Training Teachers in Emotional Intelligence

Savina, Elena; Fulton, Caroline; Beaton, Christina

doi:10.4324/9781003219774

Cited by 5 publications

(5 citation statements)

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“…This research shows that emotionally competent teachers who are adept at using appropriate emotion regulation and display strategies are less vulnerable to the negative consequences of stressful events at school and, thus, have higher levels of affective and physical well-being. Previous research indicates that enhancement of emotion management can increase teachers' work performance (Chen, 2019) and that teachers can be trained to become more emotionally intelligent and regulate their emotions using more adaptive EL strategies (Buri c and Mornar, 2022;Savina et al, 2021). Therefore, to mitigate teachers' emotional discomfort and address well-being issues at school, it would be helpful for educational leaders to nurture teachers' emotional resources and train teachers to utilise the appropriate emotion regulation and display strategies.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Teachers’ affective and physical well-being: emotional intelligence, emotional labour and implications for leadership

Karakus,

Toprak,

Caliskan

et al. 2024

IJEM

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PurposeThis study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.Design/methodology/approachThe quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.FindingsThe final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being.Originality/valueTo the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.

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Section: Implications and Conclusionmentioning

confidence: 99%

Teachers’ affective and physical well-being: emotional intelligence, emotional labour and implications for leadership

Karakus,

Toprak,

Caliskan

et al. 2024

IJEM

View full text Add to dashboard Cite

show abstract

“…The classroom represents a very complex social context where teachers and students continually interact with and respond to each other's behaviors. Moreover, teachers and students bring their experiences, expectations, beliefs, and purposes to these interactions [6].…”

Section: Emotions In the Teaching And Learning Processmentioning

confidence: 99%

Teachers in the 21st Century: Emotional Intelligence Skills Make the Difference

Valente¹,

Lourenço²,

Domínguez-Lara³

2022

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications

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Teaching is intrinsically an emotional practice, given the centrality of emotions in the teaching and learning process. That way, teachers in the 21st century increasingly have to have skills for responding to classroom emotional situations. Therefore, the way teachers shape and handle their emotional state and those of their learners is central to educational success. Focused on studies carried out that suggest teachers’ emotional intelligence like a success indicator for a healthy pedagogical relationship, this chapter makes a reflective approach to the meaning of teachers’ emotional intelligence skills in their professional activity (e.g., professional well-being, teacher-student relationship, and student academic achievement). Consequently, it will be necessary to integrate emotional skills in the pre-service teachers’ curriculum as skills needed for teaching practice and also to build capacity and support students during challenging times that constantly changing.

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“…According to (Ahad et al, 2021), factors important in pushing somebody To commit to something work are intelligence and emotional; that is, the perspective you have somebody about operating work determines how productive an organization is (Ahad et al, 2021). Statement This is supported by (Savina et al, 2021) that teaching, in essence, is activity emotional (Savina et al, 2021). All room classes see Emotional processes clearly (Valente et al, 2022).…”

Section: Introductionmentioning

confidence: 96%

Management Curriculum and Intelligence Emotional in Improving the Quality of Learning Elementary school

Desiana,

Patimah

2023

JMI

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Good curriculum management will create a conducive learning environment. At the same time, emotional intelligence will help individuals manage their emotions and interact well with others. Researchers concentrated on re-analyzing previous studies published in journals such as Google Scholar, Eric, and Science Direct, Emerald, Sage Journals. 15 Scopus-indexed articles from various countries worldwide have been used as sources of information related to research. Next, researchers used qualitative methods by manually conducting thematic analysis to make research findings relevant to previous studies. Based on a literature review by previous researchers, the results show that "the relationship between curriculum management and emotional intelligence in improving the quality of learning in elementary schools" is still limited. No previous research is relevant to the research objectives to be studied. Therefore, it is recommended that researchers conduct this investigation more in-depth and comprehensively by involving research participants.

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Training Teachers in Emotional Intelligence

Cited by 5 publications

References 0 publications

Teachers’ affective and physical well-being: emotional intelligence, emotional labour and implications for leadership

Teachers’ affective and physical well-being: emotional intelligence, emotional labour and implications for leadership

Teachers in the 21st Century: Emotional Intelligence Skills Make the Difference

Management Curriculum and Intelligence Emotional in Improving the Quality of Learning Elementary school

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