Emotional intelligence and teaching : solving the puzzle

Perry, C. and Ball, I. 2008, Emotional intelligence and teaching : solving the puzzle, The professional educator : PE, vol. 7, no. 1, pp. 24-27.


Title Emotional intelligence and teaching : solving the puzzle
Author(s) Perry, C.
Ball, I.
Journal name The professional educator : PE
Volume number 7
Issue number 1
Start page 24
End page 27
Publisher Australian College of Educators
Place of publication Deakin West, A.C.T.
Publication date 2008-04
ISSN 1447-3607
Keyword(s) emotional intelligence
emotional response
interpersonal competence
interpersonal relationship
learning environment
reflective teaching
self efficacy
student teacher relationship
teacher characteristics
teacher effectiveness
teaching effectiveness
Summary The emotional intelligence of educators has a major influence on how well they are able to help people to learn. Teachers with high levels of emotional intelligence always or usually adopt an appropriate emotionally intelligent response in both positive and negative situations. Teachers with low levels of emotional intelligence sometimes adopt an emotionally intelligent response in positive situations but seldom or never in negative situations. These differences have some significant implications. The authors' research shows that emotional intelligence and self-efficacy are different but related concepts. A teacher's level of emotional intelligence is linked to his or her sense of self-efficacy. A teacher with high levels of emotional intelligence is more likely to be able to work more effectively and persist longer because they have a belief in their own ability and feel that they are in control. The emotionally intelligent teacher is sensitive to his or her own emotions and the emotions of others and so is able to build positive relationships with colleagues and students. Beyond that, a teaching environment that is emotionally healthy and supportive will enhance the development of teachers' emotional intelligence.
Language eng
Field of Research 130309 Learning Sciences
HERDC Research category C3.1 Non-refereed articles in a professional journal
HERDC collection year 2008
Copyright notice ©2008, Australian Council for Educational Research
Persistent URL http://hdl.handle.net/10536/DRO/DU:30020844

Document type: Journal Article
Collection: School of Education
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