Relevant bibliographies by topics / Student Teacher emotional intelligence

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student Teacher emotional intelligence'

Author: Grafiati
Published: 5 June 2025
Last updated: 15 July 2025

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Journal articles on the topic "Student Teacher emotional intelligence"

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Jepps, Jepps, Shumaila Noreen, and Bushra Kazim. "Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms." Journal of Educational Psychology and Pedagogical Sciences 1, no. 1 (2022): 17–37. http://dx.doi.org/10.52587/jepps.v1i1.7.

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Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps
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Noreen, Shumaila, and Bushra Kazim. "Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms." Journal of Educational Psychology and Pedagogical Sciences 1, no. 1 (2022): 17–37. http://dx.doi.org/10.52587/jepps.v1i1.17.

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Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps
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Urooj Jan, Momin Khan, Syeda Nadia Shah, et al. "THE IMPACT OF EMOTIONAL INTELLIGENCE ON TEACHER-STUDENT RELATIONSHIPS IN PAKISTANI HIGHER EDUCATION: A MIXED-METHODS APPROACH." Contemporary Journal of Social Science Review 3, no. 2 (2025): 2061–74. https://doi.org/10.63878/cjssr.v3i2.825.

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This mixed-methods study investigated the impact of emotional intelligence on teacher-student relationships in Pakistani higher education institutions. Using a convergent parallel design, the research involved 450 participants (200 faculty members and 250 students) from five universities across Punjab, Sindh, and Khyber Pakhtunkhwa provinces. Quantitative data were collected using the Emotional Intelligence Scale (EIS) and Teacher-Student Relationship Scale (TSRS), while qualitative insights were gathered through 30 in-depth interviews and 6 focus group discussions. Results revealed a strong p
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Listiyawati, Listiyawati, Eliana Sari, and Ivan Hanafi. "Teacher's Emotional Intelligence, Class Management, and School Organizational Climate, on Interaction Behavior among Teachers and Students." Journal of Sosial Science 3, no. 4 (2022): 656–65. http://dx.doi.org/10.46799/jss.v3i4.376.

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The problems of classroom interaction among teachers and students arise in conditions of academic demands that assume the practice of teachers' social competence in class. This paper aims to study the effect of teachers' emotional intelligence, classroom management, and school organization climate on interaction behavior among teachers and students in SPK High School. A survey method with path analysis was applied to test the hypothesis and conduct interviews among 105 teachers and students by proportional random sampling technique. Upon this research, the conclusion is obtained. (1) A teacher
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Lazarenko, Nataliia, and Yana Hapchuk. "Emotional artificial intelligence in teacher education: a new dimension of teacher-student interaction." Педевтологія 2, no. 2 (2025): 7–18. https://doi.org/10.31652/3041-1203-2024(2)-7-18.

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The article explores the potential of Emotional Artificial Intelligence in higher teacher education. In the context of the digital transformation of education, Artificial Intelligence technologies play a crucial role in personalizing learning, enhancing teacher-student interaction, and adapting the educational process based on students’ emotional states. The study examines the fundamental principles of Emotional Artificial Intelligence, emotion recognition methods (computer vision, voice analysis, biometric technologies), and their application in educational contexts. The advantages of impleme
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Wang, Lu. "Correlation Between Teacher-Student Communication And Emotional Intelligence of Primary School Students Based on Positive Psychology." SHS Web of Conferences 180 (2023): 04008. http://dx.doi.org/10.1051/shsconf/202318004008.

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The development of emotional intelligence is significant for primary school students who are in a critical period of social and emotional development. In recent years, the integration of positive psychology and education has attracted more and more attention from the public, and teacher-student communication has always been an essential component in the education sector. In summary, the correlation between teacher-student communication under the theory of positive psychology and primary school students’ emotional intelligence has research significance and value. This research collects three ca
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Jamal, Bakht, Muhammad Hamid Nawaz Khan, and Sultan Akbar Shah. "Impact of Emotional Intelligence on Teacher's Performance in Higher Education Institutions in Pakistan." Global Educational Studies Review VIII, no. II (2023): 475–83. http://dx.doi.org/10.31703/gesr.2023(viii-ii).43.

