Primary school teachers' perception of emotional intelligence in children's education

Abstract

The aim of this study was to investigate whether teachers are aware of the concept of emotional intelligence (EI), and whether they try implicitly or explicitly to promote EI in their pupils. A qualitative research approach was adopted. Twelve teachers of years 4, 5 and 6 in one State and one Church school were observed during a lesson which was then followed by a one hour interview with the teacher to explore their understanding and use of the concept of EI in their teaching. A qualitative analysis showed that none of the teachers had been explicitly exposed to the concept of EI. However, when informed of the concept, they all showed recognition of the importance of socio-emotional education, particularly: self-esteem, self expression, motivation, trust and empathy. The study recommends that new teachers should have EI as part of their education and that in-service training in EI should be made available to all teachers.