Advances In Management

Vol. 5 (10) Oct. (2012)

Emotional Intelligence in Classroom

Gupta Seema
Babu Banarasi Das University, Lucknow, INDIA
sm.gpt4@gmail.com

Abstract

experience of formal relationship at school is traumatic. Here

the child enters into an environment where he has different
emotional reaction for a whole set of new relationships
coming as stimuli from the environment, alien to him. This
phase of transition from informal to formal relationship need
to be balanced which otherwise would create role strains
disturbing the FKLOGV undifferentiated emotional and social
world. In this context the role of the teachers becomes very
prominent in the teaching process. Emotions are bound up
with learning and thus cannot be separated from it. According
to Guy Claxton4, learning is an intrinsically emotional
business. As a result, the role of teacher becomes extremely
important and involves understanding the emotional aspect of
learning and using it for teaching and helping the students.

A major area of application of emotional intelligence

may be seen in the field of education. It is of great
significance in education and teaching as it helps the
teachers understand their students in a better way.
Research indicates that social and emotional skills are
associated with success in many areas of life, including
effective teaching,
student
learning,
quality
relationships and academic performance. Emotional
intelligence helps the teachers to design their
pedagogical approach according to the requirement of
the classrooms. The present study discusses the basic
concept of emotional intelligence its theoretical models
and the approaches which are now gaining popularity
in this context. It also explores the relationships of
emotional intelligence with education and presents a
developmental model of emotional intelligence in
relation to education and also the importance of
emotional intelligence for teachers.

A good teacher brings two things to the class that is expertise

in the subject and the teaching pedagogy. Emotional
intelligence can be developed and employed to complement
both the subject expertise and pedagogical skills. The lack of
emotional intelligence can seriously diminish the value of
knowledge as well as teaching and learning tools.

Methodology of the study

Keywords: Emotional Intelligence, Classroom, Education.

The study examines the following questions:

Introduction

What is the basic concept of emotional intelligence?

7KHPRVWLPSRUWDQWIXQFWLRQ of education at any level is the

development of self in a child resulting from childhood
experiences and which later helps in managing personal and
social relationship in later lives

What are the key components of emotional intelligence?

Which are the two most popular models of emotional
intelligence?

Research shows that social and emotional development plays

an important part in a FKLOGVDFDGHPLFVXFFHVVDQGKHDOWKIn
the current scenario intelligence and success are not viewed
the same way they were before. The whole child has become
the center of concern, not only his reasoning capacities, but
also his creativity, emotions and interpersonal skills. IQ alone
is no more the only measure for success; EQ-emotional
quotient equally plays a very big role in a person's success.7
A major area of application of emotional intelligence is
recognized in the field of education. The socio-moral and
psychological development of children are inherently related
to the degree of education received in the way of informal
education by socialization at home as well as through formal
education system in school, college and higher educational
institutions. The first exposure to learning and developing
capabilities of child takes place at school.

What is the relationship between emotional intelligence

and education?
Which pedagogical approaches are taken into consideration by the teachers in the classroom?
What are some of the suggestions for developing
emotional intelligence in the classroom in order to create
a positive learning environment?
What are the implications of emotional intelligence on
future educational policies?

What is the basic concept of emotional

intelligence ?
The study of emotional intelligence evolved from works by
such theorists as Gardner6 and Williams and Sternberg17 who
proposed broader approaches to understanding intelligence.
Salovey and Mayer11 FRLQHG WKH WHUP HPRWLRQDO

Since the child has got basic exposure mainly in the informal
set up of relationship through learning in the family, his first

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Advances In Management

Vol. 5 (10) Oct. (2012)

intelligeQFH DQG LQFOXGHG *DUGQHUV LQWUDSHUVRQDO DQG

interpersonal components in the construct. This term was
popularized by Daniel Goleman7 with his 1995 publication,
Emotional Intelligence: Why it can matter more than IQ.
Goleman defined emotional intelligence as the capacity for
recognizing our own feelings and those of others, for
motivating ourselves and for managing emotions well in us
and in our relationships.8

evaluating even their own definitions of the construct.