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This study examines how emotional intelligence affects higher education teachers in Pakistan. Emotional intelligence shapes teacher-student relationships and classroom dynamics. The quantitative descriptive research design was adopted for the study. The respondents were 350 teachers from higher education institutions. The data were collected through a questionnaire to determine how emotional intelligence affects classroom management, communication, and teacher-student relationships. The data were analyzed by applying Pearson correlation and Regression Analysis. The findings reveal significant
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Ram, Dr Jalla. "Impact of Teacher Freezing on Emotional Intelligence of B.Ed. College Teachers." Journal of Humanities and Education Development 2, no. 5 (2020): 385–90. http://dx.doi.org/10.22161/jhed.2.5.10.

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Emotional intelligence (EI) is a fundamental aspect of effective teaching, influencing educators' abilities to connect with students, manage classrooms, and create positive learning environments. However, the phenomenon of "teacher freezing," characterized by emotional detachment resulting from prolonged stress and challenges, can significantly impede emotional intelligence and teaching efficacy. This study investigates the correlation between teacher freezing and emotional intelligence among B.Ed. college teachers, aiming to uncover the intricate interplay between these factors. This study un
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Anshu, Anshu. "EMOTIONAL INTELLIGENCE IN TEACHER EFFECTIVENESS: A SYSTEMATIC REVIEW." Shodh Manjusha: An International Multidisciplinary Journal 2, no. 1 (2024): 36–54. https://doi.org/10.70388/sm240118.

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Emotional intelligence (EI) has emerged as a crucial aspect of teacher effectiveness, impacting teacher-student interactions, classroom management, and overall learning outcomes. This systematic review aims to explore the relationship between emotional intelligence and teacher effectiveness, providing valuable insights into the significance of emotional intelligence in the teaching profession. The review includes a comprehensive analysis of empirical studies, theoretical frameworks, and meta-analyses conducted in various educational settings. The findings from the selected studies consistently
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Dr. Riffat-un-Nisa Awan, Dr. Muhammad Nadeem Anwar, and Samreen Farooq. "The Role of Elementary Teachers’ Emotional Intelligence Competencies in improving Students’ Motivation and Student-Teacher Relationship." sjesr 4, no. 2 (2021): 492–99. http://dx.doi.org/10.36902/sjesr-vol4-iss2-2021(492-499).

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Emotional intelligence is an accumulation of many emotional intelligence competencies and these competencies are generally found in people with different variations. Emotionally strong teachers impact teaching learning process in schools positively. The present study was conducted to find out the effects of emotional intelligence (EI) competencies of teachers on student-teacher relationship and student’s motivation at elementary level. Twenty five competencies of teachers were explored under five major domains i.e. emotional self-awareness, motivation, self-regulation, social-skills and social
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Dissertations / Theses on the topic "Student Teacher emotional intelligence"

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Rust, David Allen. "RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT." UKnowledge, 2014. http://uknowledge.uky.edu/edl_etds/8.

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Linda Darling-Hammond (1997) states that the classroom teacher is the most influential variable influencing student achievement outside of the child’s home environment. Many studies have attempted to identify the specific attributes of teachers who are more effective than others. During the last decade, research has shown that teachers who work to develop relationships, while delivering relevant and rigorous instruction, demonstrate greater student achievement. Additional studies from the world of business tell us that those individuals with increased levels of emotional intelligence are bette
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Fowler, Debra Ann. "Proprioception of the mind : balancing science and spirit through emotional intelligence /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,296.

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Williams, Augustus. "Using emotional intelligence interpersonal competency of empathy as a frame to combat xenophobia in schools: a case study." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13507.

