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Journal articles on the topic 'Student Teacher emotional intelligence'
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1
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 can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction
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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.
Full textAbstract:
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 can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction.
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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 positive correlation (r = 0.78, p < 0.001) between teachers' emotional intelligence and relationship quality. Teachers with higher emotional intelligence demonstrated significantly better relationships with students across all measured dimensions. Self-regulation and social awareness emerged as the strongest predictors of positive teacher-student relationships. Qualitative findings highlighted cultural factors unique to Pakistani contexts, including respect for authority, hierarchical communication patterns, and the importance of emotional support in academic success. The study found that emotionally intelligent teachers were more effective in managing classroom dynamics, understanding student needs, and creating supportive learning environments. These findings have significant implications for teacher training programs and educational policy in Pakistani higher education, suggesting that developing emotional intelligence competencies should be prioritized to enhance educational outcomes and student satisfaction.
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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's emotional intelligence, class management, and school organization climate positively affect teacher and student interaction behavior. (2) A teacher's emotional intelligence has a positive direct effect on school organization climate. Class management has a positive direct effect on the school organization climate. (3) A teacher's emotional intelligence has a positive direct effect on class management. (4) A teacher's emotional intelligence positively affects teacher and student interaction behavior through the school organization climate. (5) Class management positively impacts teacher and student interaction behavior through the school organization climate. The conclusion is that the teacher and student interaction behavior is affected by the teacher's emotional intelligence, class management, and school organization climate
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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 implementing this technology in pedagogical universities are analyzed, particularly its ability to improve feedback between students and teachers, foster a more supportive emotional learning environment, and increase student motivation. Special attention is given to the challenges of integrating Emotional Artificial Intelligence into the educational process, such as ethical concerns regarding data privacy, technological limitations, and potential resistance from educators and students. The study identifies future research directions, including improving emotion recognition algorithms, developing ethical standards for the use of emotional data, and integrating Emotional Artificial Intelligence into digital learning platforms. The findings highlight the significant potential of Emotional Artificial Intelligence in pedagogical education to create an adaptive and emotionally responsive learning environment.
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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 cases of teacher-student communication based on the three major fields of positive psychology in a school and combines the ‘Emotional Intelligence Scale’ (EIS) to analyze the correlation between teacher-student communication and pupils’ emotional intelligence. The results show that teacher-student communication based on the three major fields of positive psychology promotes the four dimensions of primary school students’ emotional perception, self-emotional regulation, regulation of others’ emotions, and use of emotions. Primary school teachers are recommended to adopt this method for teacher-student communication.
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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 positive correlations between emotional intelligence and classroom management practices (r = 0.62) and effective communication skills (r = 0.68). Additionally, there is a moderate to strong positive correlation (r = 0.68) between emotional intelligence and teacher-student relationships. The regression analysis confirms emotional intelligence significantly predicts the quality of teacher-student relationships (β = 0.50, p < 0.001). The findings emphasize the relevance of emotional intelligence in higher education teachers to increase performance and provide a more supportive learning environment. Emotional intelligence training in teacher education and professional development can improve Pakistani education.
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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 underscores the urgent need for recognizing teacher freezing as a critical factor influencing B.Ed. college teachers' emotional intelligence and professional well-being. The research offers insights into the complex relationship between teacher freezing and emotional intelligence, serving as a foundation for instituting targeted interventions. By addressing teacher freezing through interventions aimed at enhancing emotional intelligence, teacher training programs and educational institutions can support teachers in developing holistic and emotionally intelligent teaching practices. The implications of this study extend beyond the individual teacher to encompass the broader educational landscape. Mitigating the impact of teacher freezing on emotional intelligence has the potential to elevate the quality of teaching, foster healthier classroom dynamics, and ultimately enhance student outcomes. This research contributes to the ongoing discourse on teacher well[1]being and pedagogical effectiveness, emphasizing the importance of nurturing emotional intelligence within the context of evolving educational paradigms.
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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 highlight the positive correlation between emotional intelligence and teacher effectiveness. Teachers with higher emotional intelligence exhibit enhanced instructional practices, leading to improved student engagement, motivation, and academic performance. Additionally, emotional intelligence plays a pivotal role in managing work-related stress, reducing teacher burnout, and enhancing job satisfaction, contributing to the overall well-being and longevity of educators. The review emphasizes the importance of incorporating emotional intelligence assessment and training in routine teacher evaluations and professional development programs. Recognizing the influence of contextual factors, such as gender and cultural differences, on emotional intelligence levels, the study stresses the need for culturally sensitive interventions to address the unique needs of teachers in diverse Furthermore, in the context of the COVID-19 pandemic and the rise of virtual communication, the review highlights the role of emotional intelligence in managing work stress and promoting effective decision-making in remote teaching environments. While the reviewed literature offers valuable insights, certain limitations and gaps exist, necessitating future research to address these areas and explore the long-term impact of emotional intelligence training on teacher effectiveness and student outcomes. In conclusion, this systematic review underscores the significance of emotional intelligence in teacher effectiveness and advocates for its integration in teacher training and professional development initiatives. By nurturing emotional intelligence in educators, education systems can foster a more compassionate, inclusive, and successful learning environment, benefiting both teachers and students alike.
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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-awareness. Goleman’s Emotional Competence Inventory (Boyatzis & Goleman, 2002) was used as a tool for data collection. Two questionnaires were developed by the researchers after review of related literature for measuring the student’s motivation and student-teacher relationship. For assuring the reliability of instrument, Cronbach alpha reliability coefficient was calculated, which ranged from 0.73 to 0.86. One hundred and sixty elementary school teachers (EST) and senior elementary school educators (SESE) were selected as the sample of the study from two tehsils of Sargodha district. The data of one hundred and fifty one respondents were analyzed through t-test, one way ANOVA and regression analysis. The findings discovered that teacher’s EI competencies had significant effect on students’ motivation and student-teacher relationship in elementary schools. There was no gender difference in emotional competencies of teachers. It was concluded that age had significant effect on teacher’s EI competencies as younger ones scored higher on ECI. It was recommended that training programs may be organized to enhance teachers’ emotional intelligence competencies.
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Abdul Rehman, Sohail Mazhar, Tahira Murtaza, and Dawar Awan. "THE ROLE OF EMOTIONAL INTELLIGENCE IN TEACHER EFFECTIVENESS IN PAKISTANI HIGHER EDUCATION." Contemporary Journal of Social Science Review 3, no. 2 (2025): 2242–55. https://doi.org/10.63878/cjssr.v3i2.846.
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This quantitative study investigated the relationship between emotional intelligence and teacher effectiveness among faculty members in Pakistani higher education institutions. A cross-sectional survey design was employed with 350 faculty members from public and private universities across four provinces of Pakistan. Data were collected using the Emotional Intelligence Scale and Teacher Effectiveness Scale, supplemented by student evaluations. Results revealed a significant positive correlation (r = 0.742, p < 0.001) between emotional intelligence and teacher effectiveness. Multiple regression analysis indicated that emotional intelligence explained 55.1% of the variance in teacher effectiveness scores. Self-awareness (β = 0.312, p < 0.001) and empathy (β = 0.285, p < 0.001) emerged as the strongest predictors of teaching effectiveness. The findings demonstrate that emotionally intelligent teachers exhibited superior pedagogical competence, enhanced student engagement, and improved academic outcomes. This study provides empirical evidence for the critical role of emotional intelligence in educational effectiveness within the Pakistani context and suggests the need for targeted professional development programs focusing on emotional competencies for higher education faculty.
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Opiola, Kristie K., Daniel M. Alston, and Brandi L. Copeland-Kamp. "The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach." Professional School Counseling 23, no. 1_part_2 (2020): 2156759X1989918. http://dx.doi.org/10.1177/2156759x19899181.
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This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.
