EMOTIONAL INTELLIGENCE IN TEACHER EDUCATION: A PSYCHOLOGICAL PERSPECTIVE ON PEDAGOGICAL EFFECTIVENESS

Abstract

Emotional intelligence has become a critical component of modern teacher education, as teachers encounter increasing emotional and relational demands in contemporary classrooms. This article examines emotional intelligence from a psychological perspective, viewing it as a multidimensional construct that includes the perception, understanding, and regulation of emotions. Drawing on ability-based and mixed-model frameworks, the article highlights how emotional intelligence shapes teachers’ cognitive appraisals, interpersonal behaviour, and emotional regulation strategies – processes that directly influence classroom climate, teacher-student relationships, and pedagogical decision-making.

Recent research demonstrates that higher emotional intelligence is associated with improved teacher self-efficacy, stronger work engagement, greater resilience, and enhanced creativity in instructional practice. Studies also show that emotionally intelligent teachers experience lower burnout and better psychological well-being, underscoring emotional intelligence as a key protective factor in sustaining teacher motivation and retention. Moreover, teachers’ emotional intelligence contributes to positive student outcomes through improved relational interactions and more effective instructional choices.

Despite growing recognition of its importance, emotional intelligence is still insufficiently integrated into teacher-training programmes. Existing studies often focus narrowly on specific competencies or contexts, offering limited guidance on systematic approaches to emotional intelligence development. To address this gap, the article proposes evidence-based strategies – including reflective practice, mentoring, simulations, mindfulness, and digital tools – that can support the formation of emotionally competent and psychologically resilient pre-service teachers. Embedding emotional intelligence into teacher education is essential for preparing educators who can navigate the emotional complexities of 21st-century schooling and foster supportive, effective learning environments.