THE ROLE OF EMOTIONAL INTELLIGENCE OF PRIMARY SCHOOL TEACHERS IN TEACHING VALUE EDUCATION.

Abstract

Emotional intelligence (EI) plays a vital role in shaping effective teaching practices, especially when it comes to nurturing students’ moral and ethical development. Primary school teachers hold a crucial position in embedding value education at an early stage of a child's development. The emotional competence of teachers may significantly influence the success of value-based education in primary classrooms. This study aims to investigate the impact of emotional intelligence among primary school teachers on their effectiveness in teaching value education. A mixed-methods approach was employed. A quantitative survey using a standardized Emotional Intelligence Scale and a qualitative interview schedule were administered to 220 primary school teachers across urban and rural schools. Data were analyzed using SPSS for correlation and thematic analysis for open-ended responses. The findings suggest a strong positive correlation between teachers' emotional intelligence and their ability to effectively deliver value-based instruction. Teachers with high EI demonstrated greater empathy, classroom control, and moral modelling, which significantly enhanced student engagement in value learning. Emotional intelligence is a critical component in the pedagogical delivery of value education. Strengthening teachers' emotional competencies can improve the holistic development of students, making them more responsible and empathetic citizens.