Emotional Intelligence in the Classroom

Abstract

The purpose of this study is to explore how teachers address emotional intelligence (EI) in the classroom and to identify their challenges while doing so. Based on semi-structured interviews with ten teachers in secondary education and vocational education, this study focused on: the importance of EI, the ways teachers address EI in the classroom, the challenges encountered when addressing EI and the future wishes for EI in the classroom. Through a thematic analysis, findings revealed that teachers find EI important because benefits regarding students’ studies, work and social development. Teachers address EI in the classroom through conversation, as part of a subject and in cooperation with colleagues. However, various challenges when addressing EI in the classroom have been identified: willingness of students, EI is lacking in teacher education, the role of the teacher and time related challenges. Future wishes for EI include more and clear material, better preparation for emotional intelligence in teacher workshops, guest speakers and emotional intelligence to be in the school curriculum. This research aims to contribute to the existing gap in literature on addressing EI in the classroom and its challenges while doing so.