ required in helping Hypotheses

professions to deal with the society’s needs. Kernberg 1. There is no significant difference between medical
(1975) and Heinz Kohut (1978) were the first to practitioners and educators with respect to creativity.
elaborate theories on healthy narcissism. Although 2. There is no significant difference between medical
Kernberg (1975) spoke on normal narcissism being practitioners and educators with respect to emotional
an essential from of ‘self-love’, Kohut (1978) intelligence.
defended that healthy narcissism is manifested 3. There is no significant difference between medical
through humour, empathy and forms of creative practitioners and educators with respect to narcissism.
expression. In helping professions like teaching and 4. There is no significant relationship between
healthcare the individual holding power has to creativity and emotional intelligence of medical
influence their juniors’ behaviour and guide them in practitioners.
the process whereas doctors also need to be 5. There is no significant relationship between the
empathetic enough for patient and family. Healthy creativity and narcissism of medical practitioners.
narcissism is hence observed to be a motivator in 6. There is no significant relationship between
taking up helping professions. emotional intelligence and narcissism of medical
Associations between creativity and emotional practitioners.
intelligence has been studied earlier where positive 7. There is no significant relationship between
correlations have been discovered between self- creativity and emotional intelligence of educators.
reported creativity and emotional intelligence (Tu et 8. There is no significant relationship between the
al., 2018) and that certain elements of emotional creativity and narcissism of educators.
intelligence have predicted creativity (Geher et al., 9. No significant relationship exists between
2017). In studies of teacher population, creative educators’ narcissism and emotional intelligence.
abilities have shown positive correlation with Purposive sampling technique has been followed in
emotional intelligence (Duman et al., 2014). generating the sample. Data collection was conducted
Studies have shown that creativity and narcissism online through Google Forms as well as on-site in
have direct correlations (Martinsen et al., 2019) and questionnaire format. Collected data was scored,
self-estimated creativity also showed high positive tabulated and analysed using SPSS v.16.0 software.
correlation with narcissism (Wassenberg et al., 2016). Tools
Narcissists also pretend to be the good person by In this research the following tools were utilized to
opting positive creative options (Kapoor, 2015). assess creativity, emotional intelligence and
Trait emotional intelligence has been found to be narcissism in the sample of medical practitioners and
positively related to grandiose and vulnerable educators.
narcissism (Szabo et al., 2017; Zajenkowski et al., Schutte’s Self-Report Emotional Intelligence Scale
2018) and that, these grandiose narcissists have a (1998)
tendency to emotionally manipulate when they score The Self Report Emotional Intelligence Scale is a 33-
high on trait emotional intelligence (Casale et al., item self-report inventory that gives an assessment of
2019). In one study insignificant association was trait emotional intelligence where respondents rate
proven between trait emotional intelligence and accordingly on a five- point Likert type scale. Scores
narcissism (Miao et al., 2018) range from 33 to 165, with higher scores representing
Method better developed emotional intelligence. The internal
The purpose of this non-experimental quantitative consistency, measured through Cronbach’s alpha, for
research is to assess the levels of creativity, emotional the complete scale was found to be 0.90(Schutte et
intelligence (EI) and narcissism in medical al., 1988) during pilot investigation. The internal
practitioners and educators in the age range of 28- consistency of the subscales Perception of Emotion;
65years. The study further aims to identify if there Managing Own Emotions; Managing Others’
exists any significant relationship(s) between Emotions; and Utilisation of Emotion was computed
creativity, emotional intelligence and narcissism in to be 0.80, 0.78, 0.66 and 0.55, respectively
medical professionals and educators, respectively. (Ciarrochi et al., 2002). A two-week test-retest
 Study Group 1- Medical Practitioners aged reliability revealed 0.78 for total scale scores (Schutte
between 28-65 years et al., 1998) disclosing the test to be valid and reliable
 Study Group 2- Educators aged between 28-65 for use.
years. Kaufman Domains of Creativity Scale (2012)
Objectives The Kaufman’s Domains of Creativity (KDOCS) a
1. To assess the level of creativity, emotional self-report questionnaire consisting of 50 items,has
intelligence and narcissism of medical practitioners. been used to assess creativity of the sample where the
2. To assess the level of creativity, emotional respondents have to report their level of creative
intelligence and narcissism of educators. potential for certain activities as described by each of
3. Toassess the correlation between creativity, the statements. The internal consistency reliability of
emotional intelligence and narcissism among medical the full scale has been found to be sufficient as per
practitioners and educators. the value of 0.86 Cronbach’s alpha co-efficient. Test-