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Valente, Sabina, Augusta Veiga-Branco, Hugo Rebelo, Abílio A. Lourenço, and Ana M. Cristóvão. "The Relationship between Emotional Intelligence Ability and Teacher Efficacy." Universal Journal of Educational Research 8, no. 3 (2020): 916–23. https://doi.org/10.13189/ujer.2020.080324.
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Emotional intelligence and self-efficacy are considered two of the most fundamental teachers’ characteristics to create positive effects on students. Recent research on teacher efficacy has turned from a focus on mastery of content area and lesson plan development to the identification of teacher beliefs and the emotional self-regulation required for teaching and student learning. The purpose of this research was to examine whether emotional intelligence abilities influence teacher efficacy. The relationship between teacher gender, teaching experience, and academic formation with emotional intelligence abilities are also analyzed. The sample comprised 634 Portuguese school teachers. Data sources included the Emotional Skills and Competence Questionnaire for Teachers, and the Teacher Efficacy in Classroom Management and Discipline Scale. The findings, using structural equation modeling showed that school teachers with greater skills at perceiving, understanding, expressing, classifying, managing, and regulating emotions demonstrated greater levels of teaching efficacy. Therefore teachers’ emotional intelligence abilities positively influence teacher efficacy. Having teachers who are apt to perceive and manage emotions will be salutary for the personal development of students, as well as for structuring a positive and self-regulating learning environment. So the results support the teachers’ emotional intelligence ability to job performance and add to literature suggesting that to succeed in the complex and demanding school setting, teachers must develop the necessary emotional skills for enhancing their efficacy. This research contributes to the importance of being created in the teachers’ academic training, the emotional education discipline.
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Pattiasina, Petrus Jacob, Ahmad Zamakhsari, and Chandra Halim. "Exploring the Role of Emotional Intelligence Training in Enhancing Teacher-Student Relationships and Academic Performance." International Education Trend Issues 2, no. 2 (2024): 206–13. http://dx.doi.org/10.56442/ieti.v2i2.713.
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This study explores the impact of emotional intelligence (EI) training on enhancing teacher-student relationships and improving academic performance in middle schools. Using a quasi-experimental design, the research involved 60 teachers and 600 students, with the teachers randomly assigned to either an intervention group, which received EI training, or a control group. Quantitative measures included the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Teacher-Student Relationship Inventory (TSRI), and academic performance assessments through grades and standardized test scores. Qualitative data were collected via semi-structured interviews and focus groups. The results indicated significant improvements in teachers' EI levels, better teacher-student relationships, and higher academic performance among students in the intervention group. Qualitative findings corroborated these outcomes, highlighting enhanced communication and classroom climate. These findings underscore the potential benefits of integrating EI training into teacher professional development programs to foster both emotional well-being and academic success among students.
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Lyanda, Joanne Nabwire, and Salmon Oliech Owidi. "Affective Pedagogy and Emotional Intelligence in Online Learning: Enhancing Teacher-Student Relationships." Research Journal of Education, Teaching and Curriculum Studies 3, no. 1 (2025): 15–25. https://doi.org/10.58721/rjetcs.v3i1.891.
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Emotional intelligence (EI) significantly influences teacher-student relationships and learning outcomes in online educational settings. This study examines the role of EI in shaping interactions, engagement, and performance through a review of literature and a quantitative approach. Data collection involved surveys and interviews with online educators (N = 200) and students (N = 300). Quantitative analysis utilized Pearson correlation and multiple regression to explore the relationships between EI, teaching effectiveness, and student engagement. Findings revealed a strong positive correlation between teacher EI and teaching effectiveness (r = 0.72, p < 0.001), suggesting that emotionally intelligent teachers are better equipped to foster engagement and satisfaction among students. Similarly, student EI strongly correlated with engagement (r = 0.80, p < 0.01), indicating that emotionally intelligent students are more active in online learning. Regression analysis showed that teacher EI accounted for 52% of the variance in teaching effectiveness (β = 0.45, p < 0.01), while student EI explained 42% of the variance in engagement (β = 0.38, p < 0.01). Qualitative interviews underscored these findings, emphasizing the importance of empathy, emotional support, and self-regulation in creating positive learning environments. The study concludes that integrating EI training into teacher professional development and online curriculum design is crucial for improving relationships and learning outcomes. These strategies aim to cultivate empathy, self-awareness, and emotional support among educators and learners, enhancing engagement and educational success in online environments.
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Guslyakova, Nina I., and Alla V. Guslyakova. "Emotional Intelligence as a Driving Force in the Study of Foreign Languages in Higher Education." ARPHA Proceedings 3 (November 25, 2020): 781–92. https://doi.org/10.3897/ap.2.e0781.
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The study of foreign languages in the era of the third millennium is perhaps one of the most important, life-affirming competencies for the modern man. One of the effective ways to maintain motivation among university students to learn a foreign language, do their language tasks and attend practical language classes is to establish a special emotional connection with the student, i.e. to activate emotional intelligence in the process of L2 learning and the teacher - student interaction.The main goal of this research is to study the relationship between the level of development of a teacher's emotional intelligence (L2 teacher at the university) and the success of mastering a foreign language by students of linguistic specialties in a higher educational institution. The variety of methods for diagnosing emotional intelligence were used in this work (EmIn questionnaire by D. Lyusin; N. Hall and empathy level estimate by V.V. Boyko). Methods of statistical data processing - factor, correlation and regression analyses - allowed measuring and establishing a teacher's ability to understand students' emotions, manage their emotional sphere in order to achieve the most effective teaching result in foreign language classes. 22 senior students from the Institute of Foreign languages at Moscow State Pedagogical University participated in the experiment. The study made it possible to establish a significant correlation between the parametric data on the teacher's emotional intelligence and the academic success of a student studying a foreign language. A system of recommendations was introduced on the level of development of L2 teachers' emotional intelligence with the aim of establishing a positive emotional connection with students and creating a favourable learning atmosphere in L2 classes as well as achieving effective learning outcomes.
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Alam, Abdullah, and Mushtaq Ahmad. "The role of teachers’ emotional intelligence in enhancing student achievement." Journal of Asia Business Studies 12, no. 1 (2018): 31–43. http://dx.doi.org/10.1108/jabs-08-2015-0134.
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Purpose This study aims at finding the impact of teachers’ emotional intelligence on student achievement. Design/methodology/approach For a sample of 224 public school teachers, regression analysis has been conducted to find the impact of emotional intelligence on student achievement through the mediation of teacher commitment and school culture. Findings The study results indicate that the relationship between emotional intelligence and student achievement is mediated by school culture. Originality/value Previous studies on emotional intelligence and student achievement have focused on emotional intelligence of the principals only. Literature on the impact of teachers’ emotional intelligence on student achievement is scarce. The current study adds to this strand of literature by exploring the impact of teachers’ emotional intelligence in enhancing student achievement.
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Gloria Matthews. "Developing Emotionally Intelligent Teachers: A Panacea for Quality Teacher Education." International Journal on Integrated Education 3, no. 6 (2020): 92–98. http://dx.doi.org/10.31149/ijie.v3i10.676.
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Psychologist and Researchers have established that emotional intelligence influence students’ academic achievement, self-efficacy, emotional regulation and motivation. However, in most teachers training institutions in Nigeria there are no facilities and program put in place to teach emotional intelligence skill. A classroom comprise of students from various socio-economic background with different personalities, these students express positive and negative emotions such as happiness, anger, distress and excitement which could influence learning. In the light of this situation, it becomes imperative for teacher educators and administrators of teachers’ training collages to develop emotionally intelligent teachers who have the capacity to regulate their emotions accurately and understand the emotions of students in their various classrooms. This is necessary to assist students become emotionally stable and facilitates the teaching-learning process. Consequently, the paper seeks to examine the concept of emotional intelligence, concept of quality education, concept of teacher education, theories of emotional intelligence and the relevance of training emotionally intelligent teachers for quality teacher education. Finally, the paper recommend amongst others, the inclusion of emotional intelligence skill in the curriculum of teachers training institutions.
