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Teaching Education
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Teaching the teachers: emotional
intelligence training for teachers
Meirav Hena & Adi Sharabi-Nova
a Department of Education, Tel-Hai academic college, Upper
Galilee, Israel
Published online: 16 May 2014.
To cite this article: Meirav Hen & Adi Sharabi-Nov (2014): Teaching the teachers: emotional
intelligence training for teachers, Teaching Education, DOI: 10.1080/10476210.2014.908838
To link to this article: http://dx.doi.org/10.1080/10476210.2014.908838
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Teaching the teachers: emotional intelligence training for teachers
Meirav Hen*and Adi Sharabi-Nov
Department of Education, Tel-Hai academic college, Upper Galilee, Israel
(Received 5 August 2012; accepted 26 June 2013)
A growing body of research in recent years has supported the value of emotional
intelligence in both effective teaching and student achievement. This paper pre-
sents a pre–post, quasi-experimental design study conducted to evaluate the con-
tributions of a 56-h “Emotional Intelligence”training model. The model has
been developed and studied in an attempt to address educators’growing needs
to practice and implement “emotionally intelligent”learning environments. One
hundred eighty-six teachers from ten elementary schools in Israel participated in
this study. Findings indicated an increase in emotional intelligence and empathic
concern from the beginning to the end of the course. Further regression indicated
that both expression and regulation of emotions predicted empathy at the end of
the course. Participants’reflective assignments indicated an increase in self intro-
spection, emotional awareness, emotional regulation and understanding others.
Keywords: teachers; emotional intelligence; empathy; self-awareness; self-
introspection
Introduction
Recently, Jennings and Greenberg (2009) suggested that socially and emotionally
competent teachers set the tone of the classroom by developing supportive and
encouraging relationships with their students. As socially and emotionally competent
teachers they design lessons that build on students’strengths and abilities, establish
and implement behavioral guidelines in ways that promote intrinsic motivation and
act as role models for respectful and appropriate communication, exhibiting pro-
social behavior.
Ergur (2009) proposed that since schools are social places and learning is an
intrinsically social process, the social and emotional competencies of the teachers
have great impact on the teaching/learning process. Therefore, the teachers should
be well-equipped with the knowledge and practice of social and emotional skills in
order to achieve the kind of balance that encourages all students to learn, work and
contribute to their fullest potential.
Sutton and Wheatley (2003) argue that researchers know surprisingly little about
the role of emotions in teaching. They indicate that teachers’emotions influence
teachers’and students’cognition, motivation and behaviors, and therefore should be
an integral part of teacher preparation. Socially and emotionally competent teachers
have high self-awareness and social-awareness. They recognize their emotions, emo-
tional patterns and tendencies, and know how to generate and use emotions such as
*Corresponding author. Email: meiravhen2@gmail.com
© 2014 Taylor & Francis
Teaching Education, 2014
http://dx.doi.org/10.1080/10476210.2014.908838
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joy and enthusiasm to motivate learning in themselves and others (Jennings &
Greenberg, 2009). They have a realistic understanding of their capabilities and rec-
ognize their emotional strengths and weaknesses. They know how their emotional
expressions affect their interactions with others, and can recognize and understand
the emotions of others. This allows them to build strong and supportive relationships
through mutual understanding and negotiate solutions to conflict situations
(Greenberg et al., 2003). Teachers who know how to manage their emotions and
their behavior can better manage relationships with others and regulate their
emotions in healthy ways that facilitate positive classroom outcomes (Kremenitzer
& Miller, 2008).
Richardson and Shupe (2003) found that increased self-awareness among teach-
ers involved a more accurate understanding of how students affect teachers’own
emotional processes and behaviors and how these, in turn, affect students as well.
While it is clear that teachers’emotional competence plays a significant role in
effective teaching (Schutz, Hong, Cross, & Osbon, 2006), preventing burnout in
teachers (Chang, 2009) and contributing to students’learning and performance
(Cohen, 2006), there is no clear method to enhance these competencies in teachers
(Yeh, 2009).
Jennings and Greenberg (2009) proposed to promote teachers’social and emo-
tional competencies through stress reduction and mindfulness programs.Chan
(2004) suggested improving teachers’self-efficacy as a means of increasing their
emotional intelligence. Gibbs (2003) claimed that teachers need to develop the
capacity to exercise control over their internal world (emotions, thoughts and
beliefs) in order to improve their teaching abilities. Shapiro (2009) believes that
through the expression of emotional identity, teachers can develop greater reflexivity,
stronger solidarity and heightened sensitivity toward their colleagues and students.
