Publications

IMPORTANT FEATURES OF TEACHER’S EMOTIONAL

INTELLIGENCE

by:
Kris P. Roman
Teacher II, Limay National High School

Despite technological advancements and educational reforms, educational

institutions face several complexities and issues relating to the education system. These
issues are primarily associated with poor academic outcomes, parental demands and
expectations, declining academic achievement, students' lack of seriousness, and
teachers' heavy workload. Such issues make it tough for teachers to balance educational
and societal demands from parents and learners. Teachers may experience emotional
distress and challenges as a result of social pressure. According to Ignat and Clipa (2012),
such challenges can be easily handled if teachers invest in improving their professional
and emotional competencies. With this notion, emotional intelligence is a valuable tool
that assists teachers in adjusting their emotions and dealing with societal challenges that
disrupt their emotional stability. It also identified the importance of effectively managing
emotions in the classroom environment in order to stimulate the students' learning
patterns and motivations.

Educational institutions are regarded as the primary sources of improving

students' learning competencies. The primary responsibility of teachers is to ensure that
the knowledge and skills they provide to students are properly acquired by them.
Another important responsibility of the teachers is to adapt to the curriculum and ensure
that the students complete the syllabus within the given time. Furthermore, maintaining
classroom discipline, managing interactions with students, and effectively managing
interactions with parents are all integral parts of the responsibilities that teachers must

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accomplish. It is also significant to mention that a teacher's role entails much more than
simply providing students with a source of academic learning.

Teachers' roles are becoming more necessary because it helps students'

psychological development. There is a chance that teachers will be able to recognize their
own psychological state as well as the emotional state of their students, resulting in a
better knowledge of why they and their students act the way they do. On the other hand,
a lack of awareness about one's own or others' emotional states can lead to a problematic
perception of behavior as well as the adoption of unsuitable approaches to dealing with
it. Emotional intelligence is seen as playing a key role in generating high performance
among teachers in schools.

Teachers must consider their teaching competence beyond intellectual

competence, professional skills, and academic qualification in order to become effective
knowledge and skills providers. The implications of teachers' emotional competence can
be seen in student achievement (Brackett & Katulak, 2006). The inability of a teacher to
establish a learning environment that supports quick learning among learners can affect
pupil performance, whereas teacher performance is emphasized by the quality of
interaction formed with the students. Based on this context, the researchers advocated the
integration of training for teachers aimed specifically at increasing their level of emotional
intelligence.

Teachers who are experiencing stress not only bring a negative outcome to school,
but they also present a negative image in the classroom. As a result, their performance as
facilitators deteriorates, eventually leading to poor student performance. Because
working in educational institutions as a teacher entails a high level of professional
pressure for teachers, the impact on classroom behavior is prevalent. Teachers who are
subjected to a high level of career-related stress have been discovered to be at an increased
risk of developing a negative attitude toward their jobs and the responsibilities that come
with them.

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Furthermore, emotionally intelligent teachers are aware of how their words and
actions affect their students' emotional states. Grant (1993) considered teacher behavior
as a way of encouraging student participation in various school work. Other studies
provided strong evidence that teachers' emotional regulation serves as a mechanism of
supporting student performance. Teachers' performance can be determined in terms of
students' capacity to comprehend the content taught in the classroom and perform well
on tests or exams. The level of intellectual growth attained by students was supported by
the teachers' friendly classroom setting.

Finally, in terms of student progress, appraising and articulating emotions in self

and others believes that every person differs in terms of the degree of competence of their
emotional responses and expression of verbal and nonverbal emotions. Individuals who
can identify and respond to their emotions are properly appreciated by others. In
addition, when they recognize and understand the feelings of others with compassion,
such people can effectively handle and lead those around them. As a result, emotional
competence plays a vital role in improving individuals' abilities to manage their emotions
in relation to academic activities, which can lead to positive relationships between
teachers and students.

References:

https://www.sciencedirect.com/science/article/
https://files.eric.ed.gov/fulltext/EJ1210379.pdf

21 March 2022