Emotionally intelligent educators: keys and strategies for meaningful learning
Abstract
One of education's main challenges is preparing the next generations to regulate, learn, and transform emotionally diverse and complex environments. Although the scientific literature has extensively addressed the importance of emotional intelligence and recognizes its contributions to well-being and development, educational strategies aimed at promoting it at individual and group levels have yet to receive similar attention. Consequently, the research aims to explore the main strategies for developing emotional intelligence from educators and its projection in the different socio-educational processes. To this end, a qualitative review of the literature is carried out based on the progressive search for relevant sources through theoretical sampling and multiple instruments for contrasting and validating the findings. The analysis is carried out based on the grounded theory procedures, which allows a partial representation of the principles for developing strategies that promote emotional intelligence. The results endorse the importance of emotionally intelligent educators in educational contexts while emphasizing the crucial nature of the ways to promote students' intelligence. The main strategies include addressing the psychological climate in the classroom, cooperative analysis of problems, and the proposal of joint solutions, as well as the construction of new forms of support. We concluded that continuing to delve deeper into the strategies is necessary, mainly through complex and contextualized mixed designs.Downloads
References
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Alzoubi, H. M., & Aziz, R. (2021). Does Emotional Intelligence Contribute to Quality of Strategic Decisions? The Mediating Role of Open Innovation. Journal of Open Innovation: Technology, Market, and Complexity, 7(2), 130. https://doi.org/10.3390/joitmc7020130
Barragán Martín, A. B., Molero Jurado, M. D. M., Pérez-Fuentes, M. D. C., Oropesa Ruiz, N. F., Martos Martínez, Á., Simón Márquez, M. D. M., & Gázquez Linares, J. J. (2021). Interpersonal Support, Emotional Intelligence and Family Function in Adolescence. International Journal of Environmental Research and Public Health, 18(10), 5145. https://doi.org/10.3390/ijerph18105145
Barragán Martín, A. B., Pérez-Fuentes, M. D. C., Molero Jurado, M. D. M., Martos Martínez, Á., Simón Márquez, M. D. M., Sisto, M., & Gázquez Linares, J. J. (2021). Emotional Intelligence and Academic Engagement in Adolescents: The Mediating Role of Self-Esteem. Psychology Research and Behavior Management, Volume 14, 307–316. https://doi.org/10.2147/PRBM.S302697
Baudry, A., Grynberg, D., Dassonneville, C., Lelorain, S., & Christophe, V. (2018). Sub‐dimensions of trait emotional intelligence and health: A critical and systematic review of the literature. Scandinavian Journal of Psychology, 59(2), 206–222. https://doi.org/10.1111/sjop.12424
Borges Machín, A. Y., & González Bravo, Y. L. (2022). Educación comunitaria para un envejecimiento activo: Experiencia en construcción desde el autodesarrollo. Región Científica, 1(1), 202213. https://doi.org/10.58763/rc202213
Brackett, M. A., Bailey, C. S., Hoffmann, J. D., & Simmons, D. N. (2019). RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning. Educational Psychologist, 54(3), 144–161. https://doi.org/10.1080/00461520.2019.1614447
Braun, S. S., Schonert-Reichl, K. A., & Roeser, R. W. (2020). Effects of teachers’ emotion regulation, burnout, and life satisfaction on student well-being. Journal of Applied Developmental Psychology, 69, 101151. https://doi.org/10.1016/j.appdev.2020.101151