Currently, there are two main models of EI:
Ability EI model
Mixed models of EI
Ability Based Emotional I ntelligence M odel: The ability
based emotional intelligence model says that we use our
emotions like tools. It focuses on the mental abilities to define
emotional intelligence. Our emotions help us to understand
and navigate our social world. It seeks to define emotional
intelligence as a mixture of abilities and some personality
traits and characteristics.

These theorists and many others defined and explained the

concept of emotional intelligence. A dozen definitions of
emotional intelligence (EQ) are there. Here the four most
popular ones are included. Emotional intelligence (EQ) can
be defined as:

This model of emotional intelligence10 emphasizes on the

cognitive components of emotional intelligence and
conceptualizes it in terms of potential for intellectual and
emotional growth13. Four sets of mental abilities ranging from
basic to more complex psychological processes were
proposed in this model. The first set perception, appraisal and
expression of emotion allow an individual to identify and
express emotions in self and others.

WKH DELOLW\ WR PRQLWRU RQHV RZQ DQG RWKHUV IHHOLQJV

and emotions, to discriminate among them and to use the
LQIRUPDWLRQWRJXLGHRQHVWKLQNLQJDQGDFWLRQ 9
WKHLQWHOOLJHQWXVHRIHPRWLRQV\RXLQWHQWLRQDOO\PDNH
your emotions work for you by using them to help guide
your behavior and thinking in ways that enhance your
UHVXOWV.16

The second set deals with assimilating emotion in thought

which allows an individual to use emotions to facilitate
thinking and to recognize respective consequences of
different emotional responses and to justify the appropriate
one. The third set helps in understanding, labeling and
acknowledging the emotions and to use emotional
knowledge. The fourth set deals with reflective regulation of
emotion which is the ability to manage and adjust the
emotional response to support the situational requirement.

WKHDELOLW\WRUHFRJnize and respond to the emotions and

feelings of others, as well as the skill to help others
PDQDJHWKHLUHPRWLRQV12
WKH DELOLW\ WR  EH DZDUH RI WR XQGHUVWDQG and to
express oneself; 2) be aware of, to understand and to
relate to others; 3) deal with strong emotions and control
RQHV LPSXOVHV DQG  DGDSW WR FKDQJH DQG WR VROYH
problems of a personal or a social nature.1
Although many definitions exist, the basic ideas are the same.
Emotionally intelligent people are aware of their emotions
and the emotions of others. They use that information to
guide their thinking and actions.

What are the key components of emotional

intelligence ?
Goleman7 viewed emotional intelligence as a total of personal
and social competences. Personal competence determines
how we manage ourselves, whereas social competence
determines how we handle our inter-personal relationships.
Personal competence comprises of three dimensions: self
awareness, self-regulation, motivation; and the social
competence comprises of two dimensions namely, empathy
and social skills.

M ixed M odels of Emotional I ntelligence: Mixed models of

emotional intelligence focus on what could be considered the
practical aspects of emotional intelligence. It was Daniel
Goleman7 who introduced the Emotional Competencies
Model. Goleman postulates that emotional intelligence is the
strongest predictor of success in the workplace. Instead of
believing that this kind of intelligence is something that we
are born with, Daniel Goleman argues that this is an ability
which we can learn. And in this way we can improve our
performance in the workplace and in life in general.
These models include non-ability traits (such as motivation,
optimism, interpersonal skill and stress management) in
conceptualizing emotional intelligence. Two popular mixed
models are proposed by Bar on1 and Goleman7.