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 Creativity, Emotional Intelligence and Narcissism in Medical Practitioners and Educators

retest reliability scores of the entire scale and the the K-DOCS. The S.D. for creativity of medical
subscales Scholarly, Self/Everyday, Performance, practitioners and educators of the sample was found
Artisticand Mechanic/Scientific, was computed to to be 33.23 and 21.58 respectively. Although the t-
reveal 0.84, 0.77, 0.81, 0.87, 0.78, and 0.77 scores stand for no significant difference, medical
respectively, suggesting adequate internal validity. practitioners have scored slightly higher than
Narcissistic Personality Inventory (1984) educators on the dimension of perceived creativity.
The construct validity was found to be adequate for Hypothesis 1 is therefore accepted.
the seven scales at p<0.001(Raskin &Terry, 1988). The mean scores for trait emotional intelligence are
The scale comprises of bilateral statements, one of 123.83 and 123.50 for medical practitioners and
them indicating narcissistic actions and the educators, respectively. Standard deviations of the
respondent has to choose the statements subjectively. scores of the two groups are found to be 12.27 and
Higher scores on the scale direct at higher subclinical 17.93 respectively for medical practitioners and
narcissism. Test-retest reliability co-efficient for the educators. T-scores suggest no significant difference
full scale has been assessed to be 0.81 alpha, pointing between the two groups on the variable of emotional
at strong internal consistency of the scale (Rosario & intelligence, hence hypothesis 2 is accepted.
White, 2005). The Cronbach’s alpha score of 0.84 The mean scores on trait narcissism are 12.20 and
confirms the Reliability of NPI-40 as seen in a study 13.13 for medical practitioners and educators
assessing nonclinical narcissism (Nguyen & Shaw, respectively with standard deviations of 6.72 and 6.62
2020). respectively. The scores indicate negligible difference
Results between the traits among medical practitioners and
Table 1- Mean, SD and t-scores
Variable Sample N Mean Standard T-score
deviation
Creativity Medical practitioners 30 170.13 33.23 1.41
Educators 30 158.67 29.58 1.41
Emotional Medical practitioners 30 123.83 12.27 0.084
Intelligence EDUCATORS 30 123.50 17.93 0.084
Narcissism Medical practitioners 30 12.20 6.72 0.542
Educators 30 13.13 6.62 0.542

TABLE 2.1 CORRELATION MATRIX OF MEDICAL PRACTITIONERS

Creativity Emotional intelligence Narcissism
Creativity 1 0.197 0.334
P=0.297 P= 0.072
Emotional intelligence 0.197 1 0.627**
P=0.297 P=.000
Narcissism 0.334 1
P= 0.072
Table 2.2 correlation matrix ofeducators
Creativity Emotional intelligence Narcissism
Creativity 1 0.498** 0.487**
P=0.005 P=0.006
Emotional intelligence 0.498** 1 0.294
P=0.005 0.115
Narcissism 0.294 1
0.115

Above tables show scores of medical practitioners educators. Thus, Hypothesis 3 is accepted.
and educators of West Bengal, India on creativity, Zero-order correlations, as assessed by the Pearson r,
emotional intelligence and narcissism. Table 1 shows from table 2.1 reveal that there is no significant
mean, standard deviations and t-scores of perceived relationship existing between the variables of
creativity, emotional intelligence and narcissism of creativity and emotional intelligence as well as
both medical practitioners and educators. The creativity and narcissism, allowing us to accept
computation was done by summing up all the scores hypothesis 4 and 5. There is however, a highly
for the 30 medical practitioners and 30 educators. significant positive correlation between trait EI and
Scores reveal that the mean creativity for medical narcissism in the group of medical practitioners in the
practitioners are 170.13 and 158.67 for educators, study (r=0.627**), hence hypothesis 6 is nullified.
indicating that sample falls in the average range on