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The aim of this study was to explore how the perceptions of teachers on their emotional intelligence interpersonal competency of empathy that could be used as a frame to combat xenophobia in schools. The three objectives of this study was to explore and describe: teachers’ perceptions and experiences of xenophobic violence in schools in Port Elizabeth’s Northern Areas; teachers’ responses to xenophobic violence from the emotional intelligence interpersonal competency of empathy; and how emotional intelligence interpersonal competency of empathy could be used as a tool to combat xenophobia in s
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Lazarte, Dely. "A study of the relationship between Thai educators' emotional intelligence and the productiveness of the hidden curriculum in higher education." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289435.

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Krcmar, Patricia. "Teacher-Student Interaction, the Impact It Has on Foster Youth and Their Social-Emotional Intelligence." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10973011.

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<p> Studies have been conducted on the effects of teacher-student interaction and student achievement. However, there is a need to examine the teacher-student interactions concerning at-risk students specifically the foster youth. This grounded-theory study examines the teacher-student interaction and the effects of social-emotional intelligence on the foster youth through qualitative and quantitative methods using the Foster Student Interaction and Social-Emotional Intelligence survey (FSI&amp;SEI) open-ended questions, interviews, and journals. A Southern California District educates approxi
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Rene, Claire. "Effects of Emotional Intelligence Training on Emerging Staff and Student Leaders in a Collegiate Setting." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/31.

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This study explored the effects of emotional intelligence (EI) training on emerging staff and student leaders’ EI quotient (EQ) score. The dissertation was designed to provide training incorporating EI concepts for emerging leaders who were considering enhancing their EI skills. Currently, the EI theory is not prevalent in leadership development training curricula in either academia or corporate settings (Freedman, 2010; Gliebe, 2012; Moore, 2012). EI is a form of social intelligence that allows an individual to discern, maintain, and control his or her own and others’ emotional reactions (May
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Dolzhenko, Inna Nickole. "Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011839/.

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In response to the main federal K-12 law, the Every Student Succeeds Act (ESSA) and the teacher education program standards, teacher education programs have tried to address social and emotional learning (SEL) content in their curricula. Adding information on SEL alone may not be enough to overcome the shortenings of many existing early childhood programs. The current study attempted to address these shortenings through the inclusion of specialized SEL strategies and sample activities in addition to traditional content on social-emotional learning and development. This study was organized with
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Fults, Justin R. "Identifying Teacher Emotional-Social Competencies That Predict Positive & Negative Relationships With Students." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555620765498101.

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Shafiq, Farah. "An investigation of emotional intelligence, epistemic beliefs and academic intrinsic motivation among student teachers in Pakistan." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8411/.

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Educational research has emphasised the importance of emotional intelligence, epistemic beliefs and academic intrinsic motivation to the teaching and learning process, with a large number of studies focusing on these areas in different contexts and at different levels of education. The contribution the present study makes to this scholarship is threefold: firstly, it fills a gap in the literature by exploring these constructs with students enrolled on teacher education courses. Secondly, the research is conducted in the context of Pakistan, where there is a paucity of educational research conc
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Incerti, Federica. "An Exploration of Emotional Intelligence and Technology Skills Among Students ata Midwestern University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1365541225.

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Books on the topic "Student Teacher emotional intelligence"

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Shankman, Marcy Levy. Emotionally intelligent leadership for students: Development guide. Jossey-Bass, 2010.

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Levy, Shankman Marcy, and Allen Scott J. 1972-, eds. Emotionally intelligent leadership for students: Facilitation and activity guide. Jossey-Bass, 2010.

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Shankman, Marcy Levy. Emotionally intelligent leadership for students: Inventory. Jossey-Bass, 2010.

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Shankman, Marcy Levy. Emotionally intelligent leadership for students: Workbook. Jossey-Bass, 2010.

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Glennon, Will. 200 ways to raise a boy's emotional intelligence: An indispensable guide for parents, teachers & other concerned caregivers. Conari Press, 2000.

