Investigating the Components of Teachers' Emotional Intelligence in the Implementation of Teaching Methods in the Elementary School Curriculum

Document Type : Original Research

Authors

1 Lecturer at Farhangian University

2 undergraduate student of primary education at Farhangian University

Abstract

The purpose of this study was to investigate the characteristics of teachers’ emotional intelligence in the implementation of teaching methods in the elementary school curriculum. The qualitative research approach was inductive content analysis with emphasis on the self-concept method. The participants were teachers in Selmas and Chaypare in the academic year 2022-2023, 16 of them were studied as a purposeful index sampling. In this regard, semi-structured interviews were conducted and sampling continued until data saturation. To validate the findings, the rich description of data and researchers self-review was used, and to determine the data reliability, simultaneous analysis was used. The findings showed that 5 components of emotional intelligence including social skills (centered discourse, activism, Feedback), self-awareness (intuition, thoughtfulness, self-actualization), self-regulation (flexibility, educational productivity, educational management, creative mentality), empathy (ability Knowledge, introspection learner-oriented, educational well-being) and motivation (challenging, goal orientation, activity-oriented, applicability, scientific enrichment) are the main themes that provide the conditions for the optimal implementation of teaching methods with 110 primary themes. The results showed that teachers' emotional intelligence, in order to enrich and expand different dimensions of students' learning, can be educated and transferred to the real conditions of the school environment and should be considered in shaping students' learning styles.

Keywords

References

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The Journal of Theory and Practice in Teachers Education
Volume 8, Issue 14
February 2023
Pages 120-97

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History

  • Receive Date: 02 August 2022
  • Revise Date: 06 January 2023
  • Accept Date: 30 January 2023

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