Private School Teachers' Perceptions of Emotional Intelligence and the Strategies They Employ to Enhance It Among Their Students

Abstract

In the new era of accountability, educational leaders face increasing pressures, making the role of a school principal more challenging due to the urgent need to improve the quality of education. This requires leaders to be "skilled in emotional intelligence" to manage the intense emotions that arise during periods of change. The present study aims to explore and analyze the perceptions of private school teachers regarding emotional intelligence (EI) and to identify the strategies they employ to enhance EI among their students. To achieve the study's objectives, the researcher employed a descriptive correlational analytical approach, distributing 160 questionnaires electronically using a stratified random cluster sampling method, retrieving 150 responses. The findings indicated that teachers demonstrated a high level of self-awareness regarding their perceptions of emotional intelligence and strategies to activate it in private schools, with EI perceptions scoring 78.2% and strategies scoring 76%.The study underscores the importance of training teachers in emotional intelligence and suggests methods by which schools can support teachers in enhancing EI, ultimately benefiting students’ holistic growth and resilience. These insights contribute to a broader understanding of EI education and offer practical implications for improving EI in private schools.