Abstract
Emotional intelligence (EI) is the ability to manage and identify one’s emotions and the emotions of others. We measure how well we understand our emotions through emotional intelligence. It is crucially important to know how to interpret our emotions in order to effectively communicate with our colleagues. Emotional intelligence is especially important for teachers as it helps them face certain stressful situations in which their actions can impact their students’ learning and well-being. Also, it helps teachers deal with the new challenges that come with problematic groups of students, crowded classrooms, or a lack of motivation. With the established relationship of Emotional Intelligence (EI) skills and new research evidence linking EI to enhanced instructional performance and as a factor in teacher retention, teachers at all levels could benefit from learning and using EI skills for both personal and professional development. In this chapter, we present a six-dimension model of EI and provide teachers with tried and true intervention strategies to help them increase their EI skills.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aguilar, E. (2018). Onward: Cultivating emotional resilience in educators. San Francisco, CA: Jossey-Bass.
Bar-On, R. (1997). The emotional quotient inventory (EQ-i): A test of emotional intelligence. Toronto, Canada: Multi-Health Systems.
Bouslama, F., Housley, M., & Steele, A. (2015). Using a fuzzy logic-based emotional intelligence framework for testing emotional literacy of students in an outcomes-based educational system. Journal of Network and Innovative Computing, 3, 105–114.
Brackett, M. A., & Kululak, N. A. (2006). Emotional intelligence in the classroom: Skill-based training for teachers and students. In J. Ciarrochi & J. D. Mayer (Eds.), Applying emotional intelligence: A practitioner’s guide (pp. 1–27). New York: Psychology Press/Taylor and Francis.
Cartwright, A., & Solloway, A. (2009). Emotional Intelligence: Activities for developing you and your business. London: Routledge.
Childre, D., & Rozman, D. (2005). Transforming stress: The HeartMath® Solution for relieving worry, fatigue, and tension Solution for relieving worry, fatigue, and tension. Oakland, CA: New Harbinger Publications.
Ciarrochi, J., Deane, F. P., & Anderson, S. (2002). Emotional intelligence moderates the relationship between stress and mental health. Personality and Individual Differences, 32, 197–209.
Chu, L.-C. (2010). The benefits of meditation vis-à-vis emotional intelligence, perceived stress and negative mental health. Stress & Health: Journal of the International Society for the Investigation of Stress, 26(2), 169–180. https://doi.org/10.1002/smi.1289
Donaldson-Feilder, E. J., & Bond, F. W. (2004). The relative importance of psychological acceptance and emotional intelligence to workplace well-being. British Journal of Guidance & Counselling, 32, 187–203.
Downing, S. (2005). On Course: Strategies for creating success in college and in life. Boston, MA: Cengage Learning.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
Gardner, H. (1993). Multiple Intelligences: The theory in practice. New York: Basic Books.
Ghanizadeh, A., & Moafian, F. (2010). The role of EFL teachers’ emotional intelligence in their success. ELT Journal, 64(4), 424–435.
Gkonou, C., & Mercer, S. (2017). Understanding emotional and social intelligence among English language teachers. In Research papers 17.03. London, UK: British Council.
Goad, D. (2005). Emotional intelligence and teacher retention. Unpublished raw data presented at the 2005 Institute on Emotional Intelligence, Texas A & M University-Kingsville.
Goleman, D. (1998). Working with Emotional Intelligence. New York, NY: Bantam Books.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Books.
Johnson, D. & Johnson, R. (2009). Energizing learning: The instructional power of conflict. Educational Researcher, 38(1), 37–51.
Justice, M. (2005). Emotional intelligence and teacher retention. Unpublished raw data presented at the 2005 Institute on Emotional Intelligence, Texas A & M University-Kingsville.
Kocoglu, Z. (2011). Emotional intelligence and teacher efficacy: A study of Turkish EFL pre-service teachers. Teacher Development, 15(4), 471–484.
Langton, N., Robbins, S. P., & Judge, T. A. (2010). Organizational Behavior: Concepts, Controversies, Applications. Toronto, Canada: Pearson Prentice Hall.
Low, G. (2000). Quantifying emotional intelligence: Positive contributions of the emotional mind. Annual Faculty Lecture, Texas A&M University-Kingsville, TX.
Manser, R. (2008). Empathy: FELT Model. Peterborough, ON: Sir Sandford Fleming College.
Mayer, J. D., DiPaolo, M. T., & Salovey, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence. Journal of Personality Assessment, 54, 772–781.
Moafian, F., & Ghanizadeh, A. (2009). The relationship between Iranian EFL teachers’ emotional intelligence and their self-efficacy in language institutes. System, 37(4), 708–718.
Mohebbi, H., Coombe, C., & Kirkpatrick, R. (2017). Emotional intelligence: Continuing controversies and unresolved issues. Language Teaching Research Quarterly, 4, 12–24.
Nelis, D., Quoidbach, J., Mikolajczak, M., & Hansenne, M. (2009). Increasing emotional intelligence: (How) is it possible? Personality and Individual Differences, 47(1), 36–41.
Nelson, D., & Low, G. (1999). Exploring and developing emotional intelligence skills. Kingsville, TX: EI Learning Systems.
Nelson, D., & Low, G. (2003). Emotional intelligence: Achieving academic and career excellence. Upper Saddle River, NJ: Prentice-Hall.
Nelson, D., & Low, G. (2005). Emotional intelligence: The role of transformative learning in academic excellence. Texas Study of Secondary Education, 13, 7–10.
Pasricha, N. (2016). The happiness equation. New York, NY: Putnam/Penguin Random House.
Petrides, K. V., Frederickson, N., & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36, 277–293.
Salovey, P., & Mayer, D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.
Tsaousis, I., & Nikolaou, I. (2005). Exploring the relationship of emotional intelligence with physical and psychological health functioning. Stress and Health, 21, 77–86.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Coombe, C., Bouslama, F., Hiasat, L., Medina, C., Manser, R. (2020). The Importance of Emotional Intelligence Skills for Language Teachers. In: Coombe, C., Anderson, N.J., Stephenson, L. (eds) Professionalizing Your English Language Teaching. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-34762-8_6
Download citation
DOI: https://doi.org/10.1007/978-3-030-34762-8_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-34761-1
Online ISBN: 978-3-030-34762-8
eBook Packages: EducationEducation (R0)