Study on the Relationship between Teachers' Emotional Intelligence and Teaching Quality in Elementary Schools

Richards Santoso; Lestari  Rahayu

Authors

Richards Santoso Universitas Negeri Padang, Padang, Indonesia Author
Lestari Rahayu Universitas Negeri Padang, Padang, Indonesia Author

Keywords:

Emotional Intelligence, Elementary Schools, Teaching Quality, Teachers, Teacher Performance

Abstract

This study investigates the relationship between teachers' emotional intelligence and the quality of teaching in elementary schools. Emotional intelligence, encompassing self-awareness, self-regulation, motivation, empathy, and social skills, is increasingly recognized as a critical factor influencing teachers’ performance and classroom effectiveness. The research employs a quantitative correlational design involving 150 elementary school teachers, utilizing validated emotional intelligence and teaching quality assessment instruments. Results indicate a significant positive correlation between teachers' emotional intelligence levels and their teaching quality, suggesting that teachers with higher emotional intelligence tend to create more supportive, engaging, and effective learning environments. The findings underscore the importance of developing emotional intelligence through professional development programs to enhance teaching quality and, consequently, student outcomes. This study contributes to educational psychology by highlighting the role of emotional competencies in educational settings and provides practical implications for school administrators and policymakers aiming to improve elementary education quality

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