Integrating Emotional Intelligence with Pedagogical Practices: A Case Study of Empowering Higher Secondary School Teachers

Abstract

Emotional Intelligence is a vital psychological construct, and its thorough understanding is significant for inculcating effective teaching practices. This research study intended to explore the role of emotional intelligence in transforming constructivist classroom practices, promoting students' higher-order thinking, stimulating a rationalistic approach, nurturing decision-making skills, fostering empathy, and improving interpersonal relationships with peers. Research question that guide this study include: What are the emotional intelligence competencies that are useful in effective pedagogical practices to achieve students' learning outcomes? Qualitative research design enables a researcher to conduct research effectively by addressing study variables, data gathering, analyzing and interpreting data to guide useful findings. Multiple case study design is extremely influential in exploring teachers' experiences and beliefs about emotional intelligence and classroom practices. Purposive sampling was used for participant selection, while schools were conveniently selected. A proportionate sampling technique was utilized to select participants on gender-wise classification. Participants of the study were ten male and eight female higher secondary school teachers, whereas open-ended interviews were employed to collect data. This study unraveled the mediating role of teachers' emotional intelligence and the type of classroom practices employed to promote a more conducive school environment. During teachers recruitment, emotional competencies should be given due consideration in the selection process. Teaching purpose may not only focus on students’ cognitive development but may also concentrate on students’ emotional advancement.