Assessing the Role of Emotional Intelligence in Classroom Management and Student Engagement in Primary Education

Abstract

Emotional intelligence (EI) has emerged as a critical factor in shaping effective classroom management and fostering student engagement, particularly in primary education. This study explores the relationship between EI and classroom dynamics, focusing on how emotional intelligence influences both teacher-student interactions and student participation in elementary school settings. The research aims to assess whether higher levels of EI among primary school teachers lead to improved classroom management strategies and increased student engagement, which in turn contribute to better academic outcomes. A mixed-methods approach was employed, combining quantitative surveys to measure emotional intelligence and qualitative interviews with educators to explore their experiences with EI in the classroom. The findings suggest that teachers with higher emotional intelligence tend to employ more effective classroom management strategies, promoting a positive learning environment that enhances student participation and engagement. This research underscores the importance of incorporating EI training in teacher education programs to foster emotional awareness and empathy, skills that are essential for both teaching and learning in primary education. The implications of this study highlight the need for schools to prioritize EI development as part of professional development for educators.