The relationship of emotional intelligence of teachers with pedagogical effectiveness and personality traits
DOI:
https://doi.org/10.4025/actascieduc.v48i1.77476Keywords:
professional experience; psycho-emotional stability; pedagogical effectiveness; competence profiles; self-regulation; interpersonal interaction.Abstract
Psycho-emotional stress in the educational environment raises the issue of developing teachers' emotional competencies as a factor of successful professional realisation. The study aimed to identify the key factors and mechanisms of influence of emotional intelligence on the effectiveness of pedagogical activity to create a differentiated system for the development of teachers’ emotional competencies. An empirical study was conducted among 150 teachers in Kosovo (Pristina District) using a set of empirical methods and qualitative analysis of semi-structured interviews. There was a statistically significant advantage of primary school teachers in terms of emotional intelligence (M = 138.7) over secondary school teachers (M = 131.2), with the greatest differences in the ability to perceive emotions (t = 3.45; p = 0.001) and manage the emotional states of others (t = 3.12; p = 0.002). Three typological profiles of emotional intelligence were identified: empathetic (31.4%), rational (42.9%) and mixed (25.7%). A non-linear relationship between the length of service and the level of emotional competence was found, with optimal indicators in the group of 10-20 years. The key predictors of emotional intelligence are openness to new experiences (β = 0.45), extraversion (β = 0.40), and conscientiousness (β = 0.30). The proposed model for the development of teachers’ emotional intelligence integrates evaluative, content, procedural, and performance-evaluation components that provide a systematic approach to the formation of teachers’ emotional competencies. Based on the model, a three-level programme with differentiated methods for teachers with different psychological profiles was developed. The introduction of this system in the professional training and in-service training of teachers increased psycho-emotional stability, optimised pedagogical interaction and improved the overall effectiveness of the educational process.
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