Emotional Intelligence as a Vital Indicator of Teacher Effectiveness

Abstract

The present research will refer to emotional intelligence (EI) with important work-related outcomes such as teacher performance as well as organizational productivity. The initial goal is to explore the effect (role) of emotional intelligence skills in effective teaching, and its effect on the productivity of teacher’s performance during the teaching-learning process. Effective teaching and good learning are two integral parts of students’ academic success. There are number of crucial factors which play an important role in teacher effectiveness such as teacher’s classroom management skills, teacher’s subject expertise, knowledge of teaching methods, teacher’s professionalism, – how to structure, explain and present the materials, and others. But emotional intelligence (EI), as the fifth component and the most important factor, sets most effective teachers apart from the majority because process of learning involves emotional and intellectual endeavor, struggle, frustration, excitement, also anxiety. Therefore an affective teacher needs an understanding of students’ emotional state and causes of their behavior to create an ideal learning environment that encourages positive social interaction, active engagement and strong motivation to learn. In the light of exploration of the role of Emotional Intelligence in effective teaching-learning process, this study asserts that teachers’ emotional competence factors contribute to the teacher effectiveness more than any other single factor. For instance, development of supportive teacher-student relationships, effective classroom management strategies, and successful emotional learning program implementation in order to create an ideal classroom climate that is more conducive to learning. All these contributions promote positive developmental outcomes in students’ achievements.