Which are the two most popular models of

emotional intelligence ?
Substantial disagreement exists regarding the definition of EI,
with respect to both terminology and operationalizations.
There has been much confusion about the exact meaning of
this construct. The definitions are so varied and the field is
growing so rapidly, that researchers are constantly re-

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(A) Bar-On M odel of Emotional I ntelligence: This model

of emotional intelligence was developed by psychologists
Reuvan Bar-On.1 Bar-On sees emotional intelligence as the
ability to relate well to other people, the ability to understand
yourself and the ability to cope well with the environment in
which you live. In this model of emotional intelligence BarOn argues that it can be improved through the learning of
special techniques.

Advances In Management

Vol. 5 (10) Oct. (2012)

Emotional Intelligence

Personal Competence

Social Competence

1) Self awareness
2) Self-regulation
3) Motivation

1) Empathy
2) Social skills

)LJ*ROHPDQV(PRWLRQDO,QWHOOLJHQFH7

Fig. 2: Ability model of emotional intelligence10

Intra personal skills

Interpersonal skills

Emotional I ntelligence

Adaptability
Stress Management
General M ood

Fig. 3: Bar- 2QVmodel of emotional intelligence1

This model was fundamentally based on the personality
characteristics. Five broad areas of emotional intelligence
were proposed in this model: intrapersonal skills (self
awareness, assertiveness, self regard, self actualization);
interpersonal skills (social responsibilities, empathy);
adaptability (problem solving, reality testing, flexibility);
stress management (stress tolerance, impulse control) ; and
general mood (happiness and optimism).

emotional intelligence: self-awareness, self- regulation,

motivation, empathy and social skills.
The first component of emotional intelligence selfawareness PHDQV KDYLQJ D GHHS XQGHUVWDQGLQJ RI RQHV
emotions, strengths, weaknesses, needs and GULYHV7
Teachers who have a high level of self-awareness are very
honest with themselves and others. They avoid the extremes
of being overly critical and unrealistically hopeful.
Furthermore, these teachers know how their feelings affect
them, others and their job performance. Increased selfawareness in teachers involves a more accurate understanding

(B) *ROHPDQV0RGHORI(PRWLRQDO,QWHOOLJHQFHThe most

popular and accepted model of emotional intelligence is the
one proposed by Goleman.7 There are five components to

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Advances In Management

Vol. 5 (10) Oct. (2012)

with their students needs.

of how students affect their emotional processes and

behaviors and how their behavior affects students. Awareness
of their own emotional triggers improves their chance of
making rational decisions based on conscious processes
rather than unconscious emotional conditioning. The
conscious, ongoing efforts to improve self-awareness can
enhance their overall effectiveness and job satisfaction.

The fifth component of emotional intelligence is social skills.

Teachers use their friendliness in order to have students do
what they want. In addition, the teachers who are social are
an effective persuader and are able to manage them
effectively. Social skills involve skills like communication,
understanding the students and managing them in order to
make the environment in the classroom more conducive to
teaching and learning. Teachers with high social skills pay
importance to the individual differences in their students as it
helps to manage them in a better way.

The second component of emotional intelligence is selfregulation. This is an ongoing conversation people have with
themselves which frees them from being prisoners of their
feelings.7 Teachers with a high degree of self-regulation are
more capable of facing the ambiguities of an organization
than those whose degree of self-regulation is low.
Furthermore, teachers with a high level of self-regulation can
help to enhance the integrity of an organization by not
making bad decisions through impulse behaviors. Selfregulation will help them stay in control of their feelings and
make thoughtful decisions and are better able to manage their
behavior in the classroom and develop nurturing relationship
with their students. Teachers are constantly exposed to
emotionally provocative situations but they have to stay in the
classroom coping with the students and with their own
negative emotional response.

