TEACHERS’ EMOTIONAL INTELLIGENCE AS A CRUCIAL FACTOR IN THE EFFECTIVENESS OF THE EDUCATIONAL PROCESS UNDER MARTIAL LAW CONDITIONS
DOI:
https://doi.org/10.31110/2616-650X-vol13i6-006Keywords:
emotional intelligence, professional teaching activity, educational process, psychological resilience, adaptation, motivationAbstract
The article explores the significance of teachers’ emotional intelligence as a key factor in ensuring the quality of the educational process, particularly under martial law. The essence of teachers’ emotional intelligence, its impact on students’ emotional well-being, motivation for learning, and successful adaptation to complex social and psychological circumstances are analyzed. It is emphasized that the development of teachers’ emotional intelligence contributes to creating a supportive educational environment, ensuring students’ psychological safety, and helping them cope with stressful situations. The study outlines the relationship between teachers’ emotional intelligence levels and their ability to engage in constructive communication, manage the classroom effectively, maintain discipline, and build trusting relationships with students. The findings of recent international and national research confirm that teachers with well-developed emotional intelligence demonstrate higher levels of professional effectiveness, reduce conflict levels in the classroom, and prevent emotional burnout. Based on an analysis of regulatory documents governing teachers’ professional activities, Ukrainian scholars recent publications in the field of pedagogy, feedback from students, teachers and parents regarding existing educational losses and potential mitigation strategies, the article highlights discrepancies between the existing requirements for teachers’ emotional intelligence and the actual level of their preparation in educational institutions. The necessity of implementing systematic measures for the development of teachers’ emotional intelligence, both during the training of future educators and within professional development programs, is substantiated. The article proposes promising directions for further research, including the development and implementation of methodological recommendations for enhancing teachers’ emotional intelligence, the adaptation of international best practices, and the evaluation of the effectiveness of related educational initiatives.
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