Kelchtermans (2005) explored narrative-biographical work with teachers as a mode
to improve teachers’self-understanding and social-emotional competencies, while
Shoffner (2009) suggested that reflective practice provides an intellectual means by
which to explore the relational and emotional aspects of teaching and learning.
Recently, several researchers proposed that including emotional intelligence
training in teacher preparation programs will contribute to teachers’emotional com-
petence and result in a very long-term effect on the teaching profession (Chechi,
2012; Edannur,2010; Mendes, 2003).
Emotional intelligence training for teachers
According to Mayer, Salovey, and Caruso’s(
2000) model, emotional intelligence
refers to the ability to process emotional information as it pertains to the perception,
assimilation, expression, regulation and management of emotion (Brackett, Rivers,
Shiffman, Lerner, & Salovey, 2006). It involves a set of mental abilities in which
individuals employ higher level processes regarding their attention to feelings, clar-
ity of feelings, discriminating ability of feelings and mood-regulating strategies
(Brackett & Mayer, 2003). It also involves the ability to carry out accurate reasoning
concerning emotions and to use emotions and emotional knowledge to enhance
thought (Lopes, Salovey, Côté, & Beers, 2005). Emotionally intelligent individuals
are often described as well adjusted, warm, genuine, persistent and optimistic
(Ivcevic, Brackett, & Mayer, 2007). Emotional intelligence has also been targeted as
being a good predictor of educational and occupational performance (Hackett &
2M. Hen and A. Sharabi-Nov
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Hortman, 2008). The four-branch model of emotional intelligence (Mayer et al.,
2000) maintains that emotional intelligence consists of the interrelated functions of
(a) accurately perceiving emotion in the self and others; (b) using emotion to assist
thinking and decision-making; (c) understanding emotion in the self and others; and
(d) effectively managing emotion in the self and others. These processes are compo-
nents of emotional information processing and are interrelated so that the more inte-
grated processes, such as understanding emotion, build on the more basic processes,
such as perception of emotion.
Though the development of emotional intelligence is believed to be a natural
process, there is a growing body of literature that suggests that emotional intelli-
gence training can enhance professionals’emotional intelligence and contribute to
their overall professional and academic performance (Chan, 2006; Clarke, 2010,
Nelis, Quoidbach, Mikolajczak, & Hansenne, 2009).
Brackett and Katulak (2006) argued that emotionally intelligent teachers are
teachers with resources to create a safe, satisfying, caring and productive school
environment. They offered a one-day workshop for teachers which provided partic-
ipants with: (1) in-depth information about the four emotional intelligence skills,
(2) knowledge of how emotional intelligence skills play an integral role in aca-
demic learning, decision-making, classroom management, stress management, inter-
personal relationships, team building and the overall quality of one’s life and (3)
innovative strategies and tools to increase each emotional intelligence skill using
activities, simulations and group discussions. Teachers and principals reported hav-
ing improved relationships with colleagues, parents and students. Low and Nelson
(2005) developed an emotional intelligence education model for teachers based on
transformative learning. The model follows five steps (explore self-assessment,
identify self-awareness, understand self-knowledge, learn self-development and
apply self-improvement) and is developed through an intentional, active and engag-
ing process. Weis and Arnesen (2007) experimented with an emotional intelligence
teaching model that integrated both theoretical and experiential teaching modes. In
their model they used interactive group exercises, explored effective coaching skills
and effective communication and listening skills, used structured feedback exer-
cises to raise awareness and concluded with putting together an action plan based
upon a heightened awareness of emotional intelligence challenges that evolved
from the entire course. Hen and Walter (2012) studied the development of emo-
tional intelligence in pre-service teachers who participated in a special movement
course. They found that engaging in special movement routines based on the emo-
tional intelligence four-stage models improved pre-service emotional intelligence
and allowed them to improve their own learning experience, as well as the experi-
ence of teaching young children.
Ergur (2009) concluded that all teachers must engage in formal comprehensive
courses to develop their own emotional intelligence and use it to provide an
empathic learning environment for their students.
Researchers commonly describe empathy as the moral emotion concerning the
welfare of others that facilitates interpersonal relationships and positively influences
people to engage in pro-social and altruistic behaviors (Pizarro & Salovey, 2002;
Zhou, Valiente, & Eisenberg, 2003). Teacher empathy is the ability to express con-
cern and take the perspective of a student, and it involves cognitive and affective
domains of empathy. A teacher should be able to perceive the student’s feelings and
take on his perspective through a conscious process. This process may involve an
Teaching Education 3
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awareness of a student’s feelings and the ability to put himself in the student’s place
and feel what the student feels (Tettegah & Anderson, 2007). Empathic teachers do
see themselves as moral models and work exhaustingly to treat pupils as individuals,
valuing them, and moreover expecting them to value others (Cooper, 2004). They
are revealed as highly moral individuals who attach themselves mentally and emo-
tionally to their students and generate similar responses in return. These positive
interaction support high-quality levels of engagement in learning, and quality behav-
ior in valuing, sharing relationships (Schutz & DeCuir, 2002). Ikiz (2009) concluded
that emotional self-perception in educators enhances the development of the
empathic tendency by developing the ability to assume the perspectives of others.