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1972-, Allen Scott J., ed. Emotionally intelligent leadership: A guide for college students. Jossey-Bass, A Wiley Imprint, 2008.

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Gonzales, Mabel. Emotional Intelligence for Students, Parents, Teachers and School Leaders. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0324-3.

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Glennon, Will. La inteligencia emocional de los niños: Claves para abrir el corazón y la mente de tu hijo. Oniro, 2002.

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Nelson, Darwin B. Emotional intelligence: Achieving academic and career excellence. 2nd ed. Prentice Hall, 2011.

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Powell, William R. Becoming an emotionally intelligent teacher. Corwin, 2010.

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Book chapters on the topic "Student Teacher emotional intelligence"

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Gonzales, Mabel. "Understanding Emotional Intelligence." In Emotional Intelligence for Students, Parents, Teachers and School Leaders. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0324-3_1.

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Gonzales, Mabel. "Leadership and Emotional Intelligence." In Emotional Intelligence for Students, Parents, Teachers and School Leaders. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0324-3_11.

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Savina, Elena, Caroline Fulton, and Christina Beaton. "Students' Emotions in the Classroom." In Training Teachers in Emotional Intelligence. Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-8.

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Gonzales, Mabel. "School Leadership and Emotional Intelligence." In Emotional Intelligence for Students, Parents, Teachers and School Leaders. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0324-3_14.

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Gonzales, Mabel. "Helping Students to Develop Emotional Intelligence." In Emotional Intelligence for Students, Parents, Teachers and School Leaders. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0324-3_16.

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Gonzales, Mabel. "How to Boost Your Emotional Intelligence." In Emotional Intelligence for Students, Parents, Teachers and School Leaders. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0324-3_4.

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Gonzales, Mabel. "Emotional Intelligence and the School Community." In Emotional Intelligence for Students, Parents, Teachers and School Leaders. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0324-3_15.

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Gonzales, Mabel. "Emotional Intelligence and Adolescent Mental Health." In Emotional Intelligence for Students, Parents, Teachers and School Leaders. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0324-3_13.

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Gonzales, Mabel. "Understanding Emotions." In Emotional Intelligence for Students, Parents, Teachers and School Leaders. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0324-3_2.

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Gonzales, Mabel. "Workplace Emotions." In Emotional Intelligence for Students, Parents, Teachers and School Leaders. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0324-3_9.

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Conference papers on the topic "Student Teacher emotional intelligence"

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Xu, Minchen, Hao Zhang, Heyu Chang, Nianwen Si, Dan Qu, and Chaolong Hao. "Weighted Contrastive Teacher: A Teacher-Student Framework for Unsupervised Cross-Domain Rumour Detection." In 2024 8th Asian Conference on Artificial Intelligence Technology (ACAIT). IEEE, 2024. https://doi.org/10.1109/acait63902.2024.11021876.

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Chatterjee, Abhiroop, Susmita Ghosh, and Namita Jain. "Enhancing Student Model via Knowledge Transfer with Prior-Informed Constraints from a Teacher." In 2024 International Conference on Emerging Techniques in Computational Intelligence (ICETCI). IEEE, 2024. http://dx.doi.org/10.1109/icetci62771.2024.10704160.

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Liu, Yuexin, Amir Zavareh, and Ben Zoghi. "AI-Powered Strategies for Alleviating Graduate Student Burnout Through Emotional Intelligence and Wearable Technology." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893536.

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Guo, Lijuan, Guoshan Xie, Chuansheng Luo, et al. "Graph-Aided Teacher-Student Framework for Semi-Supervised Object Detection in Transformer Bench Inspection." In 2025 2nd International Conference on Smart Grid and Artificial Intelligence (SGAI). IEEE, 2025. https://doi.org/10.1109/sgai64825.2025.11009623.

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Cerdá Suárez, Luis Manuel. "TEACHING WITH ARTIFICIAL INTELLIGENCE IN VIRTUAL INSTITUTIONS: A COMPARATIVE STUDY ON STUDENT-TEACHER INTERACTION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1367.

