The Role of Teachers in Developing Students Emotional Intelligence [2025]

Modern theories and models of emotional intelligence emphasize its importance for the formation of a holistic self-developing personality of a teacher. Research shows that in modern society, the success of an adult depends on his or her ability to manage both his or her own emotions and the emotions of others. So, in this article we will see ehe role of teachers in developing students emotional intelligence. People with high emotional intelligence tend to better manage their emotional state, which leads to greater adaptability and more effective communication. This article presents the results of an empirical study of the emotional intelligence of students in various educational programs focused on pedagogy. The study is aimed at determining the influence of various components of emotional intelligence on its overall level in students of pedagogical programs.

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The authors provided an analysis of the results of studies that suggest that the nature of students’ educational and professional experience plays a decisive role in the development of emotional intelligence of novice teachers. The researchers emphasize that the development of emotional intelligence is a vital quality for future teachers. They highlight emotional awareness and empathy as key elements in the development of emotional intelligence. The results obtained have important theoretical and practical implications for improving teacher training programs.

Introduction

In the course of studying modern concepts of emotional intelligence development and requirements for education experts, we would advocate the viewpoint that a teacher embodying a holistic, self-developing personality with well-developed emotional intelligence is an ideal model for professional identification.

Theoretical Background

Psychological Theory of Emotional Intelligence

In his paper “Analysis of psychological theory of emotional intelligence,” B.N. Turakulov discusses the importance of emotional intelligence in modern psychology. It covers various theories and models developed over the past century, further emphasizing the unity of affect and intelligence. Emotional intelligence is presented as crucial for understanding one’s own and other people’s emotions, ultimately leading to better decision-making and interpersonal relationships.

Models of Emotional Intelligence

J.D. Mayer, P. Salovey, D.R. Caruso, and L. Cherkasskiy discuss the study of emotional intelligence including the personal factor of emotions in combination with the construct of intelligence, as well as methods for measuring emotional intelligence. Their research shows that the models of emotional intelligence and mental abilities can be characterized as standard intelligence and, empirically, they do meet the criteria of standard intelligence. Accordingly, emotional intelligence provides recognition of a new exciting area of human abilities.

Concept and Definition of Emotional Intelligence

The term “emotional intelligence” is multifaceted and is yet to be clearly defined within contemporary psychology. Coined in 1990 by American psychologists P. Salovey and J. Mayer, it refers to a unique set of mental attributes, which includes the ability to comprehend one’s own emotions, exhibit empathy, and regulate feelings.

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According to P. Salovey and J.D. Mayer, the foundation of emotional intelligence consists of a range of skills that enable individuals to accurately assess and express emotions in both themselves and others, effectively manage them, and use emotional insights for motivation and goal setting. The authors examined the place of emotions in traditional concepts of intelligence, and also described a basis for integrating research on emotion-related skills, and examined the components of emotional intelligence P. Salovey, & J.D. Mayer.

Models and Frameworks

Four-Branch Model

P. Salovey and D. Grewal have presented a helpful framework for studying individual differences in abilities related to processing of emotional information. For their study, they would focus on J.D. Mayer and D.K. Abilov, A.R. Algozhina 224 Вестник Карагандинского университета P. Salovey’s four-branch model that characterizes emotional intelligence as a set of four interrelated abilities: perception, use, understanding, and emotion management.

Empirical Support

C. Cherniss, M. Extein, D. Goleman, and R.P. Weissberg show a great empirical support that the theory of emotional intelligence currently has.

Empirical Study

Purpose of the Study

In this regard, we have performed a study confirmed by real data collected during observation using questionnaires, which allowed us to confirm the hypothesis about components that are both the most and least influential on emotional intelligence of future teachers.

Objective

The study of emotional intelligence is aimed at preventing teacher burnout by increasing their ability to cope with daily classroom challenges. Empirically based programs are recommended as a direct and systemic component of the professional development of teachers both prior to and throughout their teaching careers.

Training and Development of Emotional Intelligence

Teachers can develop emotional intelligence. N. Dolev, S. Leshem argue that Emotional Intelligence training programs can be effective in ensuring positive shifts and related behavior that can positively affect teacher practice, their sense of importance and their relationships with students.

We endorse V. Kovalchuk et al.’s opinion that emotional intelligence of a future teacher is absolutely necessary and needs to be formed during the student period. That said, our study of a group of students of pedagogical educational programs is justified.

Evidence from Related Studies

A growing body of research in recent years has confirmed the value of emotional intelligence for both effective teaching and student achievements. M. Hen, & A. Sharabi-Nov present a quasi-experimental preand post-training study to evaluate the impact of a 56-hour Emotional Intelligence training model. The model has been developed and studied in an attempt to address the growing need for educators to practice and implement “emotionally intelligent” learning environments.

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This study has involved teachers from ten elementary schools in Israel. Results have shown an increase in emotional intelligence and empathy from the beginning to the end of the course. Further regression has shown that both emotional expression and regulation predicted empathy at the end of the course. Participants’ reflective tasks have shown an increase in selfawareness, emotional awareness, emotional regulation, and understanding of others. [link]

Discussion

Given the constant and rapid social changes, along with new challenges, elevated social expectations, and heightened professional standards, the importance of developing emotional intelligence is becoming increasingly significant, alongside other critical factors like competence and effectiveness.

For future teachers, the ability to identify and regulate emotions is paramount, as they must navigate two key responsibilities: enhancing their own personal capabilities that underpin emotional intelligence and fostering emotional intelligence in their students. Aspiring educators need to seek out innovative methods and tools for understanding and managing emotions, as well as cultivating their empathy skills.

Understanding emotional intelligence is crucial for teachers to form positive relationships with both peers and students. This pursuit is essential for developing self-awareness, understanding motivations and goals within the educational environment, influencing others’ emotions, and enhancing leadership qualities.

There are good theoretical grounds to consider emotional intelligence (EI) is considered an important component of teachers’ professional skills, which has a theoretical basis. However, there is insufficient data on the relationship between the level of EI among student teachers and their success in teaching.

The study also considered the influence of gender and previous academic achievements as possible factors influencing pedagogical effectiveness. However, the relationship between these three variables and the effectiveness of teaching has not been identified, which casts doubt on existing ideas about the role of emotions in teaching.

Conclusion and Implications

They expand scientific understanding of the nature of emotional intelligence, and can also be used to develop emotional intelligence development programs, psychological counseling, professional selection, and educational programs aimed at improving psychological stability of students.

Further research in this area can focus on studying the influence of personal and environmental factors on the relationship between emotional intelligence and stress resistance, psychological stability.

High stress levels and increasing burnouts in teaching require new means of improving stress management and improving the well-being of future teachers, which are the key to effective learning and student academic progress.

A growing body of evidence indicates that development of emotional intelligence through training can positively affect a wide range of psychological outcomes, resulting in improved health and psychological stability, and, apparently, has direct application to maintaining psychological stability of teachers.

The results of the study can be applied in the development of programs to improve the quality of emotional intelligence. Enhancing the overall level of emotional intelligence can be accomplished through targeted training and psychological practices focused on recognizing and managing emotions. Emotional intelligence is essential for conflict resolution and anticipating outcomes within a professional teaching context.