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Dmitrochenko, N. A., and V. V. Kourdakova. "The role of emotional intelligence of a university foreign language teacher in the era of digitalisation." TIDINGS of the Baltic State Fishing Fleet Academy Psychological and pedagogical sciences (Theory and methods of professional education), no. 4(70) (January 9, 2025): 144–50. https://doi.org/10.46845/2071-5331-2024-4-70-144-150.
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The role of intrapersonal and interpersonal emotional intelligence of a foreign language teacher in a higher educational establishment is discussed in the article because of the growing impact of the digitalization adverse effects upon the emotional sphere of subjects of the educational process. It is mentioned that the transfer of communication into the digital sphere as well as the integration of digital technologies into the learning process may have negative affect on the development of the emotional intelligence of both teachers and students. It may affect the success in the chosen carrier. The special characteristics of the subject “foreign language” are being considered by the authors as the means of the development of the student’s emotional intelligence and creating of positive emotional atmosphere during the lessons. Ways of implicit and explicit expression of positive and negative emotions of the learning process participants are described in detail. Since the process of a foreign language learning implies close inevitable direct interaction ‘teacher-student’ and ‘student-student’, the stereotypes of emotional behavior occur (appear if already acquired) in the communication subjects. They may not positively affect the process of obtaining knowledge, skills and abilities. So the features of sanogenic and pathogenic thinking in the structure of emotional intelligence are focused on in the article. The examples of the pathogenic thinking expression of students during the lessons are described. Using the retrospective review method of the formation of the concept ‘emotional intelligence’, the structure and the types of emotional intelligence of a university teacher and his/her role in the process of the effective interaction between a teacher and a student are revealed.
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Dr., Safa Tariq Habeeb Mohammed Hussain Garma. "The Role of Emotional Intelligence in Enhancing Teaching Competency, and Student Engagement Among Pre-Service Teachers." INTERNATIONAL JOURNAL OF TEACHER EDUCATION RESEARCH STUDIES (IJTERS) 1, no. 1 (2024): 29–34. https://doi.org/10.5281/zenodo.14513065.
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<strong>Abstract </strong> This research examines how pre-service teacher’s emotional intelligence (EI) affects their ability to teach, and how it helps them engage their students. Emotional intelligence, which includes abilities like empathy, self-awareness, and interpersonal communication, is essential for good classroom management, and instruction. Using a mixed-methods approach, the study looks at how pre-service teachers with higher EI exhibit improved classroom interactions, instructional tactics, and adaptability, which improves student participation, and learning results. The importance of including emotional intelligence training in teacher education programs is highlighted by the findings, which will enhance student engagement, and teaching effectiveness, and eventually raise the standard of education. Policymakers, educators, and researchers can all benefit from this study's insightful recommendations for improving teacher preparation programs.
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Li, Yanning. "The Impact of Teacher-student Relationships on Students' Mental Health." Lecture Notes in Education Psychology and Public Media 33, no. 1 (2024): 30–35. http://dx.doi.org/10.54254/2753-7048/33/20231375.
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This paper explores the significant impact of teacher-student relationships on students' mental health, emphasizing the need for proactive measures in educational institutions. The intricate dynamics of these relationships influence students' self-concept, academic performance, and emotional well-being. Various challenges faced by students' mental health, including stress, depression, perfectionism, and the influence of social media, are discussed. The paper categorizes teacher-student relationships into oppositional, dependent, laissez-faire, and democratic patterns, highlighting the importance of fostering democratic relationships characterized by mutual respect and collaboration. Positive teacher-student relationships enhance students' self-concept, academic adaptability, and emotional engagement, while negative relationships can lead to emotional distress. The paper suggests fostering open communication, training teachers in empathic communication and emotional intelligence, and integrating Social and Emotional Learning (SEL) programs. It emphasizes creating a sense of belonging in the classroom and investing in accessible mental health resources. These strategies aim to create an environment where teacher-student relationships contribute to student's holistic development and well-being.
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Amosco, Nizel, Fate Casinillo, Marianne Irish Payod, Nolasco Malabago, Khalid Mustafa, and Remcil Neri. "Teachers' Emotional Intelligence and Its Influence on Learners' Behavioral Development." International Journal of Educational Studies 8, no. 2 (2025): 21–30. https://doi.org/10.53935/2641533x.v8i2.312.
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This research explores the relationship between teachers' emotional intelligence and student behavior in an educational setting, focusing on key behavioral aspects such as emotional regulation, social skills, respectful behavior, and engagement. Emotional intelligence, which encompasses self-awareness, self-regulation, motivation, mental health first aid skills, and relationship management, is believed to play a significant role in fostering a positive learning environment. However, the findings revealed no statistically significant relationship between the emotional intelligence of teachers and students' behavior, as all p-values exceeded the 0.05 threshold. Despite the high levels of emotional intelligence among teachers, the study suggests that these competencies do not directly influence student behavior in the areas assessed. The research emphasizes the importance of bridging the gap between emotional intelligence and its practical application in classrooms. Based on the findings, a development program is proposed to enhance teachers' ability to leverage their emotional intelligence effectively, focusing on training in classroom management, student engagement strategies, and fostering respectful and collaborative learning environments. The program aims to provide actionable insights and tools for teachers to translate emotional intelligence into impactful teaching practices that positively shape student behavior. This study underscores the need for further research into other factors influencing student behavior and calls for targeted interventions that integrate emotional intelligence with practical pedagogical approaches. The findings and proposed program provide valuable guidance for educators and administrators striving to improve student outcomes through teacher professional development.
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Rauf, Abdul, Suarman Suarman, and Sri Kartikowati. "The Influence of Emotional Intelligence and Student Learning Behavior Through Student Motivation on Student Learning Outcomes." Journal of Educational Sciences 4, no. 4 (2020): 881. http://dx.doi.org/10.31258/jes.4.4.p.881-889.
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Learning outcomes are a description on how students understand the material presented by the teacher. Learning outcomes are output values in the form of numbers or letters obtained by students after receiving learning material through a test or exam delivered by the teacher. This study aims to determine the effect of emotional intelligence, learning behavior, motivation on learning outcomes either simultaneously or partially. The method used in this research is descriptive method. Based on the data analysis and hypothesis testing that has been carried out in this study, the results of the research show that there is an influence of Emotional Intelligence and Learning Behavior on Motivation with a t-count of 5,912 emotional intelligence on motivation and learning behavior with a bear t count of 4.408 thus it can It is known that emotional intelligence and learning behavior affect learning motivation. The conclusions are as follows: 1) The influence of Emotional Intelligence and Learning Behavior on Motivation. 2) The influence of Emotional Intelligence and Learning Behavior, Motivation on student learning outcomes.
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Kukanja, Mojca, Urška Antolin, and Andreja Istenič. "Teacher’s Social and Emotional Competences: A Study Among Student Teachers and Students in Education Science in Slovenia." European Journal of Educational Research 10, no. 4 (2021): 2033–44. http://dx.doi.org/10.12973/eu-jer.10.4.2033.
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<p style="text-align: justify;">In contemporary school systems, the concept of a teacher is defined as a socially and emotionally intelligent, pedagogically, and psychologically competent school leader. This would mean that not only the teacher's subject knowledge is sufficient, but also good knowledge of general pedagogical-psychological skills, knowledge, and management of the didactic approach, etc. Social and emotional skills/intelligence (SEI) restore the value of teachers as creators of learning and connect education to the larger social world in which SEI plays the most important role. This paper highlights the importance of social and Emotional Intelligence (SEI) in teacher education, examining the current state of research and the most important role of SEI in students' personal, social, and academic achievement, as well as teacher effectiveness and personal growth. By presenting the scientific evidence of SEI in teaching and teacher education, this study assesses the SEI level of student teachers at the University of Primorska, Faculty of Education, Slovenia. SEI is examined, through its main components: Self-awareness, Self-management, Social Awareness and Social Skills. In conclusion, this paper aims to show the need to develop SEI in future teacher education in Slovenia.</p>
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Kukanja, Mojca, Urška Antolin, and Andreja Istenič. "Teacher’s Social and Emotional Competences: A Study Among Student Teachers and Students in Education Science in Slovenia." European Journal of Educational Research 10, no. 4 (2021): 2033–44. http://dx.doi.org/10.12973/eu-jer.10.4.2033.
