e-Pedagogium 2021, 21(2):18-32 | DOI: 10.5507/epd.2021.024

Emotional intelligence factors helping teachers cope with emotionally tense situations and enhancing effective pedagogical communication

Alena Jůvováa, Ondřej Dudab
a Institute of Education and Social studies, Faculty of Education, Palacký University Olomouc, Žižkovo nám. 5, 771 40 Olomouc, Czech Republic
b Institute of Foreign Languages, Faculty of Education, Palacký University Olomouc, Žižkovo nám. 5, 771 40 Olomouc, Czech Republic

In this paper, we focus on the relationship between emotional and social intelligence and pedagogical communication, which significantly affects both the effectiveness of pedagogical communication and the atmosphere in the school classroom. These are two important phenomena whose relationship cannot be underestimated. The ability of meaningful and effective communication is a basic requirement for the teacher's personal characteristics as well as for the teaching profession. Equally important for the teacher's work are the emotions from the quality of which the teacher's behaviour towards the students derives. For this reason, the teacher needs to be equipped with developed and cultivated emotional intelligence that the empathetic and sensitive approach to each student requires. The aim of the paper is to find factors that help teachers to cope with emotionally tense situations and thus benefit effective pedagogical communication. It is also necessary to mention the ways in which effective communication affects both the class atmosphere and climate of the class and school. The method of grounded theory was used in this research.

Keywords: effective pedagogical communication, emotional intelligence, empathy, atmosphere, class climate, self-efficacy, flow.

