Emotional Intelligence Training

The problem addressed in this study was teachers’ lack of social and emotional intelligence skills. Teachers realized that some students have problems regulating emotions and need self-management skills with knowledge regarding social performance while respecting others. The strategic purpose of this study was to provide Emotional Intelligence (EI) training to teachers to build on the strengths of educators to gain self-confidence and identify self-management and social management contingencies. The main content of this qualitative narrative inquiry study aimed to understand how teachers describe the use of the four elements of emotional intelligence: self-awareness, self-management, social awareness, and relationship management after EI training. This narrative inquiry study examined the educator’s role with narrated feedback about experiences and participation with functionality in the classroom. Considering influences contributing to understanding dysfunctional elements that could hinder the progress or factors that could promote transformational learning. In this study, the small target population was eight teachers recruited in a private school using a purposeful sampling method to collect the data. Eight teachers received four intensive EI training lessons over two months. The impact of emotional intelligence training conveyed participants’ opinions using semi-structured questionnaires with honest feedback. Teachers described emotional and social competencies through open-ended questionnaires and transcribed information during the interviews, enhancing accuracy. After EI training, teachers understood students better, which caused improved relationships, improved academic performance, and realized that emotional intelligence training is necessary. Teachers and students gained self-confidence, reduced negative influences, and improved classroom accomplishment with inner transformation. Teachers could convey how personal changes regarding psychological knowledge and behavioral skills improved and notice how a shift occurred, causing better academic performance with higher grades. Teachers have reported experiencing and observing changes through reflexivity, promoting self-management with accountability, and raising responsibility, resulting in increased academic performance. Teachers’ transformation caused a snowball effect of inner changes by applying knowledge of emotional intelligence with precise self-management.