Full textAbstract:
<p style="text-align: justify;">In contemporary school systems, the concept of a teacher is defined as a socially and emotionally intelligent, pedagogically, and psychologically competent school leader. This would mean that not only the teacher's subject knowledge is sufficient, but also good knowledge of general pedagogical-psychological skills, knowledge, and management of the didactic approach, etc. Social and emotional skills/intelligence (SEI) restore the value of teachers as creators of learning and connect education to the larger social world in which SEI plays the most important role. This paper highlights the importance of social and Emotional Intelligence (SEI) in teacher education, examining the current state of research and the most important role of SEI in students' personal, social, and academic achievement, as well as teacher effectiveness and personal growth. By presenting the scientific evidence of SEI in teaching and teacher education, this study assesses the SEI level of student teachers at the University of Primorska, Faculty of Education, Slovenia. SEI is examined, through its main components: Self-awareness, Self-management, Social Awareness and Social Skills. In conclusion, this paper aims to show the need to develop SEI in future teacher education in Slovenia.</p>
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Valente, S., and A. A. Lourenço. "Emotional intelligence makes a difference: The impact of teachers' emotional intelligence abilities on conflict management strategies in the classroom." Know and Share Psychology 1, no. 4 (2020): 123‐134. https://doi.org/10.25115/kasp.v1i4.4249.
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Several studies show the relationship between emotional intelligence abilities and conflict management. However, there is a lack of research that relates these constructs in teachers. To bridge this knowledge gap, and since much more needs to be learned about how teachers’ emotional intelligence abilities are related to classroom interpersonal relationships this study aimed to investigate how teachers’ emotional intelligence abilities influence the selection and use of conflict management strategies in the classroom. The study sample comprised 848 teachers (5th to 12th grades) from Portuguese schools. Teachers were evaluated through questionnaires that assessed the perception of emotional intelligence abilities and of the strategies used to manage classroom conflicts. Results showed that teachers who scored high in emotional intelligence abilities (perceive, understand, express, and manage emotions) use mainly integrative strategies to manage conflicts more frequently than other strategies. The findings suggested that the teacher’s emotional intelligence abilities are a promoter of choosing the most appropriate strategies for constructively classroom conflict management. In conclusion, these results highlight the interactive role of the teacher’s emotional intelligence abilities in managing conflict. These novel findings suggest the need for implementing intervention programs to promote teachers’ emotional intelligence abilities as a valuable means of managing conflict in the classroom.
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Kovalchuk, Vasyl, Ivan Prylepa, Oleksandra Chubrei, Inna Marynchenko, Vitalii Opanasenko, and Yevhenii Marynchenko. "Development of Emotional Intelligence of Future Teachers of Professional Training." International Journal of Early Childhood Special Education 14, no. 1 (2022): 39–51. http://dx.doi.org/10.9756/int-jecse/v14i1.221006.
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The problem of the development of emotional intelligence of future specialists in vocational education is investigated. It is established that emotional intelligence is the subject of scientific knowledge of modern domestic and foreign research. Based on the analysis of scientific and pedagogical works of scientists and the real practice of emotional intelligence, it is established that the modern labor market needs workers with a set of technical, soft, and social skills that can change according to the requirements associated with work. It has been proven that investing in skills development is critical in a country's economic growth and competitiveness. Among the necessary skills of a modern specialist, we have identified: comprehensive problem solving, critical thinking, mobility, creativity, leadership, time management, coordination with others, emotional intelligence, judgment and decision making, guidance service, negotiation, cognitive flexibility. At the theoretical level, the psychological features of the formation of emotional intelligence of future professionals in the specialization 015.36 - Vocational education are substantiated, the technology of light industry products and 015.37 - Vocational education. Agricultural production, processing of farm products, and food technology have scientifically identified ways to form emotional intelligence (involving future teachers of vocational training in various activities: game, project, cooperative, research; establishing parity in the system of interaction "student - student," "teacher - group of students," "student - group of students "; introduction of active teaching methods ("openwork saw," "pyramid," "brainstorming," etc.). The article substantiates the need and possibilities of forming the emotional intelligence of the future specialist during the student period.
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Le, Thanh Thao, Trut Thuy Pham, and Hong Hieu Hua. "Vietnamese EFL Teachers’ Insights into the Impact of Their Emotional Maturity on Students' Engagement." Journal of Contemporary Language Research 3, no. 2 (2024): 44–52. http://dx.doi.org/10.58803/jclr.v3i2.99.
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Introduction: In recent years, there has been a growing interest in the role of emotional intelligence in educational settings. This is particularly relevant in the context of English as a foreign language (EFL) teaching, where educators not only teach a language but also navigate cultural and emotional barriers. The concept of emotional maturity, as a component of emotional intelligence, has gained attention for its potential influence on teaching effectiveness and student outcomes. Therefore, the current qualitative study aimed to investigate Vietnamese EFL teachers’ insights into the nuanced relationship between teachers’ emotional competencies and their ability to engage students in the learning process. Methodology: To gather data, semi-structured interviews were conducted with nine Vietnamese EFL teachers at varying stages of their careers, including novice, mid-career, and near-retirement stages. The study employed thematic analysis to identify and interpret patterns within the data, focusing on the impact of teachers' emotional maturity on student engagement. Results: The thematic analysis yielded three major themes. The first one was the significance of emotional regulation in promoting behavioral engagement in students. The second theme was the role of empathy as a key factor in fostering emotional engagement, and the third theme involved the influence of emotional support in enhancing cognitive engagement. These findings underscore the crucial role of teachers’ emotional competencies in facilitating different types of student engagement. Conclusion: The study concludes that emotional regulation, empathy, and emotional support are pivotal in enhancing behavioral, emotional, and cognitive engagement in students, respectively. It highlights the need for teacher training programs to include emotional intelligence training and emphasizes the importance of supporting teachers’ emotional well-being in educational institutions. The research offers valuable insights into the intersection of teacher emotional maturity and student engagement, presenting significant implications for educational practices and policies.
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Iqbal, Khurshed, Wiwin Rif’atul Fauziyati, and Medina Nur Asyifah Purnama. "The Role of Emotional Intelligence in 21st Century Classrooms." Assoeltan: Indonesian Journal of Community Research and Engagement 2, no. 1 (2024): 43–54. https://doi.org/10.70610/edujavare.v2i1.798.
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Integrating Emotional Intelligence (EI) into educational practices has gained significant attention due to its potential to enhance student outcomes in the 21st-century classroom. This study aims to explore the role of EI in classroom dynamics, focusing on its impact on classroom management, student-teacher relationships, and overall academic and emotional development. Using a qualitative research approach, the study employed case studies and in-depth interviews with teachers and students across multiple schools. Data were analyzed using thematic analysis to identify patterns and themes related to EI's application in the classroom. The findings revealed that teachers who effectively applied EI strategies created more supportive, inclusive environments, improving student engagement, academic performance, and stronger emotional regulation. Students in these classrooms also demonstrated improved social-emotional skills, such as empathy and conflict resolution, contributing to more positive peer interactions. However, challenges such as a lack of training and resources were identified, which hindered the consistent implementation of EI practices. The study concludes that EI is critical in fostering positive learning environments and should be integrated into teacher training and curricula. The research contributes to the growing body of knowledge on EI in education and advocates for systemic changes to ensure its effective application across schools.
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K. R. Yestaeva and A. O. Mukhametzhanova. "ANALYSIS OF THE BASIC CONCEPTS OF EMOTIONAL INTELLIGENCE, METHODS OF ITS MEASUREMENT AND IMPACT ON THE PROFESSIONAL ACTIVITIES OF TEACHERS." Bulletin of Toraighyrov University. Pedagogics series, no. 1.2025 (March 28, 2025): 283–96. https://doi.org/10.48081/jozm6956.
