The relationship between teachers’ emotional intelligence and classroom discipline management

• Published in: Psychology in the schools Vol. 56; no. 5; pp. 741 - 750
• Main Authors: Valente, Sabina, Monteiro, Ana Paula, Lourenço, Abílio Afonso
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley-Blackwell 01.05.2019; Wiley Subscription Services, Inc
• Subjects: Academic disciplines; Behavior management; classroom discipline management; Classroom management; Classroom Techniques; Classrooms; Competence; Correlation; Discipline; Efficacy; Elementary School Teachers; Emotional Intelligence; Gender Differences; Measures (Individuals); Questionnaires; Secondary School Teachers; Secondary schools; Self Efficacy; Teacher Attitudes; Teacher Student Relationship; Teachers
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.22218

One of the fundamental problems of educational systems in many countries is related to classroom discipline. This reflects one of the worst problems faced by teachers. Classroom discipline management strategies play an effective role in creating positive teacher‐student relationships. One of the factors that influence behavior management in a classroom is emotional intelligence. Therefore, this study analyzing how teachers emotional intelligence influences the management of discipline in a classroom and the relationship between gender, academic formation, and service time of teachers with their emotional intelligence. Its sample comprises 559 basic and secondary school teachers. An Emotional Competence Questionnaire, a Scale of Teacher Efficacy in Classroom Management, and a personal and professional data inquiry have been used as instruments. Results show that teachers who have more capacity to deal with emotion demonstrate a greater management of discipline in the classroom. Most of the relationships in the model are statistically significant.