Caena, F., & Vuorikari, R. (2022). Teacher learning and innovative professional development through the lens of the Personal, Social and Learning to Learn European key competence. European Journal of Teacher Education, 45(4), 456–475. https://doi.org/10.1080/02619768.2021.1951699
Chen, J., & Guo, W. (2020). Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership. Educational Management Administration & Leadership, 48(1), 82–105. https://doi.org/10.1177/1741143218781066
Cipriano, C., Barnes, T. N., Rivers, S. E., & Brackett, M. (2019). Exploring Changes in Student Engagement through the RULER Approach: An Examination of Students at Risk of Academic Failure. Journal of Education for Students Placed at Risk (JESPAR), 24(1), 1–19. https://doi.org/10.1080/10824669.2018.1524767
Cleary, M., Visentin, D., West, S., Lopez, V., & Kornhaber, R. (2018). Promoting emotional intelligence and resilience in undergraduate nursing students: An integrative review. Nurse Education Today, 68, 112–120. https://doi.org/10.1016/j.nedt.2018.05.018
Cromwell, A. (2019). How peace education motivates youth peacebuilding: Examples from Pakistan. International Journal of Educational Development, 66, 62–69. https://doi.org/10.1016/j.ijedudev.2019.02.006
Denston, A., Martin, R., Fickel, L., & O’Toole, V. (2022). Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand. Teaching and Teacher Education, 117, 103813. https://doi.org/10.1016/j.tate.2022.103813
Elsbach, K. D., & Van Knippenberg, D. (2020). Creating High‐Impact Literature Reviews: An Argument for ‘Integrative Reviews’. Journal of Management Studies, 57(6), 1277–1289. https://doi.org/10.1111/joms.12581
Fitzgerald, M. M., Shipman, K., Pauletic, M., Ellesworth, K., & Dymnicki, A. (2022). Promoting educator social emotional competence, well-being, and student–educator relationships: A pilot study. Mental Health & Prevention, 26, 200234. https://doi.org/10.1016/j.mhp.2022.200234
Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250–264. https://doi.org/10.1080/00461520.2021.1985501
Ghita-Pirnuta, O.-A., & Cismaru, L. (2022). Developing the Emotional Intelligence of Millennial Students: A Teaching Strategy. Sustainability, 14(21), 13890. https://doi.org/10.3390/su142113890
Gómez Cano, C. A. (2022). Ingreso, permanencia y estrategias para el fomento de los Semilleros de Investigación en una IES de Colombia. Región Científica, 1(1), 20226. https://doi.org/10.58763/rc20226
Hoferichter, F., Hirvonen, R., & Kiuru, N. (2021). The development of school well-being in secondary school: High academic buoyancy and supportive class- and school climate as buffers. Learning and Instruction, 71, 101377. https://doi.org/10.1016/j.learninstruc.2020.101377
Hora, M. T., Benbow, R. J., & Smolarek, B. B. (2018). Re-thinking Soft Skills and Student Employability: A New Paradigm for Undergraduate Education. Change: The Magazine of Higher Learning, 50(6), 30–37. https://doi.org/10.1080/00091383.2018.1540819
Kamboj, K. P., & Garg, P. (2021). Teachers’ psychological well-being role of emotional intelligence and resilient character traits in determining the psychological well-being of Indian school teachers. International Journal of Educational Management, 35(4), 768–788. https://doi.org/10.1108/IJEM-08-2019-0278
Kang, D.-M. (2022). An Elementary School EFL Teacher’s Emotional Intelligence and Emotional Labor. Journal of Language, Identity & Education, 21(1), 1–14. https://doi.org/10.1080/15348458.2020.1777867
Kim, M., Wagner, D., & Jin, Q. (2021). Tensions and Hopes for Embedding Peace and Sustainability in Science Education: Stories from Science Textbook Authors. Canadian Journal of Science, Mathematics and Technology Education, 21(3), 501–517. https://doi.org/10.1007/s42330-021-00157-3
Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280–291.