What is the relationship of emotional

intelligence with education ?
Emotional intelligence in teaching means that a teacher need
to:
Be able to recognize and respond to feelings of both own
and those of the learners in the classroom in order to
make both more effective in their respective roles.
Encourage an emotional state in the learners on the
course which is conducive to learning.
A teacher has three things to offer to the learners. First,
subject expertise, derived from the qualifications and/or
professional experience. Secondly, the expertise applies in
how to teach and in how people learn which informs the
teachers practice. Thirdly, the WHDFKHUV emotional
intelligence is applied. The learners who are not getting the
IXOO EHQHILW RI WKH WHDFKHUV H[SHUWLVH LQ WKH VXEMHFW DQG LQ
OHDUQLQJ DQG WHDFKLQJ PHWKRGV EHFDXVH RI WKH WHDFKHUV
failure to use emotional intelligence results in learners
wasting energy on negative, unproductive emotions, less
satisfaction for the teacher and missed opportunities for
enhancing the teaching session.

The third component of emotional intelligence is motivation.

Motivated individuals want to achieve beyond their and
HYHU\RQHHOVHVH[SHFWDWLRQV0RWLYDWLon extends to the deep
inner desire to achieve for the sake of achievement.
Motivation makes people restless; therefore, they
continuously explore new horizons to find better ways of
doing their jobs. Highly motivated teachers constantly raise
their performance expectations for themselves and their
organization. One of their greatest qualities, however, is
remaining optimistic even though they have experienced
failure or a setback. This is a valuable benefit to an
organization, because it means that a motivated teacher is
committed to seeing the students succeed in its goals and
objectives. It is the job of a teacher to create enthusiasms and
interest and to remove any fear and inhibition that a student
may have towards the subject. This is not possible unless the
teacher is herself motivated and passionate about the subject.

Using emotional intelligence is a prerequisite for developing

a good relationship with a group of learners which then can
be the basis for producing learners who have:
More engagement,
Greater motivation,

The fourth component of emotional intelligence is empathy.

When an individual shows empathy, he or she is aware and
FRQVLGHUDWH RI RWKHU HPSOR\HHV IHHOLQJV 7KH HPSDWKHWLF
teacher combines studentVIHHOLQJVDQGRWKHUIDFWRUVLQRUGHU
to make decisions. More emphasis is laid on cultivating a
dialogue than a monologue. An empathetic attitude is
essential for the teachers because they have to work with
students with diverse background. Empathetic teachers are
also effective in retaining talented students because they are
able to develop personal rapport during coaching and
mentoring stages. Through these growing relationships, an
empathetic teacher can get effective feedback which is
essential in modifying the pedagogy and curriculum to fit

A greater readiness to take risks in their learning,

A more positive approach,
A readiness to collaborate,
More creativity and more tenacity.
Teaching emotional intelligence has become a necessary task
in the educational arena and most parents and teachers
consider mastery of these skills a priority in the socioemotional and personal development of their children and
pupils. In the present times, children need to be prepared for
negotiating with multicultural environment as adolescents
and adults in their professional lives. With multi-culturalism

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Advances In Management

Vol. 5 (10) Oct. (2012)

becoming a reality, a different set of skills (psychological,

social and emotional) needs to be developed for becoming
flexible learners, who are capable of not only learning new
things but also unlearning the old ones in the process of
becoming selectively adaptive in their response to the
multicultural world. As a result of this, the teachers should do
experiments and develop new methodologies and consequent
pedagogies that are needed for creating more conducive
classroom environment. The aim of such pedagogies would
ultimately form the basis of development of emotional
intelligence of a higher order in children, allowing them to
develop personal and social skills to negotiate with their
environment more effectively in subsequent stages of their
lives.

method is applicable at higher levels of education through

which he /she forms opinion about life, attitude to cope with
stress in the process of learning and knowledge
dissemination. Thus not only cognitive component of the
OHDUQLQJ EHKDYLRU LV GHYHORSHG EXW DOVR WKH IHHOLQJ IDFWRU
which plays a major role in this process. Evidently, this act of
balancing between feeling and cognition helps to develop
emotional intelligence.
Sheridan et al14 identified the following features of
collaborative learning:
Learning is centered on student- based activities rather
than being teacher focused.
Emphasis is given on students assisting one another to
find answers to areas of common enquiry rather than
seeking answers from teachers.

