Understanding the relationship between teacher Emotional intelligence (EI) and student misconduct was the goal of this research. We hypothesized that teachers high in EI tend to establish good working relationships with students by being attentive to their students' needs. In a sample of 300 Syrian teachers, EI was assessed with the Wong and Law Emotional Intelligence scale (WLEIS; Wong & Law, 2002). Results showed that teachers' perceived EI was negatively related to student misconduct and that this relationship was mediated by teachers' attention to student needs. Our findings highlight the role of teachers' EI in shaping social interactions in the classroom and lead to some practical implications for teacher selection and training.

Burnout is a serious problem in the profession of teaching. Previous studies have found that teachers with high perceived abilities to appraise emotions tend to experience symptoms of burnout less frequently than others. The aim of this study was to investigate processes that may underlie this relation. We hypothesized that teachers' perceived abilities to appraise their own and others' emotions would facilitate proactive coping and attending to student needs. In turn, these antecedent-focused regulation strategies were expected to help teachers deal with emotionally demanding situations at work. We tested the hypotheses using multiple mediation analyses of self-report data from 300 teachers, controlling for general perceived self-efficacy, teaching experience, work demands, and school-level effects. Results showed that both proactive coping and attending to student needs constituted mediators of the relations between self-emotion appraisal and burnout as well as between other-emotion appraisal and burnout. Although we cannot infer causality from the present data, the perceived abilities to appraise their own emotions and those of others may help to protect teachers from burnout by enabling them to prevent potential stressors and to engage with their students effectively.

Emotional communication uses verbal and nonverbal means. In case of conflicting signals, nonverbal information is assumed to have a stronger impact. It is unclear, however, whether perceptual nonverbal dominance varies between individuals and whether it is linked to emotional intelligence. Using audiovisual stimulus material comprising verbal and nonverbal emotional cues that were varied independently, perceptual nonverbal dominance profiles and their relations to emotional intelligence were examined. Nonverbal dominance was found in every participant, ranging from 55 to 100%. Moreover, emotional intelligence, particularly the ability to understand emotions, correlated positively with nonverbal dominance. Furthermore, higher overall emotional intelligence as well as a higher ability to understand emotions were linked to smaller reaction time differences between emotionally incongruent and congruent stimuli. The association between perceptual nonverbal dominance and emotional intelligence, and more specifically the ability to understand emotions, might reflect an adaptive process driven by the experience of higher authenticity in nonverbal cues.

Facial expressions and voice modulations are among the most important communicational signals to convey emotional information. The ability to correctly interpret this information is highly relevant for successful social interaction and represents an integral component of emotional competencies that have been conceptualized under the term emotional intelligence. Here, we investigated the relationship of emotional intelligence as measured with the Salovey-Caruso-Emotional-Intelligence-Test (MSCEIT) with cerebral voice and face processing using functional and structural magnetic resonance imaging. MSCEIT scores were positively correlated with increased voice-sensitivity and gray matter volume of the insula accompanied by voice-sensitivity enhanced connectivity between the insula and the temporal voice area, indicating generally increased salience of voices. Conversely, in the face processing system, higher MSCEIT scores were associated with decreased face-sensitivity and gray matter volume of the fusiform face area. Taken together, these findings point to an alteration in the balance of cerebral voice and face processing systems in the form of an attenuated face-vs-voice bias as one potential factor underpinning emotional intelligence.

Emotional information is conveyed through verbal and nonverbal signals, with nonverbal cues often being considered the decisive factor in the judgment of others’ emotional states. The aim of the present study was to examine how verbal and nonverbal cues are integrated by perceivers. More specifically, we tested whether the mismatch between verbal and nonverbal information was perceived as an expression of irony. Moreover, we investigated the effects of emotional intelligence on the impression of irony. The findings revealed that the mismatch between verbal and nonverbal information created the impression of irony. Furthermore, participants higher in emotional intelligence were faster at rating such stimuli as ironic expressions.