The ability to identify, express, understand, manage, and use emotions is known as emotional intelligence (EI). The concept of EI started in 1990 and since then researchers have put in numerous efforts to conceptualize, measure, understand and develop it. EI is conceptualized by Salovey and Mayer as an ability-based construct analogous to general intelligence. They argued that individuals with a high level of EI had certain skills related to the evaluation and regulation of emotions and that consequently, they were able to regulate emotions in themselves and in others to achieve a variety of adaptive outcomes. According to Hasan, the term ‘emotional intelligence’ appears to have originated with Charles Darwin in 1872 and is necessary for human survival and adaptation. EI is the capacity to be aware of, control, and express one’s emotions, and to handle interpersonal relationships judiciously and empathetically, and a part of the non-cognitive capabilities, competencies and skills that influence one’s ability to succeed in coping with environmental demands and pressures. According to D Goleman emotion is found in the part of the brain called the amygdala. Spitzberg (2003), defines interpersonal competence as “the ability to establish and maintain mutually satisfying relationships with a variety of people across diverse situations.” Boutilier et al. argue that paying attention and making eye contact creates a positive feeling about you. Interpersonal relationships (IR) are an important factor in an individual’s life which refer to reciprocal social and emotional interactions between two or more people .According to Trommsdorff . IR involves cooperation, compliance, and empathy. Culpeper et al., define IR as politeness . Chauhan and Chauhan argue that in an increasingly competitive world, qualities like cooperation, resilience, interpersonal skills, team leadership and optimism – which are beyond the realm of intelligence quotient – set star performers apart from average performers.
Author(s) Details:
Helen Christine Amongin Waiswa
Department of Educational, Social and Organizational Psychology, Makerere University, College of Humanities and Social Sciences, School of Psychology, P.O. Box 7062, Kampala, Uganda.
Peter K. Baguma
Department of Educational, Social and Organizational Psychology, Makerere University, College of Humanities and Social Sciences, School of Psychology, P.O. Box 7062, Kampala, Uganda.
Joseph Oonyu
Department of Science Education, Makerere University, College of Education and External and Distance Education, Uganda.
Recent Global Research Developments in Teachers’ Insights on Emotional Intelligence and Student Relationships
- This study explored the correlation between teachers’ emotional intelligence (EI) and students’ academic achievement.
- Using the Daniel Goleman questionnaire, the research assessed various dimensions of EI, including self-awareness, emotional management, self-motivation, empathy, and social adeptness.
- Findings highlighted the significance of teachers’ ability to comprehend and regulate emotions, as well as their capacity for empathy and effective social interaction.
- The study emphasized how these facets of emotional intelligence contribute to creating conducive learning environments and fostering student engagement and achievement.
Exploring Positive Teacher-Student Relationships: The Synergy of Teacher Mindfulness[2]:
- Although not Uganda-specific, this research delves into the influence of emotional intelligence on teacher-student relationships.
- Instructors with higher emotional intelligence may better navigate conflicts and provide appropriate emotional support to students.
The Role of Emotional Intelligence in Teacher-Student Relationships and Academic Achievement [3]:
- This paper explores how teachers’ emotional intelligence impacts teacher-student relationships, classroom environment, and academic achievement, highlighting strategies for enhancing EI among educators and addressing implementation challenges.
References
- Al Jaberi AT, Alzouebi K, Abu Khurma O. An Investigation into the Impact of Teachers’ Emotional Intelligence on Students’ Satisfaction of Their Academic Achievement. Social Sciences. 2024; 13(5):244. https://doi.org/10.3390/socsci13050244
- Wang X (2023) Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence. Front. Psychol. 14:1301786. doi: 10.3389/fpsyg.2023.1301786
- The Role of Emotional Intelligence in Teacher-Student Relationships and Academic Achievement
https://www.raijmr.com/ijrhs/wp-content/uploads/2023/12/IJRHS_2023_vol11_issue_09_07.pdf - Chamizo-Nieto, M. T., Arrivillaga, C., Rey, L., & Extremera, N. (2021). The role of emotional intelligence, the teacher-student relationship, and flourishing on academic performance in adolescents: A moderated mediation study. Frontiers in Psychology, 12, Article 695067. https://doi.org/10.3389/fpsyg.2021.695067
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