Pedagogical approaches used in emotionally intelligent

classrooms: The relationship between emotional intelligence
and education can be looked at from the perspective of
development of an integrated sense of identity (self) to
become effective learners and doers in the classroom
situations, as well as apply some of the lessons learnt therein,
in real life situations. The pedagogical approaches operate at
the school level and in higher education. The approaches
which are now gaining popularity are:

Student groups base learning on the solving of problems

by data gathering, analysis and discussion.
As a conclusion, emotional intelligence has a direct
relationship with the effectiveness of learning at early stage
of life as well as at higher education level which in result,
helps an individual to become a self-assured and balanced
human being, a better family person and also an effective
performer. On this basis, a model of emotional intelligence in
relation to education is developed which consists of four
stages:

(A) Responsive classroom

(B) Collaborative learning
Responsive classroom (RC): It operates at the school level
for creating conducive environment for children in classroom
situation. It is like a germination process which would go a
long way in creating enhanced emotional intelligence in
children to become adaptive and flexible learners. According
to Charney et al3, responsive classroom is an instructional
approach that integrates the teaching of academic skills and
the teaching of social skills as a part of every day school life.
In responsive classrooms attention is paid by the teachers to
the development levels of children by enhancing their
communication skills and also creates self control to increase
their academic capabilities while learning to get along
empathetically with peers and adults. The other highlight of
this method is engaging the parents in goal-setting, so as to
develop in them a sense of ownership and self-responsibility,
a much-needed component to become emotionally intelligent
in dealing with adult situations. This approach applies the
fundamentals of experience-based learning providing the
child maximum channels for self-expression and creativity.

Education: The individual learns both from formal and

informal learning.
Development of emotional intelligence: The learning leads
to better analytical, cognitive and negotiation skills which
leads to increased emotional intelligence.
Balanced personal and social growth: Increased emotional
intelligence will lead to enhanced self and social awareness
and better understanding of the other SHRSOHVEHKDYLRU
Enhanced capability for managing emotional intelligence
as adult learner: Eventually, the balanced personal and
social growth will lead to better management of relationship
in learning situation by applying emotional intelligence.
Increased use of these instructional methods by the teachers
would yield positive results which will improve VWXGHQWV
social and academic behaviors and possibly academic
achievement. The social skills taught and reinforced in these
pedagogical styles tend to function as academic enablers,
resulting in improved scores on achievement tests. Students
developed clarity regarding subject matter, have longer
UHWHQWLRQ SHULRGV DQG WROHUDQFH WRZDUGV RWKHUV LGHDV
Through emotional learning the students improved their
interpersonal skills, developed team spirit and consensual
decision making and practically implemented the managerial
function such as coordination, planning and so on.

Collaborative learning (CL): It is a pedagogical style which

emphasizes co-operative efforts among students, faculty and
administrators and stresses common inquiry as the basic
learning process.5, 18 It is also conceptualized as the process
which personalizes knowledge by socializing it, providing
VWXGHQWVZLWKDVRFLDOFRQWH[WRIOHDUQLQJSHHUVZLWKZKRP
they are engaged on conceptual issues2 which results into
positive interdependence and individual accountability.15 This

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Advances In Management

Vol. 5 (10) Oct. (2012)

Thus, through the application of emotional intelligence the

teachers can create

issuing commands.

Safe-- free from fear of physical, psychological or emotional

pain and abuse,

Educators and policy makers found that there is a link

between emotional intelligence and education. First, various
stakeholders accept that emotional intelligence is required to
learn and to behave well. Second, policy experts assert that
HPRWLRQDO LQWHOOLJHQFH SUHGLFW VXFFHVV DV HPRWLRQDO ZHOObeing is the strongest predictor of achievement in school and
on the job".