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This article reveals the importance of developing the emotional intelligence of teachers, taking into account the rapid changes in society, high professional standards and the need for effective interaction. The purpose of this study is to analyze the basic concepts of emotional intelligence, develop methods for measuring this indicator, and assess the impact of the level of emotional intelligence on the work of teachers. This study applies a mixed methodological approach, combining both qualitative and quantitative research methods to provide a comprehensive analysis of emotional intelligence in the activities of a teacher. The significance of this study lies in the fact that emotional intelligence, including the ability to understand, manage and effectively express one’s emotions, as well as to understand and influence the emotions of other people, is integral in the educational environment. By analyzing the fundamental concepts of EI and its impact on teaching, this study provides valuable insights on how teachers can improve their interpersonal relationships, classroom management, and overall effectiveness in their roles. Teachers’ understanding and development of EI can lead to improved student outcomes, stronger teacher-student relationships, and the formation of a more positive and productive educational environment. The study also highlights the importance of measuring and developing teachers’ EI, offering practical recommendations for educational institutions. The results of the study confirm the important influence of emotional intelligence on the professional activities of teachers, showing that teachers with a higher level of emotional intelligence have a greater ability to effectively manage their emotions, constructive communication and conflict resolution in the educational environment. These results can be used to improve the professional training of teachers and the introduction of programs for the development of emotional intelligence in educational institutions. Keywords: emotions, intelligence, professional activity, teacher, relationships, student, class, education, environment.
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Sukrianto, Sukrianto, Elya Elya, and Naima Naima. "PERAN GURU AKIDAH AKHLAK DALAM MENINGKATKAN KECERDASAN EMOSIONAL PESERTA DIDIK DI MI MUHAMMADIYAH NUNU." IBTIDAI'Y DATOKARAMA: JURNAL PENDIDIKAN DASAR 1, no. 1 (2019): 1–16. http://dx.doi.org/10.24239/ibtidaiy.vol1.iss1.1.
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This study is entitled "The Role of Moral Teachers in improving the emotional intelligence of students in MI Muhammadiyah Nunu Sub-district of Tatanga City hammer". In MI Muhammadiyah Nunu, Tatanga District, Palu City, (2) what are the supporting and inhibiting factors of the Akidah Akhlak and teacher increasing emotional intelligence of students in MI Muhammadiyah Nunu, Tatanga District, Palu City, the objectives of this study are: (1) to determine the role of the teacher Akidah Akhlak in increasing emotional intelligence of students in MI Muhammadiyah Nunu, Tatanga District, Palu City, (2) to determine the supporting and inhibiting factors of Akidah Akhlak teachers in improving the emotional intelligence of students in MI Muhammadiyah Nunu, Tatanga District, Palu City. This research is qualitative research. The subject of this determination is the teacher of moral subjects, data collection methods in this study are observation, interviews, and documentation. Data sources used in this study are primary data sources and secondary data sources. The research approach used in this study is the pedagogical approach, psychological approach, and social approach. Data processing techniques used are data processing techniques and data analysis. These results are obtained that the role of the Islamic Moral Teachers in increasing emotional intelligence of students in MI Muhammadiyah Nunu, Tatanga District, Palu City, namely: the teacher is able to understand the emotions of students, the teacher processes the emotions of students, provides guidance to students, provides motivation in improving emotional intelligence of students, teachers are able to foster student relations and the provision of punishment for students who violate the rules in school. The factors supporting and inhibiting the teacher's morality in developing students' emotional intelligence, namely: the existence of cooperation between teachers, increasing human resources, facilities and infrastructure, and extracurricular activities. While the inhibiting factors are: students do not obey the rules in school, students lack confidence, the demands of grades and limited time for meetings.
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Muhammad Fahim Khattak, Dr. Zahid Ullah, Dr. Sumera Imran, and Wafa khattak. "Bridging Emotional Intelligence and Inclusive Education: Empowering Teachers to Support Diverse Classrooms." Critical Review of Social Sciences Studies 3, no. 2 (2025): 1755–65. https://doi.org/10.59075/vzqhyx73.
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This study aimed to explore teachers’ emotional intelligence (EI) as a means to uncover effective instructional practices and promote a more progressive, constructivist classroom culture that enhances students’ learning aspirations. Emotional intelligence is a vital psychological construct, and a comprehensive understanding of it is essential for fostering effective teaching practices. The purpose of the research was to expand upon existing findings and emphasize the role of EI in the adoption of constructivist teaching methods, ultimately contributing to the transformation of quality education. The central research questions addressed were: Which emotional intelligence competencies are most essential for supporting students with diverse learning needs? What challenges do teachers encounter when applying emotional intelligence in managing diverse and inclusive classrooms? The researcher collected and analyzed data, identifying key themes that informed the study’s recommendations for teachers, mentors, policymakers and school leaders. Findings revealed that teachers with high emotional intelligence (EI) demonstrated a stronger ability to manage diverse classrooms and address students’ academic and emotional needs. Participants emphasized that understanding individual student needs requires emotional sensitivity and awareness. Teachers highlighted that EI not only supports cognitive learning but also nurtures students’ social-emotional development, including self-awareness, empathy, and resilience. Teachers reported multiple internal barriers to applying EI, including emotional stress, burnout, and mental fatigue due to workload and lack of support. External constraints included large class sizes, insufficient resources, heavy academic curricula, limited professional development, and lack of institutional focus on emotional intelligence. The study extracted practical recommendations for teacher training institutions to embed emotional intelligence modules into pre-service education to equip future teachers with essential emotional and interpersonal skills. Emotional intelligence competencies should be considered during the hiring and induction process of new teachers. Organize refresher courses, workshops, and training seminars focused on emotional intelligence, differentiated instruction, and inclusive classroom management. Encourage teachers to use student-centered and differentiated teaching strategies informed by emotional intelligence, such as flexible grouping, personalized learning, and active listening. Ministries of education and school boards should develop policies that institutionalize the role of EI in national teacher standards, school leadership frameworks, and inclusive education mandates.
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Anshu, Anshu. "The Role Of Emotional Intelligence In Teacher Effectiveness." International Journal of Applied and Behavioral Sciences 02, no. 01 (2025): 22–27. https://doi.org/10.70388/ijabs250103.
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Emotional Intelligence (EI) has emerged as a pivotal factor influencing teacher effectiveness in contemporary educational settings. This paper explores the multifaceted role of EI in enhancing the capabilities of educators to manage classrooms, foster positive teacher-student relationships, and adapt to the dynamic demands of the educational environment. Through a comprehensive literature review, the study examines the various components of EI—self-awareness, self-regulation, motivation, empathy, and social skills—and their direct and indirect impacts on teaching efficacy. The findings indicate that teachers with high EI are better equipped to handle stress, resolve conflicts, and create an engaging and supportive learning atmosphere, thereby improving student outcomes and overall school performance. The paper concludes by highlighting the necessity of integrating EI training into teacher education programs and ongoing professional development to cultivate emotionally intelligent educators who can meet the challenges of modern education.
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Lone, Mohd Yaseen. "Determination of Emotional Intelligence of Student-Teachers." Indian Journal of Applied Research 4, no. 5 (2011): 186–87. http://dx.doi.org/10.15373/2249555x/may2014/58.
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Dr., Nivedita Raj, and Jahan Ferhat. "Role of Emotional Intelligence in Teachers Professional Success." Journal of Research in Education 7, no. 1 (2019): 29–38. https://doi.org/10.5281/zenodo.6420165.
