28, May 2025

Emotional Intelligence as a Predictor of Effective Classroom Practices Among Elementary School Teachers

VOLUME-9; ISSUE-5; MAY-2025

Author(s): Monojit Gope , S.C. Subudhi

Authors Affiliations:

North-Eastern Hill University, Tura, Meghalaya, India

DOIs:10.2017/IJRCS/202505018     |     Paper ID: IJRCS202505018


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This study critically examines the role of Emotional Intelligence (EI) as a foundational construct in enhancing teaching competency among elementary school teachers. Framed within a systematic review methodology. The research synthesizes empirical literature published between 2010 and 2025. Reviews drawing from multidisciplinary sources to provide a comprehensive understanding of Emotional Intelligence's impact on pedagogical practice. The findings elucidate those elevated levels of Emotional Intelligence characterized by self-awareness, emotional regulation, empathy, and interpersonal efficacy significantly contribute to improved classroom management, instructional adaptability, conflict resolution, teacher-student rapport, and professional resilience. Cross-national evidence underscores Emotional Intelligence have positive correlation with student academic outcomes, classroom climate, and teacher job satisfaction. The integration of Emotional Intelligence into teacher education and professional development emerges as a critical determinant of instructional quality and occupational well-being. The review advocates for the institutionalization of Emotional Intelligence within teacher preparation frameworks. The researcher recommended evidence-based training modules, evaluative mechanisms for Emotional Intelligence competencies, and policy-level interventions. This research contributes to the evolving discourse on teacher effectiveness by positioning emotional intelligence as a core competency requisite for navigating the complex emotional and social dimensions of contemporary educational environments.

Emotional Intelligence, Teaching Competency, Elementary School Teacher, Teacher Professional Development, Classroom Management

Monojit Gope , S.C. Subudhi (2025); Emotional Intelligence as a Predictor of Effective Classroom Practices Among Elementary School Teachers, International Journal of Research Culture Society,    ISSN(O): 2456-6683,  Volume – 9,   Issue –  5,  Pp.107-113.      Available on – https://ijrcs.org/

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