Impact of Teachers Emotional Intelligence in Large Classes

Abstract

Purpose: People with emotional intelligence are more cheerful than others because it helps them to understand their feelings and allows them to live more freely and amicably. In this study, teachers' participation in large classrooms in government secondary schools was predicted using emotional intelligence. Design/Methodology/Approach: It is a quantitative strategy that made use of co relational research. In Multan, Pakistan, four tehsils are used to select 300 secondary school teachers using stratified random sampling. The secondary school teachers' responses to a closed-ended questionnaire were employed as the data source. The majority of secondary school instructors were found to have average levels of emotional intelligence and successfully engage students in large classrooms, according to the survey, which indicated that teachers' emotional intelligence levels were average. Findings: Teachers were surveyed regarding to their emotional involvement in large classrooms with the school community, their coworkers, and the students, as well as their level of emotion in interactions with the students and the impact of their emotional involvement on student achievement. It was discovered that teachers had a moderate amount of attachment to the culture of the school, their coworkers, and the students Implications/Originality/Value: Teachers participated actively in the classroom as a result of these traits. Government should hire more teachers who have high emotional intelligence since it improves their ability to engage the students in class rooms.

Keywords

• Emotional Intelligence
• control of Large Classes,
• Teaching,
• Instructional Management
• Burnout,