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<strong>Abstract</strong> Education being a lifelong process prepares an individual for a respectable future. In the entire teaching-learning process, the teacher is the lighthouse that guides the students to learn certain concepts facts, and figures from the prescribed syllabus for examination purpose but also help them gain good marks and results. They also make them capable of influencing the learning, principles, thoughts, values, attitudes & deeds of the next generation. This is possible only from good and effective teachers. So, a teacher needs to have such essential skills, personality characteristics, and behavior which can help him in creating a warm classroom climate, to promote enthusiasm, motivation, and interactive teacher-student relationship. Emotional intelligence of a teacher plays a key role in his successful career. Professional success of an individual mainly depends upon the combination of the two vital components, intelligence, and skills. Professionalism demands teachers to be innovative in their approaches, flexible in their attitudes and always upgrading themselves with the day-to-day development in their subject matter. All the same, they should be capable of recognizing the values of human potentials, understanding the different needs of students, and provide appropriate enriched environment for their wholesome growth. When the teachers are well equipped decorated in moral, emotional, intellectual, practical and professional communication skills, only then the dream of a learned society can be realized. The present study is an attempt to explore the role of emotional intelligence competencies in the professional success story of a teacher.
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Prihatini, Nani, Amie Primarni, and Nanat Fatah Natsir. "PENGARUH KECERDASAN EMOSIONAL DAN KOMPETENSI KEPRIBADIAN GURU TERHADAP PRESTASI BELAJAR SISWA MADRASAH ALIYAH DI PONDOK PESANTREN QOTRUN NADA DEPOK." Jurnal Dirosah Islamiyah 1, no. 2 (2019): 108–29. http://dx.doi.org/10.47467/jdi.v1i2.80.
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ABSTRACTThe purpose of this research is to examine the influence of the teacher's emotional intelligence to the students ' learning achievements, there is no influence of the teacher's personality competence on student learning achievements, and there is no influence on the emotional intelligence and personality competence of the teacher simultaneously on student learning achievement. The method used in this study is quantitative. With the number of respondents 154 students Madrasah Aliyah Qotrun Nada Depok. The approach used is multiple linear regression, consisting of two free variables, i.e. emotional intelligence and teacher personality competence. The variables are students ' learning achievements. From the results of research obtained, that there is the influence of the teacher's emotional intelligence to the learning achievement students of Madrasah Aliyah Qotrun Nada. It is evidenced by the test value T, the value of sig 0.001 < 0.05 then Ho rejected and Ha accepted. There is the influence of teacher personality competence on learning achievement of Madrasah Aliyah Qotrun Nada. It is evidenced by the test value T, the value of sig 0.000 < 0.05 then Ho rejected and Ha accepted. The emotional intelligence and personality competence of the teacher contributed concurrently to the learning achievement as much as 35.5%, it is evidenced by the test F.Keywords: Emotional intelligence, personality competence and achievements.
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Satya Gumelar, Wahyu, Sri Fitri Wulandari, Tyara Sucia Lestari, and Riki Ruswandi. "The Correlation Between Teachers' Emotional Intelligence and Students' Learning Engagement in EFL Class." JEELS (Journal of English Education and Linguistics Studies) 11, no. 2 (2024): 601–25. http://dx.doi.org/10.30762/jeels.v11i2.3377.
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The study aims to determine teachers’ emotional intelligence levels based on student perspectives and is supported by principal assessments. Besides, the research aims to identify the extent of learners’ engagement and assess if there is any connection between the emotional intelligence of teachers and learning engagement in EFL classes for students. The research population included students and principals of Madrasah Aliyah 5 Garut. For this study, a sample that involved 60 students was selected using disproportional stratified random sampling techniques from class X (n=30) and class XI (n=30). To collect data, the writers used a questionnaire that evaluated variables such as teachers’ emotional intelligence and students’ learning engagement in EFL classes. The descriptive analysis method was used to analyze data, while Pearson Product Moment with SPSS 22.0 for Windows was used for bivariate analysis. The research findings suggest that the emotional intelligence level of teachers is medium from the student's point of view with an average score of 10.07, while from the principal's assessment, it is high scoring an average of 12.2. There was a moderate level of students’ learning engagement, with a mean score of 12.46. Hypothesis analysis also found that there is a positive and significant relationship between teacher emotional intelligence and student learning engagement with a fairly strong correlation level. It can be concluded that teachers need to increase their emotional intelligence so that student learning engagement in EFL classes increases.
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Zulkifli, Fikri Wahana, Efendy Pakpahan, and Salman Faris. "The Influence of Personal Approach, Pedagogical Competence and Emotional Intelligence of Teachers on Teachers’ Performance in Global Prima with Student Learning Outcomes as Intervening Variable." International Journal of Research and Review 10, no. 8 (2023): 999–1008. http://dx.doi.org/10.52403/ijrr.202308126.
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The purpose of this study was to determine the effect of personal approach, pedagogical competence and teacher emotional intelligence on teacher performance in global prima with student learning outcomes as intervening variables. The research method used is quantitative explanatory. The data collection technique is to use questionnaires and observations. The population and sample in this study were 60 teachers of Global Prima Medan School, using saturated sampling tenik. This study uses multiple linear regression analysis and path analysis, which first tests classical assumptions with normality test, multicollinearity test and heteroscedasticity test. Hypothesis testing was carried out with the F test and t test. Furthermore, to determine the effect of each variable on teacher performance, the determination test was carried out. The results showed that partially the personal approach to student learning outcomes with a tcount> ttable value of 3.786> 2.00 and a significance of 0.000, pedagogical competence on student learning outcomes with a tcount> ttable value of 2.624> 2.00 and a significance of 0.011. Emotional intelligence on student learning outcomes with a tcount> ttable value of 2.924> 2.00 and a significance of 0.005. Student learning outcomes on teacher performance with a tcount> ttable value of 4.285> 2.00 and significance for salary of 0.000, personal approach to teacher performance with a tcount> ttable value of 2.727> 2.00 and significance of 0.009. Pedagogical competence on teacher performance with a tcount> ttable value, namely 0.508 < 2.00 and significance for salary of 0.613, emotional intelligence on teacher performance with a tcount> ttable value, namely -0.272 < 2.00 and significance of 0.787. personal approach to teacher performance through student learning outcomes with a tcount> ttable value, namely -2. 129 > 2.00 and a significance of 0.03, pedagogical competence on teacher performance through student learning outcomes with a tcount> ttable value of 0.573> 2.00 and a significance of 0.566, emotional intelligence on teacher performance through student learning outcomes with a tcount> ttable value of -0.185 < 2.00 and a significance of 0.852. Based on the determination test, it is found that the effect of Personal Approach, Pedagogical Competence, Emotional Intelligence, and Student Learning Outcomes on teacher performance is 68.3% and the rest is influenced by other variables not examined in this study. Keywords: Student Learning Outcomes, Emotional Intelligence, Pedagogical Competence, Personal Approach, Teacher Performance
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Tsoli, Konstantina. "Exploring the Relation between Teacher Candidates’ Emotional Intelligence and their Educational Practices: A Case Study in Greece." Revista Romaneasca pentru Educatie Multidimensionala 15, no. 1 (2023): 575–89. http://dx.doi.org/10.18662/rrem/15.1/712.
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Classroom management is a difficult task for teacher candidates and a significant barrier to being an effective teacher. The aim of this study was twofold: a) to examine the relation between student teachers’ emotional intelligence and their educational practices and b) whether emotional intelligence significantly predicted classroom management. The instruments used for data collection were TEIQue, a self-report questionnaire that measures trait emotional intelligence, and TEP-Q, a self-report questionnaire assessing three dimensions of classroom management: communication, organization, relationship. The sample of the study was comprised of third year undergraduate student teachers in the Department of Pedagogy and Primary Education at the National and Kapodistrian University of Athens, who had their first experience with teaching practice at primary schools. Descriptive statistics and correlational models showed that there is a statistically significant correlation between the factors. In fact, student teachers’ emotional intelligence predicted classroom management. Research results have pedagogical implications, while the impact of the research on practice and policy highlights the urge of social and emotional interventions during teachers’ both initial and ongoing education as well as the need to promote an educational design that embraces the goals of social and emotional learning at schools.
