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EMOTIONAL INTELLIGENCE AND TEACHING
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.
... 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). ...
Student Engagement has emerged as a central theme in the context of Higher Education in recent years. Thus, there is great consent towards it. Due to several factors, undergraduates are diverted and disengaged consequently, especially the state universities of Sri Lanka currently experiencing this issue. Even there are many factors impact student engagement. This study explored the significance of teachers with their emotional intelligence competencies for getting student engagement. University students prefer to take student-centered teaching where it is possible if only teachers are ready and capable to take account of students' interests, needs, and perspectives on adaptation with their teaching approach. Having understood the phenomenon above, the current study designed to investigate the impact of the emotional intelligence of teachers in higher education on student engagement based on students’ perspectives. This is an explanatory study that the data collected from the sample of 1455 undergraduates selected from the state universities in Sri Lanka on which stratified random sampling method was adopted. Finding reveals that students are engaged but not actively and as per the students’ point of view lecturers are just good rather excellent enough on emotional intelligence competencies. However, there is a strong positive relationship as well as have a significant positive impact of emotionally intelligent teachers of higher education on student engagement. Ultimately it is concluded that higher education teachers require to expand the substantial amount of skill on emotional intelligence. Further, then active student engagement can be ensured.
... 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). ...
A growing body of research in recent years has supported the value of emotional
intelligence in both effective teaching and student achievement. This paper presents
a pre–post, quasi-experimental design study conducted to evaluate the contributions
of a 56-h “Emotional Intelligence” training model. The model has
been developed and studied in an attempt to address educators’ growing needs
to practice and implement “emotionally intelligent” learning environments. One
hundred eighty-six teachers from ten elementary schools in Israel participated in
this study. Findings indicated an increase in emotional intelligence and empathic
concern from the beginning to the end of the course. Further regression indicated
that both expression and regulation of emotions predicted empathy at the end of
the course. Participants’ reflective assignments indicated an increase in self introspection,
emotional awareness, emotional regulation and understanding others.
The aim of this paper is to provide a different approach in the educational process, introducing "The Theatre of Mind"-a term that we use instead of the term tabletop Role Playing Games (tRPGs)-as a powerful interdisciplinary educational tool with a view to cultivating and developing the emotional intelligence of students. According to this approach, my intention is to indicate how the use of the Theatre of Mind in the educational environment can be an integral asset; not only in teaching school's subjects (ex. Language, History, Physics etc.) but also in teaching behavior, culture, ideals, and ethical values. Therefore, it aims at student's mental and emotional stimulation targeting the integration of mental and emotional process emphasizing the latter. Thus, the Theatre of Mind may provoke and develop concrete emotions, manners and behavior through simulating real life. It is a method that may provide a unique experience for the student. Concluding, I suggest that the Theatre of Mind due to its nature and by means of a special design can function as the field where learners will deal with a holistic cultural experience monitoring and developing emotional intelligence even in distant learning.
This study examined the development and validation of a measure of adaptation to problematic academic and interpersonal tasks that arise during the transition to middle school (Survey of Adaptational Tasks of Middle School — SAT-MS). In terms of Bronfenbrenner's framework of “ecological transitions,” a set of psychosocial tasks was reliably identified, and the perceived impact of these tasks was found to be related to self-concept and perceived school environment. Sex differences consistent with differential development expectations emerged. The results suggested that for girls, peer relationship tasks were most salient with regard to criterion measures, whereas for boys, peer relationshipm conflict with authority, and academic pressure tasks all related to criterion measures. The major findings were replicated for both a predominantly white, suburban sample and a predominantly urban, nonwhite sample. The results are discussed in terms of the needs of children during periods of adaptational challenge.
Purpose
This study seeks to examine whether higher emotional intelligence displayed by service providers leads to greater customer satisfaction.
Design/methodology/approach
A community sample of 150 participants viewed video clips depicting a service provider displaying three different levels of emotional intelligence in high or low service difficulty transactions.
Findings
Higher emotional intelligence displayed by the service provider led to greater reported satisfaction with the service transaction. Further, there was an interaction between emotional intelligence of the service provider and transaction difficulty. In the low transaction difficulty condition there was progressively more satisfaction at each higher level of emotional intelligence of the service provider. In the high transaction difficulty condition, there was low satisfaction in the low service provider emotional intelligence condition, but no significant difference in satisfaction between the high and medium levels of service provider emotional intelligence.
Research limitations/implications
A limitation of the research is that the study's experimental design sacrificed some external generalizability in order to maintain internal validity and obtain more definite information regarding the causal effects of service provider emotional intelligence on customer satisfaction. Future research might examine the replicability of the present results in a field study of actual service encounters.
Originality/value
The findings of the present study lend support to theoretically‐based claims of the importance of service provider emotional intelligence in determining customer satisfaction.
This paper reports research which focuses on ways of enhancing understandings by teachers of the key role that emotions play in their personal professional growth. It combines the narrative, autobiographical accounts of teachers attending part-time masters degree programmes in England (Continuing Professional Development and School Improvement) and Northern Ireland (Personal and Social Development) with an interrogation of the underlying values which affect the practices of their tutors. It reveals the effects of powerful and often unacknowledged interaction between personal biography and professional and social contexts upon teachers in schools and higher education.
Is emotional intelligence simply a naive theory of personality, or is it a form of intelligence? If emotional intelligence is to be of value, it must measure something unique and distinct from standard personality traits. To explore this question, this study examined an ability test of emotional intelligence and its relationship to personality test variables to determine the extent to which these constructs overlap. A sample of 183 men and women took the Multifactor Emotional Intelligence Scale (Mayer, Caruso, & Salovey, 1999), an ability measure of emotional intelligence as well as measures of career interests, personality, and social behavior. Emotional intelligence was measured reliably and was relatively independent of traditionally defined personality traits, supporting the discriminant validity of the emotional intelligence construct.
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