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EMOTIONAL INTELLIGENCE AND TEACHING

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Abstract

21st century needs students who are emotionally intelligent and flexible learners who could use knowledge of engaging brains to develop transferable skills especially in literacy, numeracy, communication and self-management. In this type of situation, people who are emotionally adept -who know and manage their own feelings well, and who read and deal effectively with other people's feelings will be at an advantage in any domain of life. People with well developed emotional skills are more likely to be content and effective in their lives, mastering the habits of mind that foster their own productivity, whereas, people who cannot marshal some control over their emotional life will fight inner battles that sabotage their ability for focused work and clear thought. Therefore, teaching emotional and social skills by the teacher is very important at school as it can effect academic achievement positively not only during the year they are taught, but during the years that follows as well. Thus, the role of emotional intelligence is very important as emotional intelligence skills were linked to classroom management performance and also relates to retention factors for new and novice teachers. The inclusion of training of emotional intelligence in the teacher preparation programmes will result into a very long term effect on the teaching profession.

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... Ultimately Emotionally Intelligent teachers contribute towards students learning performance (Cohen, 2006). Once become a teaching professional, the emotional intelligence training preparation program would enrich emotional competence, and it results in a long term positive effect on education (Chechi, 2012;Edannur, 2010;Mendes, 2003). People who good at emotional intelligence predict others' sentiments well and make them excited and motivated (Cooper, 2004). ...
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... Recently, several researchers proposed that including emotional intelligence training in teacher preparation programs will contribute to teachers' emotional competence and result in a very long-term effect on the teaching profession (Chechi, 2012;Edannur, 2010;Mendes, 2003). ...
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