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Murturi, Dorentina. "THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONAL INTELLIGENCE ON JOB BURNOUT AND TEACHING EFFECTIVENESS." International Journal of Management Studies and Social Science Research 06, no. 04 (2024): 304–11. http://dx.doi.org/10.56293/ijmsssr.2024.5130.
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Teachers' emotional intelligence (EI) is increasingly recognized as a critical factor in professional wellbeing and classroom effectiveness. This study investigates the relationship between EI on teacher burnout and teaching effectiveness, using a mixed-methods approach to gain a comprehensive understanding of the relationships. It used the Schutte Emotional Intelligence Scale (SEIS) to measure EI, the Maslach Burnout Inventory (MBI) to assess burnout, and the Teacher Efficacy Scale (TES) to evaluate teaching effectiveness in 202 teachers from Kosovo schools. Quantitative analyses revealed a significant negative correlation between EI and burnout dimensions—emotional exhaustion, depersonalization, and reduced personal accomplishment. Higher levels of EI were associated with lower levels of emotional exhaustion and depersonalization, as well as a stronger sense of personal accomplishment. Teachers with higher EI demonstrated greater overall teaching effectiveness, characterized by improved classroom management, student engagement, and instructional strategies. Qualitative data from open-ended questions supported these findings, revealing that teachers with higher EI had better stress management skills, more positive student-teacher interactions, and a greater sense of professional accomplishment. These findings highlight the critical role of emotional intelligence (EI) in reducing burnout and improving teaching effectiveness, supporting the necessity for integrating EI development into teacher training programs.
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Dieker, Lisa, Rebecca Hines, Ilene Wilkins, et al. "Using an Artificial Intelligence (AI) Agent to Support Teacher Instruction and Student Learning." Journal of Special Education Preparation 4, no. 2 (2024): 78–88. http://dx.doi.org/10.33043/d8xb94q7.
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The options for Artificial intelligence (AI) tools used in teacher education are increasing daily, but more is only sometimes better for teachers working in already complex classroom settings. This team discusses the increase of AI in schools and provides an example from administrators, teacher educators, and computer scientists of an AI virtual agent and the research to support student learning and teachers in classroom settings. The authors discuss the creation and potential of virtual characters in elementary classrooms, combined with biometrics and facial emotional recognition, which in this study has impacted student learning and offered support to the teacher. The researchers share the development of the AI agent, the lessons learned, the integration of biometrics and facial tracking, and how teachers use this emerging form of AI both in classroom-based center activities and to support students’ emotional regulation. The authors conclude by describing the application of this type of support in teacher preparation programs and a vision of the future of using AI agents in instruction.
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Pilvera, Semiliza C., Amelie E. Trinidad, and Marilou C. Sabud. "Building Effective Values Educators: The Role of Emotional Intelligence and Instructional Efficacy." Asian Research Journal of Arts & Social Sciences 22, no. 12 (2024): 178–88. https://doi.org/10.9734/arjass/2024/v22i12607.
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This study investigated the relationship between emotional intelligence and instructional efficacy among Grade 6 Values Education teachers in selected elementary schools in Hagonoy I District, Davao del Sur Philippines, focusing on emotional intelligence dimensions such as anxiety management, decision-making, time management, commitment ethics, and interpersonal relationships, alongside instructional efficacy indicators like efficiency, productivity, empathy, cooperation, and involvement. Using a descriptive-correlational research design, the study, conducted in selected elementary schools in Davao del Sur, Philippines, from 2015 to 2016, employed adapted and validated questionnaires to gather data from all Values Education teachers, ensuring a comprehensive sample size. Descriptive statistics analyzed mean scores and standard deviations, while correlation analysis examined the relationship between emotional intelligence and instructional efficacy. Results revealed that teachers exhibited high levels of emotional intelligence and instructional efficacy, with a significant positive correlation (r = 0.989, p = 0.001375 < 0.05), emphasizing the vital role of emotional intelligence in enhancing teaching effectiveness. These findings emphasized the importance of nurturing emotional intelligence among educators to improve instructional practices and achieve positive student outcomes in Values Education. The study contributes to theory by reinforcing the critical link between emotional intelligence and effective teaching, suggesting its integration into teacher education frameworks. Practically, it recommends targeted professional development programs to enhance teachers' emotional intelligence, promoting improved classroom management, stronger teacher-student relationships, and better educational outcomes.
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Ruoyu, Gao. "The Erosion and Reconstruction of Teachers' Authority in the Context of Artificial Intelligence." Journal of Theory and Practice in Education and Innovation 2, no. 2 (2025): 26—+33. https://doi.org/10.5281/zenodo.15117783.
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<em><u>Objective:</u></em><em> The emergence of artificial intelligence (AI) is reshaping traditional teacher authority, challenging the established roles of educators as primary knowledge producers and compressing emotional communication between teachers and students. This shift undermines various forms of teacher authority, including statutory, traditional, and epistemic, necessitating a redefined approach to authority and teacher-student relationships. In this context, there is an urgent need to emphasize student care and moral education, with Noddings’ care-centered perspective providing a valuable framework. AI’s capabilities, driven by big data and deep learning, risk fostering a reliance on technology that diminishes teachers’ agency and proactive engagement in instruction, while also isolating interpersonal connections and weakening trust. To address these challenges, teachers should embrace dual roles as educators and nurturers. Narrative-based teaching can enhance students’ creativity and emotional engagement, while creating interactive environments that foster close relationships can strengthen trust within the educational community.</em>
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Zheng, Wengtao. "Relationship of Emotional Intelligence and Teacher Competence: Basis for Teachers’ Professional Development Plan." International Journal of Education and Humanities 11, no. 3 (2023): 226–28. http://dx.doi.org/10.54097/ijeh.v11i3.14623.
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This research investigates the intricate interplay between emotional intelligence (EI) and teacher ability, seeking to establish a foundation for an effective professional development plan. The study employs a mixed-methods approach, combining surveys, interviews, and classroom observations to gather comprehensive data. Initial findings reveal a positive correlation between educators' emotional intelligence and their instructional effectiveness, classroom management skills, and overall job satisfaction. The paper not only elucidates the existing literature on emotional intelligence in education but also uncovers nuanced connections between specific facets of EI (such as self-awareness, self-regulation, social awareness, and relationship management) and distinct elements of teacher competence. The implications of this research are manifold. By recognizing the pivotal role of emotional intelligence in shaping effective teaching practices, educational institutions can tailor professional development initiatives to foster not only subject matter expertise but also the interpersonal skills crucial for building positive teacher-student relationships. The proposed plan incorporates workshops, mentorship programs, and reflective practices, aiming to cultivate emotional intelligence competencies among educators. In conclusion, this study not only contributes to the theoretical understanding of the relationship between emotional intelligence and teacher ability but also provides actionable recommendations for the design and implementation of teacher professional development plans. Acknowledging and nurturing emotional intelligence can pave the way for a more holistic approach to teacher training, ultimately enhancing the overall quality of education.
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Lonto, Apeles Lexi, Ruth Sriana Umbase, Dewa Bagus Sanjaya, and Telly D. Wua. "Hubungan Kecerdasan Emosional dengan Kinerja Guru Pendidikan Kewarganegaraan." Academy of Education Journal 15, no. 1 (2024): 948–58. http://dx.doi.org/10.47200/aoej.v15i1.2343.
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This research aims to analyze the relationship between Emotional Intelligence and Teacher Performance. The method used is the Survey Method. The research results show a positive and significant relationship of 0.89 between Emotional Intelligence and the Performance of Civics Teachers in Bitung City. Emotional intelligence includes awareness of self-control, a high sense of empathy, and harmonization in social relationships; where these factors have caused teacher performance in managing and mastering learning, student guidance, and fun and innovative interactive abilities to increase. The implication is that both emotional intelligence and teacher performance can be improved through increasing knowledge and habituation and continuous training in schools with the spirit of being a learning and driving organization.