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Li, Jiaojiao, Tianming Yang, and Kaihui Mu. "Designing Games for Cognitive and Emotional Integration in Mathematics Education: Insights from Teacher Interviews and Game Design Analysis." In 2024 International Conference on Cyber-Physical Social Intelligence (ICCSI). IEEE, 2024. https://doi.org/10.1109/iccsi62669.2024.10799399.

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G S, Padmashree, and Mamatha H K. "TRANSFERENCE OF TEACHERS’ EMOTIONAL INTELLIGENCE TO STUDENTS DURING ADOLESCENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end088.

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"Introduction. This study explores the impact of teachers’ emotional intelligence on the emotional intelligence of students aged between 14 to 16 yrs. studying in the 9th and 10th grade. The study is interested to understand the level of transference of teachers’ emotional intelligence to the students through the teacher-student interactions that happen at schools. This is the age where the students are highly vulnerable to their surroundings and need highest support from teachers and teachers’ way of behavior has huge impact is the hypothesis. Background. Adolescence is a very vulnerable age
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Garbenis, Simas. "Trait Emotional Intelligence of Teachers Working in Special Education Schools." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.35.

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Today’s schools are constantly engaged by various new experiences, challenges, difficulties and opportunities. Nowadays it is well known that for a school to be successful in both academic and social development it must be opened to use new strategies and methods in order to adapt to these constantly upcoming challenges. It is known that students with special educational needs usually find it harder to function socially, academically, they also tend to undervalue their quality of life. In recent years it has been discovered that student emotions can play a huge part for one’s development in th
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Wasidi, Wasidi. "Developing an Emotional Intelligence Instrument for Teacher Student." In Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iceri-18.2019.13.

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Sapariuc, Adriana (Tudurutã), and Anca Maria Clipa. "Teachers’ Emotional Intelligence and Conflict Management Strategies Implementation Impacting Educational Institution Reputation." In 10th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2024. https://doi.org/10.31410/eraz.2024.447.

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The research investigates the impact of teachers’ emotional intelligence (EI) on constructive conflict management, identifies best practices, and examines the effect of conflict management strategies on the educational institution’s reputation. A mixed methodology was employed for this research as 55 teachers’ ESCQ-T (Emotional Skills and Competence Questionnaire for Teachers) was assessed, followed by semi-structured interviews with those with the highest EI. The study identified key practices these teachers use to manage conflicts effectively, fostering the integration-based conflict managem
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Reports on the topic "Student Teacher emotional intelligence"

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Goh, Ailsa Ee Ping, Carol Soo Ching Tan, and Cher Chong Tan. Positive teacher language: Improving teacher-student relationships and engaging low progress students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22613.

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Teachers need to create a safe and nurturing environment, and build strong relationships with students, as these are critical enablers for ensuring that students rediscover the joy of learning in school. Low progress students who perceive high emotional support from teachers are more likely to be engaged in class (Chong, Huan, Quek, Yeo, &amp; Ang, 2010; Martin &amp; Rimm-Kaufman, 2015). Strong teacher-student relationships have also been associated with increased academic achievement and reduced school dropout (Croninger &amp; Lee, 2001; Murray &amp; Malmgren, 2005). The Responsive Classroom
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Ruhalahti, Sanna, Ricardo Cuenca, and Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an onli
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Greene Nolan, Hillary, and Mai Chou Vang. Automated Essay Scoring in Middle School Writing: Understanding Key Predictors of Students’ Growth and Comparing Artificial Intelligence- and Teacher-Generated Scores and Feedback. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/187.

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Providing feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos, essay prompts, and a platform for students to submit and revise essay drafts with AI-generated scores and feedback. We analyze AI-generated writing scores of 3,233 7th- and 8th-grade students in school year 2021-22 and find that students’ growth over t
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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of
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