77
 Paromita Mitra Bhaumik, Rajeswaree Basu and Urja Sen

For the sample of educators, Pearson r zero-order intelligence of medical practitioners and educators in
correlations have exhibited positive significant West Bengal. These scores make it evident that the
correlation between the variables of creativity and sample is effective at dealing competently with
emotional intelligence (r=0.498*) as well as a strong patients and students in their respective fields. Having
positive correlation between creativity and narcissism adequate Emotional intelligence indicates that both
(r=.487**). Hence hypothesis 7 and 8 are nullified. medical professional and educators have adequate
However, no such statistical relationship has been self- awareness and can manage their own emotion
found between emotional intelligence and narcissism which in turn enhances their social awareness and
in educators, hence Hypothesis 9 is accepted. relationship management. Thus, they are capable of
Discussion crisis management in any situation and can cope with
The results in the current study have been both stressful situations efficiently. They are good at
contradictory and in line with the body of literature emotional expressions and emotional management
review presented here. Creativity as assessed by the which helps to empathize with others and engage in
Kaufman’s domains of creativity gives a measure on effective communication with others. This also refers
perceived creativity on an array of daily life activities to adequate emotional management of others and
including artistic, technical and mechanical tasks. In hence it helps in providing service and generate more
our study, it is observed that medical practitioners involvement, productivity and better performance
have scored higher on this perceived creativity as from others which could enhance the recovery of
compared to educators. This difference may be patients and also amplify performance of students.
attributed to the need of quick problem solving and Literature on Narcissism has disclosed varying effects
divergent thinking in the medical professional. In a and views on the topic. In the current study, medical
medical organization high, appropriate and prompt practitioners and educators have scored moderate on
functioning is required at every level of the the NPI-40 which explains that they possess a
organization. To attend and perceive to every recognizable amount of narcissism. The trait has been
stimulus calling for immediate response a medical seen mostly as a part of the “dark triad” or
practitioner has to be alert and aware. After gaining psychopathology. Findings have made it apparent that
clarity on the situation the physician must respond to the present sample portrays considerable arrogance
the threat as immediately and accurately as possible, and grandiose beliefs about the self. It may arise from
which requires adequate creative problem solving in their social status and the ability to influence the
contrast to that of an educator. An educator needs to society with their skills. The awareness of the power
promote creativity among students as well as perform that they hold, owing to their profession, inflates their
an effective classroom discourse. Yet, the scope for self-esteem. It is to be noted that this level of
creative thinking is limited for an educator as they narcissistic traits does not interfere with their
have to follow the rigid curriculum and there is a lack functioning on the professional and personal front.
of space for out of the box thinking and Instead, there is a chance that they gain confidence in
experimentation. However, a medical practitioner dealing with critical situations, especially in case of
needs to think of innovative ways to cater to different physicians. Educators are also required to deal with
patients/ clients with varied needs and also actively controversial classroom situations, conflicting
look for new research on creating innovative students and guardians’ expectations. To manage
treatment procedures and medical developments. these professional demands, an educator should be
Hence, it can be noted that sufficient creative ability able to efficiently respond to these ego threats and
is therefore vital for both the professions, but not in preserve their ‘self’. These demands are permissible
equivalence to the immediate call of an emergency with controlled narcissistic manifestation.
room in the hospital that needs to be attended by the On analyzing correlation values, the medical
medical professional. Both medical practitioners and practitioners from the sample exhibit positive
educators have scored moderate on perceived correlations between emotional intelligence and
creativity which confirms the findings of previous narcissism. Forgoing research has confirmed links
studies where helping professionals have scored well between trait emotional intelligence and grandiose
on creative abilities. It is expected of teachers to have narcissism or dark triad narcissism. Perhaps, this
high perception of creativity to identify and recognize finding is due the dark side of physicians’ emotional
students’ potential and optimization of abilities. intelligence. As emotional intelligence increases it
Hence it is essential that teacher training in India enhances the ability to understand and regulate others’
should put specific emphasis upon creative emotions hence it leads to feelings of grandiosity and
development that would enhance teaching- learning high self-esteem which brings about a feeling of
process. narcissism. This inflated sense of self-esteem
As discussed earlier, emotional intelligence has been demands excessive need for admiration and
accepted to be of foundational significance in helping recognition which tends to diminish scope for
professions. Nurture and care are unreasonable empathy. The positive correlation hence suggests that
without adequate emotional capacities and empathy. with increasing emotional intelligence of medical
The present study reveals adequate trait emotional practitioners, there will be a tendency to manipulate

78
 Creativity, Emotional Intelligence and Narcissism in Medical Practitioners and Educators

other’s emotions and feelings instead of empathizing. Aramesh K. (2017). Compassion as the reunion of
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