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Feklin, Vadim G., Marina V. Melnichuk, Svetlana V. Frumina, Anzhela S. Voskovskaya, and Petr V. Nikitin. "Multifactor higher education model taking into account the level of emotional intelligence." Perspectives of Science and Education 58, no. 4 (2022): 475–93. http://dx.doi.org/10.32744/pse.2022.4.28.
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Introduction and research problem. Determining the criteria for training efficiency or learning outcomes is one of the primary tasks in the analysis of training efficiency. Despite a significant amount of studies on this topic, there are no clear criteria for determining the factors affecting the quality of education. The research purpose is to develop multifactorial higher education models taking into account teachers and students’ emotional intelligence and determine their impact on training efficiency. Materials and methods. More than 800 students from all faculties of the Financial University and more than 100 teachers took part in the study. The dependence of training efficiency on three factors was taken as a basis. Firstly, there are factors related to the educational process (student’s grade-point average (GPA), teacher’s average rating according to the results of the survey “Teacher as Viewed by Students”, etc.). Secondly, socio-cultural factors consisting of indicators of a content-methodological component, a communicative-informational component, a leisure-household component, a creative component, etc. Thirdly, the factors responsible for assessing the emotional intelligence of a student and a teacher. The influence of these factors on students’ performance is statistically analyzed. Two regression models were developed using 375 responses from teachers and students of the Financial University. Results and discussions. Factors that significantly affect the quality of student learning were identified. The resulting indicator is a student’s GPA for the summer examination period of the 2020-2021 academic year (PA_LS) is directly dependent on the following factors: an indicator of decrease in a teacher’s average rating according to the results of the survey “Teacher as Viewed by Students” (IPSGS); an indicator of the content-methodological component (QMC); a student’s GPA on the previous midterm assessment (PA_ZS). PA_LS is inversely related to the emotional intelligence decline indicator (ISEI); the difference between the average value of emotional intelligence of the teachers who taught the students and the emotional intelligence of this student (ROEI); teachers’ average rating based on the results of the survey “Teacher as Viewed by Students” (PGS_2020) and the level of teachers’ emotional intelligence (EI_t_2020). A very high level of significance of the regression equation was obtained, which corresponds to the level of significance α=1.80∙10-75. Moreover, most of the indicated coefficients of the regression equation are significantly different from zero at a significance level of less than 0.05. Conclusions. The study of the influence of teachers and students’ emotional intelligence on training efficiency showed that there is a statistical relationship between them. The developed multifactorial models made it possible to identify the relationship between an increase in students’ knowledge and a teacher’s change, a decrease in his/her emotional intelligence and students’ general emotional intelligence. The degree of influence of the results of the previous examination period on training efficiency was determined, and a slight positive dependence of a grade for current academic performance on the creative component of students’ sociocultural conditions was noted. The use of modeling various components of the educational process on private models using various methods for their development will allow determining the dependences between them and effectively using the results obtained in the management of the educational process. The developed multifactorial higher education models make it possible to assess the existing relationships between teachers and students’ emotional intelligence and various components of the educational process. The obtained modeling results can be directed and effectively used in the academic governance.
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Zhu, Yijing. "Research On the Trends and Obstacles of The Development of Teacher-Student Relations in Universities Under the Background of Artificial Intelligence." Journal of Education, Humanities and Social Sciences 40 (November 7, 2024): 47–53. http://dx.doi.org/10.54097/a9pnqq64.
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The emergence and continuous iteration and upgrading of artificial intelligence technology have had a significant impact on the field of education. In the field of higher education, the relationship between teachers and students is the most fundamental. A good teacher-student relationship not only affects the effectiveness of educational activities but also affects the personality development and psychological status of students. Therefore, in the context of artificial intelligence, the issue of how to develop the relationship between teachers and students in universities has received widespread attention. Starting from the practical challenges faced by teaching-learning, ethics, and emotional relationships between teachers and students in universities, this article analyzes the need to promote the transformation and upgrading of teacher-student relationships. Based on this, this article proposes to strengthen the subjectivity of teachers and students, pursue higher levels of emotional interaction, and at the same time, abandon knowledge authority, and common beliefs, and pay attention to the individual needs of students.
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Moskowitz, Sharona, and Jean-Marc Dewaele. "Through the looking glass of student perception: How foreign language students see teacher trait emotional intelligence and why it matters." Studies in Second Language Learning and Teaching 10, no. 2 (2020): 239–56. http://dx.doi.org/10.14746/ssllt.2020.10.2.2.
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The aim of this study is to examine how students perceive teacher trait emotional intelligence (TEI) and how those perceptions relate to students’ own self-reported attitudes and motivation. Adult students of ESL/EFL were given an online questionnaire consisting of two parts: one to provide observer-reported data on their teacher’s trait emotional intelligence and the second to measure students’ own attitudes and motivation. In total, 129 participants of 28 nationalities took part. The results showed that the perceived teacher TEI domains of teacher sociability and teacher self-control were significant predictors of student positive feelings and attitudes towards the teacher. With this paper, we make the case that observer reports of teacher TEI by students could be a valuable tool in L2 instruction by offering teachers unique insight into their own classroom behavior, thereby increasing teacher self-awareness which could lead to improved classroom practices.
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Analyn, G. Dalondona, and M. Ubayubay Roie. "Emotional Intelligence and Job Satisfaction among Teachers in the 2nd Congressional District of Misamis Oriental." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 05 (2025): 2337–51. https://doi.org/10.5281/zenodo.15380430.
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This study shows the relationship between emotional intelligence and job satisfaction among 200 public school teachers (elementary, secondary, and senior high) in selected districts of Misamis Oriental during the School Year 2023-2024. The research aimed to describe teacher characteristics, assess levels of emotional intelligence and job satisfaction, and determine the relationships between these variables and teacher characteristics. Data analysis involved descriptive statistics (mean, standard deviation) to examine data distribution and central tendency. Variables were adapted from Sacramento's (2023) study using a research-based questionnaire. Pearson's Correlation (r) investigated the relationships between emotional intelligence and job satisfaction, while a t-test compared groups to identify statistically significant differences. The sample size was determined using Slovin's formula, with stratified random sampling employed. The study explored how emotional intelligence influences classroom environments, student behavior, and learning and how job satisfaction impacts teacher engagement, motivation, and well-being. The findings revealed that most of the respondents aged 31-40 years, particularly female educators, towards integrating technology into their lessons. The majority of participants were Grade 5 teachers, likely at the Teacher I. importance of teachers' emotional intelligence, adaptability, and job satisfaction, emphasizing the impact of workload and performance expectations on job satisfaction. It suggests prioritizing workload management and professional development. In conclusion, teachers' emotional intelligence significantly influences their work contentment, self-awareness, relationships, stress management, and flexibility. However, significant disparities based on age, education, and teaching position suggest that programs should be tailored to individual teacher groups. Therefore, it is recommended that teachers should actively seek out opportunities for professional development that address emotional intelligence and tailor their approach to learning based on their specific needs.
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Wang, Haibin, Leiye Zhu, Ying Cao, Fen Han, and Qiong Yao. "Development and validation of the Emotional Awareness Questionnaire for Teachers in China." Social Behavior and Personality: an international journal 51, no. 9 (2023): 1–13. http://dx.doi.org/10.2224/sbp.12599.
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Emotional awareness is regarded as a prerequisite for emotional intelligence and regulation. We conducted a series of five studies involving 2,045 teachers to generate a questionnaire containing 21 items with six factors focusing on teachers??? emotional awareness in three dimensions: themselves, their students, and interpersonal. The self dimension included two factors of teaching emotions and nonteaching emotions, the student dimension included two factors of facial expression and body language, and the interpersonal dimension included two factors of teacher???student interaction and student???student interaction. The questionnaire demonstrated sound internal consistency reliability, test???retest reliability, and criterion-related validity. Thus, the Emotional Awareness Questionnaire for Teachers in China can be used to evaluate the emotional awareness of primary and middle school teachers in China.