Implications

Free -- students have real choices to voluntary participate in

activities and lessons,
Respectful -- students and teachers respect each other's
feelings, emotional needs, beliefs, values and uniqueness,

In our schools, teaching is done by giving bits and pieces of

information rather an integrated curriculum that reflects the
patterns, interactions and interdependencies of the different
fields. This can provide students with ways to study and
attempt to comprehend the world around them through
concepts and ideas that are less disparate or disconnected.

I ndividual/Supportive/Nurturing -- students are treated

individually and their individual needs, talents, potential and
interests are supported,
Emotionally I ntelligent -- feelings are valued, discussed,
validated as EI is the part of the formal and informal
curriculum,

Furthermore, it is highly beneficial to begin early in the

educational process to organize learning around problem
solving, critical thinking and dealing with issues arising from
different fields of study and different aspects of real life
conditions. The emphasis on connecting and synthesizing
information around topics of emotions to the students
provides favorable conditions for the acquisition of
knowledge from different disciplines through congruous
concepts and ideas.

Relevant/ M eaningful/ Practical -- material helps students

with real problems in their lives thereby developing life skills
and relationship skills,
Empathetic and Caring -- students and teachers care about
HDFKRWKHUVIHHOLQJV
I nteresting/Stimulating -- the material and the environment
stimulate the student's natural curiosity and need to learn.

Educators can use the power of emotion to affect learning.

Emotions serve as filters anticipating threats to the self-image
protecting self-esteem. Emotionally, the freedom to learn is
heavily dependent on emotions experienced while learning a
framework that educators have some control over. Trust
toward the person offering new knowledge or the belief that
FXUUHQWH[SHULHQFHVZLOOQRWEHKDUPIXOLVFHQWUDOWROHDUQHUV
availability to transform. Learning, as an adaptive filter, is
powerful and sensitive. Meaningful learning occurs after
emotional factors facilitate personal transformation. Some
emotions have a positive effect on learning and others block
the learning process. Emotional awareness requires a deeper
understanding of the subconscious dimensions of emotional
organization and the flow that keeps emotions dynamic in our
OLIH7RGD\VNQRZOHGJHLVWRPRUURZVXQDZDUHQHVV$VQHZ
challenges occur, a learner is forced to sharpen and renew
their skills. Leaving old knowledge behind implies not only
cognitive transformation, but also an emotional
transformation to accept changes, differences and most
fearful, uncertainty.

Suggestions
1. The teacher should manage their own emotions(a) By using their emotional awareness to learn about oneself.
(b) Work on keeping the area of acceptance wide open.
2. The teacher should help their students feel better through
increased EQ.
(a) Help them label their feelings and give them real choices.
(b) Validation and empower them.
3. The teacher should label their feelings rather than their
students.
4. The teacher should learn to take responsibility for their
own feelings rather than blame them on their students.
5. The teacher should express their emotions rather issuing
commands.
6. The teacher should remember that respect is earned, not
demanded.

Educators should give thought to current paradigms when

teaching. The right answers in class are often praised, but
what about the courageous answer or genuinely personal
response? A deeper reflection on how to create the adequate
emotional tone to facilitate learning is necessary to overcome
the challenges of apathy, passiveness, or stress commanding
attention in classroom settings today. The blending of
emotions and learning in the classroom promotes secure,

7. The teacher should apologize when they feel regret for

something.
8. The teacher should encourage students to express their
feelings with feeling words and also respect their feelings.
9. The teacher should help student's resolve their own
conflicts.
10. The teacher should seek voluntary cooperation rather than

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Advances In Management

Vol. 5 (10) Oct. (2012)

Education through
I nformal learning:
Socialization, family values,
traditions, customs, values etc.

1. Education

Better analytical,
cognitive and
negotiation skills
Formal Learning:
1. School level(classroom
education) through RC

2. Development of
emotional intelligence

2. Higher education (education

through practice/group
learning) through CL as an
extension to RC
3. Balanced personal
and social growth

Management of relationships in learning situation by

applying emotional intelligence

4. Enhanced capability for managing

emotional intelligence as adult learner

Fig. 4: Model of emotional intelligence and its relationship with education.

emotionally engaging environments that challenge and test as
well as encourage knowledge acquisition. So the educational
policies should emphasize on the following four areas
through the incorporation of emotional intelligence in the
course curriculum:

plays an important role in establishing, maintaining and

having quality interpersonal relationship. Emotionally
intelligent persons are not only able to perceive, understand,
manage and regulate their own emotions but are also skillful
in managing the emotions of others.