Received: June 30, 2021; Revised: July 9, 2021; Accepted: July 21, 2021; Prepublished online: August 16, 2021; Published: August 31, 2021  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Jůvová, A., & Duda, O. (2021). Emotional intelligence factors helping teachers cope with emotionally tense situations and enhancing effective pedagogical communication. e-Pedagogium, 21(2), 18-32. doi: 10.5507/epd.2021.024
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. Bakić-Tomić, L., Dvorski, J., & Kirinić, A. (2015). Elements of teacher communication competence: An examination of skills and knowledge to communicate. International Journal of Research in Education and Science (IJRES), 1(2), 157-166. [online]. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1105191.pdf Go to original source...
    2. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.). Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. online. Retrieved from: https://www.uky.edu/~eushe2/Bandura/Bandura1994EHB.pdf
    3. Barr, J., J. (2010). The relationship between teachers' empathy and perceptions of school culture. Educational Studies, 37(3), 365-369 [online]. Retrieved from: http://dx.doi.org/10.1080/03055698. 2010.506342. Go to original source...
    4. Bradberry, T. (2014). 9 Things Emotionally Intelligent People Won't Do. TalentSmart [online]. Retrieved from: https://www.talentsmarteq.com/articles/9-Things-Emotionally-Intelligent-People-Won%E2%80%99t-Do-408089544-p-1.html
    5. Bradberry, T., Greaves, J., & Lencioni, P. (2009). Emotional intelligence 2.0. San Diego, CA: TalentSmart.
    6. Creswell, J., W. (2021). Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 4th Edition. Boston: Pearson.
    7. Czikszentmihalyi, M. (2014). Applications of Flow in Human Development and Education: The Collected Works of Mihaly Csikszentmihalyi. Dordrecht: Springer. Go to original source...
    8. Fried, L., Mansfield, C. & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415-441. [online]. Retrieved from: http://www.iier.org.au/iier25/fried.pdf.
    9. Garner, P. W. (2010). Emotional Competence and its Influences on Teaching and Learning. Educational Psychology Review, 22, 297-321, https://doi.org/10.1007/s10648-010-9129-4 Go to original source...
    10. Gavora, P. (2005). Učitel a žáci v komunikaci. Brno: Paido.
    11. Goleman, D. (2009). Emotional Intelligence. London: Bloomsbury Publishing.
    12. Goleman, D. (2006). Emotional Intelligence: Why It Can Matter More Than IQ. 10th Anniversary Edition. New York: Bantam Books.
    13. Jůvová, A. (2013). Komunikativní dovednosti. Olomouc: PdF UP.
    14. Korthagen, F., A., J. (2014). Promoting core reflection in teacher education: Deepening professional growth. In Orland-Barak, L. & Craig, C., J. (Eds.). International Teacher Education: Promising pedagogies (Part A), (pp. 73-89). Bingley, UK: Emerald. Go to original source...
    15. Korthagen, F., A., J. & Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice, 11(1), 47-71. [online]. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/1354060042000337093. Go to original source...
    16. Lerch, T. (2017). Emoce a humor v pedagogické komunikaci. Diplomová práce. Olomouc: PdF UP.
    17. Mareš, J. & Křivohlavý, J. (1990). Sociální a pedagogická komunikace ve škole. Praha: SPN.
    18. Meitisari, N., Hanafi, A. & Wahab, Z. (2018). Analysis on the Effects of Organizational Communication Climate and Career Development toward Employee Performance with Job Satisfaction. International Journal of Scientific and Research Publications, 8(8), 444-449, http://www.ijsrp.org/ research-paper-0818/ijsrp-p8054.pdf. Go to original source...
    19. Meyers, S., Rowell, K., Wells, M. & Smith, B., C. (2019). Teacher Empathy: A Model of Empathy for Teaching for Student Success. College Teaching, 67(3), 160-168, DOI: 10.1080/87567555. 2019.1579699 Go to original source...
    20. Mousena, E. & Raptis, N. (2020). Beyond Teaching: School Climate and Communication in the Educational Context. [online]. Retrieved from: https://www.intechopen.com/online-first/beyond-teaching-school-climate-and-communication-in-the-educational-context. DOI: 10.5772/intechopen.93575. Go to original source...
    21. Naqvi, Iqbal, & Akhtar, (2016). The Relationship between Emotional Intelligence and Performance of Secondary School Teachers. Bulletin of Education and Research, 38(1), 209-224.
    22. Peters-Kühlinger, G. & Friedel, J. (2017). Soft Skills. Freiburg: Haufe-Lexware, 2012.
    23. Prozesky, D. R. (2000). Communication and effective teaching. Community eye Health,13(35), 44-45.
    24. Průcha, J. (2002). Učitel. Současné poznatky o profesi. Praha: Portál.
    25. Rubin, R. R. (2011). Educational Communication. In Donsbach, W. The international encyclopedia of communication. [online]. Retrieved from: https://onlinelibrary.wiley.com/doi/10.1002/978140518 6407.wbiece005.pub2. Go to original source...
    26. Soanes, D. G., & Sungoh, S. M. (2019). Influence of Emotional Intelligence on Teacher Effectiveness of Science Teachers. Psychology, 10(13), 1819-1831. DOI:10.4236/psych.2019.1013118. Go to original source...
    27. Strauss, A., & Corbin, J. (1994). Grounded Theory Methodology: An Overview. In Denzin, N. & Lincoln, Y. Handbook of Qualitative Research. 1st ed. (pp. 273-284).
    28. Sutton, R. E., Wheatley, K. F. (2003). Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational Psychology Review, 15(4), 327-358. DOI: 10.1023/ A:1026131715856. Go to original source...
    29. Toraby, E., & Modarresi, G. (2018). EFL Teachers' Emotions and Learners' Views of Teachers' Pedagogical Success. International Journal of Instruction, 11(2), 513-526, https://doi.org/10.12973/iji.2018.11235a. Go to original source...
    30. Vašutová, J. (2004). Profese učitele v českém vzdělávacím kontextu. Brno: Paido.
    31. Verma, P. (2013). Relationship between Organisational Communication Flow and Communication Climate. Int. J. Pharm. Sci. Bus. Manag. 1(1), 63-71.
    32. Vogel, I., C., & Uni-Taschenbücher GmbH. (2018). Kommunikation in der Schule. Bad Heilbrunn: Verlag Julius Klinkhardt 2018. Go to original source...
    33. Schwarzer, R. & Hallum, S. (2008). Perceived Teacher Self-Efficacy as a Predictor of Job Stress and Burnout: Mediation Analyses. Applied psychology 57(s1): 152-171. DOI:10.1111/j.1464-0597. 2008.00359.x Go to original source...
    34. Watzlawick, P., Bavelas, J. B., & Jackson, D. D. (2014). Pragmatics of human communication: A study of interactional patterns, pathologies, and paradoxes. New York: W.W. Norton & Company.
    35. Zlatić, L., Bjekić, D., Marinković, S. & Bojović, M. (2014). Development of teacher communication competence. In Procedia - Social and Behavioral Sciences 116, 606-610. [online]. Retrieved from:https://www.sciencedirect.com/science/article/pii/S1877042814002821 Go to original source...

    This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0), which permits non-comercial use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content