The Role of Emotional Intelligence in Teachers’ Decision-Making: Implications for Effective Classroom Management
Keywords:
Emotional Intelligence, Decision-Making, Teachers, Classroom Management, Educational LeadershipAbstract
Emotional intelligence (EI) has gained recognition as a key factor in enhancing the effectiveness of both teaching and educational leadership. The ability of teachers to recognize, understand, and regulate emotions—within themselves as well as among their students—has a profound impact on classroom interactions and professional choices. The present study explores the influence of emotional intelligence on teachers’ decision-making and its contribution to successful classroom management. It particularly focuses on how the major elements of EI, including self-awareness, empathy, emotional control, and social competence, shape teachers’ instructional planning, disciplinary strategies, and conflict resolution approaches. A quantitative research design was adopted, involving a sample of 120 secondary school teachers from public and private institutions. Data were collected using two standardized instruments: the Emotional Intelligence Scale (EIS) and the Teacher Decision-Making Inventory (TDMI). Statistical procedures, such as Pearson correlation and regression analysis, indicated a meaningful positive link between emotional intelligence and teachers’ decision-making effectiveness. The outcomes suggest that teachers who exhibit stronger emotional intelligence tend to make more balanced, ethical, and student-centered decisions, resulting in improved classroom discipline and academic outcomes. These results highlight that emotional intelligence is not merely an individual characteristic but an essential professional attribute that strengthens the quality of education. Therefore, teacher preparation and professional development programs should incorporate structured training in emotional intelligence to help educators develop reflective thinking, empathy, and emotional stability—qualities necessary for maintaining productive classrooms and making informed pedagogical decisions.
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