Emotional intelligence and interpersonal relationship: EI

Emotional intelligence and psychological well being: EI

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Advances In Management

Vol. 5 (10) Oct. (2012)

4. Claxton G., Wise Up: the challenge of Lifelong Learning.
London, Bloomsbury (1999)

influences psychological adjustments and personal wellbeing. Individuals with high EQ maintain psychological
balance by having greater clarity of feelings and greater
ability to regulate their emotions.

5. &RRSHU - / HW DO&RRSHUDWLYHFROODERUDWLYH OHDUQLQJ 3DUW ,,

Journal of Staff, Program and Organization Development, 9 (4),
239-252 (1991)

Emotional intelligence and academic performance: EI

affects the cognitive skills which in turn affects the academic
performance.

6. Gardner H., Frames of mind, New York, Basic Books (1983)

7. Goleman D., Emotional intelligence, New York, Bantam (1995)

Emotional intelligence and appearance of disruptive

behavior: EI plays a key role in managing impulsiveness and
poor interpersonal and social skills which encourage the
development of various anti-social behaviors.

8. Goleman D., Working with emotional intelligence, New York,

Bantam (1998)

Conclusion

10. Mayer J. D. and Salovey P., What is emotional intelligence? In

Salovey P. and Sluter D.J. eds., Emotional development and
emotional intelligence: Implications for educators, New York, Basic
Books 3-31(1997)

9. Mayer D. and Salovey P., The intelligence of emotional

intelligence, Intelligence, 17, 433-442 (1993)

Emotional intelligence plays an important part in every aspect

RI SHRSOHV OLYHV ,Q HYHU\GD\ OLIH having a high EQ may
help us develop stable and trusting relationships, understand
others better and interpret actions of others more clearly.
Emotional intelligence skills are key factors in personal,
academic and career excellence. So it should be given to the
VWXGHQWV ULJKW IURP WKH LQLWLDO VWDJHV RI OLIH &XUUHQW
researches calls for the inclusion of emotional intelligence
skills and competencies to be delivered in a transformative
learning environment in schools and colleges for students and
in preparing effective teachers and administrators.

11. Salovey P. and Mayer J.D., Emotional intelligence,

Imagination, Cognition and Personality, 9, 185-211 (1990)
12. Schmidt D.C., Organizational change and the role of emotional
intelligence, Paper presented at the Academy of Management
Meeting, Boston (1997)
13. Schutte N.S., Malouff J. M., Hall L.E., Haggerty D.J., Cooper
J.T., Golden C.J. and Dornheim L. Development and validation of a
measure of emotional intelligence, Personality and Individual
Differences, 25,167-177 (1998)

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Notes from the field, College Teaching, 37 (2), 49-53 (1989)

1. Bar-On R., The development of an operational concept of

psychological wellbeing, Unpublished doctoral dissertation, Rhodes
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15. 6ODYLQ 5( &RRSHUDWLYH OHDUQLQJ DQG VWXGHQW DFKLHYHPHQW

Educational Leadership, 46 (2), 31-33 (1988)

2. Bruffee K. A., Collaborative learning, College English, 43 (7),

745-747 (1981)

16. Weisinger H., Emotional intelligence at work, San Francisco,

Jossey-Bass, 45-51(1998)

3. Charney R.S., Crawford L. and Wood C., The Development of

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17. Williams W. and Sternberg R., Group intelligence: Why some

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18. Whipple B., Cue News, 2 (2), (1986).

(Received 11th June 2011, accepted 15th July 2012)

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