Tshik International University, Erbil, Iraq
Abstract: The present research will refer to emotional intelligence (EI) with important work-related outcomes such as teacher performance as well as organizational productivity. The initial goal is to explore the effect (role) of emotional intelligence skills in effective teaching, and its effect on the productivity of teacher’s performance during the teaching-learning process. Effective teaching and good learning are two integral parts of students’ academic success. There are number of crucial factors which play an important role in teacher effectiveness such as teacher’s classroom management skills, teacher’s subject expertise, knowledge of teaching methods, teacher’s professionalism, – how to structure, explain and present the materials, and others. But emotional intelligence (EI), as the fifth component and the most important factor, sets most effective teachers apart from the majority because process of learning involves emotional and intellectual endeavor, struggle, frustration, excitement, also anxiety. Therefore an affective teacher needs an understanding of students’ emotional state and causes of their behavior to create an ideal learning environment that encourages positive social interaction, active engagement and strong motivation to learn. In the light of exploration of the role of Emotional Intelligence in effective teaching-learning process, this study asserts that teachers’ emotional competence factors contribute to the teacher effectiveness more than any other single factor. For instance, development of supportive teacher-student relationships, effective classroom management strategies, and successful emotional learning program implementation in order to create an ideal classroom climate that is more conducive to learning. All these contributions promote positive developmental outcomes in students’ achievements.
Keywords: Emotional Intelligence, Teacher Effectiveness, Student’s Achievement
Download the PDF Document from here.
Bar-On, R. (2006). The Bar-On model of emotional social intelligence (EIS). Psicothema, 18, Supl., 13-25.
Bar-On, R. (1997). Bar-On emotional quotient inventory (EQ-i): Technical manual. Canada: Toronto. Multi-Health System.
Brackett, M., Palomera, R., & Mojsa, J. (2010). Emotion regulation ability, burnout and job satisfaction among secondary school teachers. Psychology in the Schools, 47(4), 406-417.
Cooper, R.K. (1997). Applying emotional intelligence in the workplace. Training and development, 51 (12), 31-38.
Goleman, D. (1996). Emotional Intelligence. London: Bloomsbury Publishing.
Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Gottman, J. (1998). Raising an Emotionally Intelligent Child, Publisher: Prentice Hall & IBD.
Kauts, A., & Saroj, R. (2010). Study of teacher effectiveness and occupational stress in relation to emotional intelligence among teachers at secondary stage, 1(1).
MacMullin, C. (1994). The importance of social skills. Paper presented at Rokeby Police Academy, Tasmania. Managerial Issue, 9(3), 257-274.
Moore, S., & Kuol, N. (2007) Matters of the heart: exploring the emotional dimensions of educational experience in recollected accounts of excellent teaching. International Journal for Academic Development, 12, 87-98.
Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211.
Schultz, D. (1997). Growth Psychology: Models of the healthy personality. New York: Van Nostrand.
Sharma, V., & Bindal, S. (2012). Emotional Intelligence – A Predictor of Teacher’s Success. International Journal of Social Science & Interdisciplinary Research, 1(12), 1-9.
Sutton, R.E., & Wheatley, K. F. (2003). Teachers’ Emotions and Teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358.
Vanderberghe, J., & Huberman, A.M. (Eds). (1999). Understanding and Presenting teacher turnout: A coursebook of International Research & Practice, Cambridge University Press, Cambridge, U.K.
Worrall, N., & May, D. S. (1989). Towards a person-in-situation model of teacher stress. British Journal of Educational Psychology, 59, 174-86.
Yoon, J.S. (2002). Teacher characteristics as predictors of teacher-student relationships : Stress, negative affect, and self-efficacy. Social Behavior and Personality. International Journal, 30, 485-493.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), March 2019, Vol.5, No.3