Lei, H., Cui, Y., & Chiu, M. M. (2018). The Relationship between Teacher Support and Students’ Academic Emotions: A Meta-Analysis. Frontiers in Psychology, 8, 2288. https://doi.org/10.3389/fpsyg.2017.02288
Macgilchrist, F., Allert, H., & Bruch, A. (2020). Students and society in the 2020s. Three future ‘histories’ of education and technology. Learning, Media and Technology, 45(1), 76–89. https://doi.org/10.1080/17439884.2019.1656235
Martínez-Monteagudo, M. C., Inglés, C. J., Granados, L., Aparisi, D., & García-Fernández, J. M. (2019). Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers. Personality and Individual Differences, 142, 53–61. https://doi.org/10.1016/j.paid.2019.01.036
McCallops, K., Barnes, T. N., Berte, I., Fenniman, J., Jones, I., Navon, R., & Nelson, M. (2019). Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review. International Journal of Educational Research, 94, 11–28. https://doi.org/10.1016/j.ijer.2019.02.007
McKown, C. (2019). Challenges and Opportunities in the Applied Assessment of Student Social and Emotional Learning. Educational Psychologist, 54(3), 205–221. https://doi.org/10.1080/00461520.2019.1614446
Naylor, D., & Nyanjom, J. (2021). Educators’ emotions involved in the transition to online teaching in higher education. Higher Education Research & Development, 40(6), 1236–1250. https://doi.org/10.1080/07294360.2020.1811645
Nickerson, A. B., Fredrick, S. S., Allen, K. P., & Jenkins, L. N. (2019). Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization. Journal of School Psychology, 73, 74–88. https://doi.org/10.1016/j.jsp.2019.03.002
Okwuduba, E. N., Nwosu, K. C., Okigbo, E. C., Samuel, N. N., & Achugbu, C. (2021). Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students. Heliyon, 7(3), e06611. https://doi.org/10.1016/j.heliyon.2021.e06611
Panayiotou, M., Humphrey, N., & Wigelsworth, M. (2019). An empirical basis for linking social and emotional learning to academic performance. Contemporary Educational Psychology, 56, 193–204. https://doi.org/10.1016/j.cedpsych.2019.01.009
Pekrun, R. (2019). Inquiry on emotions in higher education: Progress and open problems. Studies in Higher Education, 44(10), 1806–1811. https://doi.org/10.1080/03075079.2019.1665335
Pekrun, R. (2021). Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable. Educational Psychologist, 56(4), 312–322. https://doi.org/10.1080/00461520.2021.1991356
Pérez Gamboa, A. J. (2022). La orientación educativa universitaria en Cuba: Situación actual en la formación no pedagógica. Conrado, 18(89), 75–86.
Pérez Gamboa, A. J., Echerri Garcés, D., & García Acevedo, Y. (2021). Proyecto de vida como categoría de la pedagogía de la Educación Superior: Aproximaciones a una teoría fundamentada. Transformación, 17(3), 542–563.
Puertas Molero, P., Zurita Ortega, F., Ubago Jiménez, J. L., & González Valero, G. (2019). Influence of Emotional Intelligence and Burnout Syndrome on Teachers Well-Being: A Systematic Review. Social Sciences, 8(6), 185. https://doi.org/10.3390/socsci8060185
Ricardo Jiménez, L. S. (2022). Dimensiones de emprendimiento: Relación educativa. El caso del programa cumbre. Región Científica, 1(1), 202210. https://doi.org/10.58763/rc202210
Roth, C. G., Eldin, K. W., Padmanabhan, V., & Friedman, E. M. (2019). Twelve tips for the introduction of emotional intelligence in medical education. Medical Teacher, 41(7), 746–749. https://doi.org/10.1080/0142159X.2018.1481499
Ryan, T., & Henderson, M. (2018). Feeling feedback: Students’ emotional responses to educator feedback. Assessment & Evaluation in Higher Education, 43(6), 880–892. https://doi.org/10.1080/02602938.2017.1416456
Sanabria Martínez, M. J. (2022). Construir nuevos espacios sostenibles respetando la diversidad cultural desde el nivel local. Región Científica, 1(1), 20222. https://doi.org/10.58763/rc20222
Singla, D. R., Shinde, S., Patton, G., & Patel, V. (2021). The Mediating Effect of School Climate on Adolescent Mental Health: Findings From a Randomized Controlled Trial of a School-Wide Intervention. Journal of Adolescent Health, 69(1), 90–99. https://doi.org/10.1016/j.jadohealth.2020.09.030
Skura, M., & Świderska, J. (2022). The role of teachers’ emotional intelligence and social competences with special educational needs students. European Journal of Special Needs Education, 37(3), 401–416. https://doi.org/10.1080/08856257.2021.1885177
Tai, M. K., & Abdull Kareem, O. (2019). The relationship between emotional intelligence of school principals in managing change and teacher attitudes towards change. International Journal of Leadership in Education, 22(4), 469–485. https://doi.org/10.1080/13603124.2018.1481535
Thomas, C. L., & Allen, K. (2021). Driving engagement: Investigating the influence of emotional intelligence and academic buoyancy on student engagement. Journal of Further and Higher Education, 45(1), 107–119. https://doi.org/10.1080/0309877X.2020.1741520
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