Bridging Emotional Intelligence and Inclusive Education: Empowering Teachers to Support Diverse Classrooms

Abstract

This study aimed to explore teachers’ emotional intelligence (EI) as a means to uncover effective instructional practices and promote a more progressive, constructivist classroom culture that enhances students’ learning aspirations. Emotional intelligence is a vital psychological construct, and a comprehensive understanding of it is essential for fostering effective teaching practices. The purpose of the research was to expand upon existing findings and emphasize the role of EI in the adoption of constructivist teaching methods, ultimately contributing to the transformation of quality education. The central research questions addressed were: Which emotional intelligence competencies are most essential for supporting students with diverse learning needs? What challenges do teachers encounter when applying emotional intelligence in managing diverse and inclusive classrooms? The researcher collected and analyzed data, identifying key themes that informed the study’s recommendations for teachers, mentors, policymakers and school leaders. Findings revealed that teachers with high emotional intelligence (EI) demonstrated a stronger ability to manage diverse classrooms and address students’ academic and emotional needs. Participants emphasized that understanding individual student needs requires emotional sensitivity and awareness. Teachers highlighted that EI not only supports cognitive learning but also nurtures students’ social-emotional development, including self-awareness, empathy, and resilience. Teachers reported multiple internal barriers to applying EI, including emotional stress, burnout, and mental fatigue due to workload and lack of support. External constraints included large class sizes, insufficient resources, heavy academic curricula, limited professional development, and lack of institutional focus on emotional intelligence. The study extracted practical recommendations for teacher training institutions to embed emotional intelligence modules into pre-service education to equip future teachers with essential emotional and interpersonal skills. Emotional intelligence competencies should be considered during the hiring and induction process of new teachers. Organize refresher courses, workshops, and training seminars focused on emotional intelligence, differentiated instruction, and inclusive classroom management. Encourage teachers to use student-centered and differentiated teaching strategies informed by emotional intelligence, such as flexible grouping, personalized learning, and active listening. Ministries of education and school boards should develop policies that institutionalize the role of EI in national teacher standards, school leadership frameworks, and inclusive education mandates.