The act of teaching involves a significant daily emotional component. Due to the inherent sensitivities that occur in the teaching dynamic, there is a need for adequate management of emotions of both teachers and students to facilitate and optimize the intense and continuous interpersonal relations that typically occur in a school environment.
Teachers must possess strategies that combine student learning requirements with the imperative to establish the school as a haven of peace, empathy and appreciation, thus contributing to reduce conflict in teacher-student relations. The professional activity of teachers solicits the implementation of strategies for the perception, understanding and management of emotions. For example, disobedience, aggression, threats, confrontation with students, problems with the school system, and loss of authority could lead teachers to the limit of their emotional resistance. In this context, it is important to highlight that there is a lack of comprehensive professional training in emotional content in the academic training of teachers.
Several studies have shown that emotionally intelligent teachers have more skills to more effectively manage the various challenges of daily life; have a strong influence on students; encourage growth, spread a positive atmosphere in the classroom and create healthy, stimulating environments for learning. Given these aspects, emotional intelligence fosters a pro-social and positive classroom climate, which results in positive academic, social and emotional outcomes for students and teachers. Several empirical investigations demonstrate the effectiveness of the development of emotional capacities in the teachers, specifically demonstrating that the emotional intelligence of the teacher constitutes a factor of protection against stress, is associated with greater professional achievement, fewer sensations of fatigue, closer relationship with students, to greater effectiveness in teaching and managing discipline in the classroom.
The enhancement of emotional intelligence skills helps teachers cope with emotional demands at school. It is critical in attaining order and balance in a truly productive teaching process and paradigm, and in guiding decisions during a conflict.
With this research topic, we intend to provide empirical evidence that examines the importance of teachers' emotional training in their academic and continuing education, highlighting recent findings and analyzing future perspectives of this exciting and ever-growing field in education.
The act of teaching involves a significant daily emotional component. Due to the inherent sensitivities that occur in the teaching dynamic, there is a need for adequate management of emotions of both teachers and students to facilitate and optimize the intense and continuous interpersonal relations that typically occur in a school environment.
Teachers must possess strategies that combine student learning requirements with the imperative to establish the school as a haven of peace, empathy and appreciation, thus contributing to reduce conflict in teacher-student relations. The professional activity of teachers solicits the implementation of strategies for the perception, understanding and management of emotions. For example, disobedience, aggression, threats, confrontation with students, problems with the school system, and loss of authority could lead teachers to the limit of their emotional resistance. In this context, it is important to highlight that there is a lack of comprehensive professional training in emotional content in the academic training of teachers.
Several studies have shown that emotionally intelligent teachers have more skills to more effectively manage the various challenges of daily life; have a strong influence on students; encourage growth, spread a positive atmosphere in the classroom and create healthy, stimulating environments for learning. Given these aspects, emotional intelligence fosters a pro-social and positive classroom climate, which results in positive academic, social and emotional outcomes for students and teachers. Several empirical investigations demonstrate the effectiveness of the development of emotional capacities in the teachers, specifically demonstrating that the emotional intelligence of the teacher constitutes a factor of protection against stress, is associated with greater professional achievement, fewer sensations of fatigue, closer relationship with students, to greater effectiveness in teaching and managing discipline in the classroom.
The enhancement of emotional intelligence skills helps teachers cope with emotional demands at school. It is critical in attaining order and balance in a truly productive teaching process and paradigm, and in guiding decisions during a conflict.
With this research topic, we intend to provide empirical evidence that examines the importance of teachers' emotional training in their academic and continuing education, highlighting recent findings and analyzing future perspectives of this exciting and ever-growing field in education.
