Integrating Emotional Intelligence Training in Teacher Education Programs

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Chitra Banerjee

Independent Researcher

West Bengal, India

Abstract

Emotional intelligence (EI) has increasingly been recognized as an essential teacher competence, credited with its critical contribution to facilitating effective classroom management, enhancing teacher-student relationships, and facilitating students’ overall socio-emotional well-being. The integration of EI training in teacher education is presented in this paper, focusing on theoretical frameworks, empirical evidence, and best practice. Employing a mixed-methods research approach, this research evaluates the potential effect of improving EI interventions on teachers’ and students’ pedagogical practice and outcomes.

Quantitative outcomes indicate a notable improvement in self-reported emotional skills and classroom management strategies, and qualitative outcomes record significant changes in teachers’ interpersonal skills and reflective practice. The outcomes favor the integration of integral EI elements in teacher education courses with the aspiration of raising a generation of teachers with the emotional and intellectual capital to facilitate their effective handling of challenging educational environments. The implications for policy-making, curriculum, and professional development are discussed, highlighting the capacity of EI training to create resilient and adaptive teaching communities.

Keywords

Emotional Intelligence; Teacher Training; Curriculum Integration; Professional Development; Classroom Management

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