Abstract
This study aimed at predicting the teacher engagement level in classroom through emotional
intelligence in government secondary schools. Emotional intelligence helps to know emotions
which are helping to spend life more easily and happily and such type of people are more satisfied
than other people. This study was quantitative in nature and correlational research method was
used. Three hundred twenty secondary school teachers were selected through stratified random
sampling from five tehsils of Lahore, Pakistan. Data were collected from secondary school
teachers by closed-ended questionnaire. Results of the study indicated that emotional intelligence
level of the teachers was average and most of the teachers in secondary schools possessed average
level emotional intelligence and they engaged students effectively in the classrooms. Perceptions
of teachers how they engaged the students in classrooms and to what degree they were emotionally
attached with students were identified. Teachers were asked about emotional engagement with
school environment, colleagues, students, emotional level in student teacher interaction and impact
of the teacher engagement on student achievement. It was concluded that teachers had moderate
attachment with school climate, colleagues and students. As a result, these factors led teachers to
classroom engagement. It is recommended that government should recruit teachers of high
emotional intelligence as a result teachers’ classroom engagement can be improved.
Muhammad Abiodullah, Dur-e-Sameen, Muhammad Aslam. (2020) Emotional Intelligence as a Predictor of Teacher Engagement in Classroom, Bulletin of Education & Research, Volume 42, Issue 1.
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