An Investigation into the Impact of Teachers’ Emotional Intelligence on Students’ Satisfaction of Their Academic Achievement

Ameena Taleb Al Jaberi, Khadeegha Alzouebi and Othman Abu Khurma ()
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Ameena Taleb Al Jaberi: Curriculum Department, Emirates National School, MBZ, Abu Dhabi P.O. Box 44321, United Arab Emirates
Khadeegha Alzouebi: School of e-Education, Hamdan Bin Mohammed Smart University, Dubai P.O. Box 71400, United Arab Emirates
Othman Abu Khurma: Emirates College for Advanced Education, Curriculum and Instruction, Abu Dhabi P.O. Box 126662, United Arab Emirates

Social Sciences, 2024, vol. 13, issue 5, 1-18

Abstract: This paper explores the correlation between teachers’ emotional intelligence (EI) and students’ academic achievement. Utilizing the Daniel Goleman questionnaire, the study delves into the multifaceted aspects of EI that extend beyond traditional leadership qualities. Goleman contends that, while attributes such as determination, intelligence, and vision are essential, they alone do not encapsulate effective leadership. Emotional intelligence introduces a spectrum of qualities crucial for leadership success, including self-awareness, managing emotions, motivating oneself, empathy, and social skills. The study employed a questionnaire developed by the researcher, employing a statement-based approach. Participants, predominantly students, were tasked with selecting statements that best resonated with their experiences. The questionnaire aimed to assess various dimensions of emotional intelligence, including self-awareness, emotional management, self-motivation, empathy, and social adeptness. Through statistical analysis of the collected data, the paper examines the relationship between teachers’ EI levels and students’ academic achievement. Findings revealed the significance of teachers’ ability to comprehend and regulate emotions, as well as their capacity for empathy and effective social interaction. Furthermore, the study sheds light on how these facets of emotional intelligence contribute to creating conducive learning environments and fostering student engagement and achievement. This research underscores the pivotal role of emotional intelligence in educational settings and provides insights into how enhancing teachers’ EI can positively impact students’ learning outcomes. The implications of these findings extend to educational policies and practices, advocating for the incorporation of EI training and development programs for educators to cultivate conducive learning environments and facilitate students’ academic success.

Keywords: teacher emotional intelligence; student achievement; self-awareness; self-regulation; motivation; social skills (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2024
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