Purpose of the study
Based on the above literature, the purpose of this study was to examine if “emo-
tional intelligence”training for teachers can increase their emotional intelligence and
empathy from the beginning to the end of the training. It also examined whether
emotional intelligence predicts empathy at the end of course, and explored teachers’
inner experiences and development during the training as expressed by their reflec-
tive writing.
The emotional intelligence teaching model
Based on the above literature, the authors of this paper developed and studied a psy-
cho-educational emotional intelligence training model for teachers in Israel. The
main goal of this model was to address educators’growing needs to practice and
implement “emotionally intelligent”learning environments.
Following Mayer et al.’s(
2000) emotional intelligence model, this training
focuses on experiencing, learning and reflecting upon teachers’emotional processes.
Teachers were encouraged to explore their own self-awareness, their interpersonal
awareness and the steps that can help them translate this awareness into behavior
changes as well as changes in their belief system and feeling states. They were asked
to record their negative interactions with students and explore the feelings and
actions that led to the interaction and stemmed from it. Teachers were encouraged to
explore and identify their own feelings and those of their students in order to under-
stand what evoked these feelings, how can they be regulated and modified and how
this emotional knowledge can be utilized to better manage teaching and support stu-
dents’learning processes. Empathy, understanding others, acceptance and validation
were all experienced as well. The training engaged teachers on several dimensions:
verbal and non-verbal, and included the learning modalities of reflection and role
play. Teachers were afforded the opportunity to experiment with new ways of think-
ing, feeling, and acting. Besides experiencing themselves on many different levels,
teachers recorded their experience in a personal journal detailing what they became
aware of in themselves and in their interactions with others. This cognitive activity
allowed them to view their experiences from a reflective angle. Engagement with
reflective practice requires teachers to identify and analyses complex issues that arise
in classroom, whether relational or managerial. Through reflection, they have the
opportunity to explore teaching and learning from a personally meaningful perspec-
tive (Darby, 2008) and generate questions that challenge personal understandings
(Shapiro, 2009). Reflection also allows for the acknowledgment of the interpersonal
4M. Hen and A. Sharabi-Nov
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and intrapersonal dimensions of teaching, providing a space to examine the emotions
that naturally emerge when working with others (See training plan in Appendix 1).
Method
Sample and procedure
This study is a mixed-model, pre–post quasi-experimental supported by a reflective
journal study.
One hundred eighty-six teachers from ten elementary schools in central Israel
participated in a 56-h emotional intelligence training. The teachers were asked to
keep a reflective journal during the 14-week training. Three months after the com-
pletion of the training, teachers turned in a reflective final project. Participation in
the study was voluntary and anonymous.
Eighty-seven percent of subjects were female and 13% were male, the mean age
was 37.1 (SD = 4.1). About 68% hold a BEd degree, 22% hold a BA degree and
10% have an MA degree. About 75% are married, 10% divorced and 15% single.
Seniority M = 16.7, (SD = 4.5).
Instruments
Emotional intelligence scale
The Schutte Self Report Emotional Intelligence Test (SSREIT) is a 33-item self-
reporting measure of emotional intelligence developed by Schutte et al. (1998) based
on the model of emotional intelligence developed by Salovey and Mayer (1990). The
items are scored on a Likert scale ranging from 1 (does not describe me well) to 5
(describes me very well). This test is a trait measure of emotional intelligence (EI).
This instrument includes the following subscales that revealed a satisfying inter-
nal reliability: (a) appraisal and expression of emotions, 13 items (α= .814); for
example: “I like to share my emotions with others”; (b) regulation of emotions, 10
items (“I have control over my emotions”)(α= .760); and (c) utilization of emo-
tions, 10 items (“When I am in a positive mood, solving problems is easy for me”)
(α= .774).
The Interpersonal Reactivity Index
The Interpersonal Reactivity Index (IRI) includes 28 items and is scored on a 5-point
Likert scale, from 1 (does not describe me well) to 5 (describes me very well). This
instrument was developed by Davis (1980) for the purpose of measuring empathy. It
has four subscales (with 7 items for each subscale): (a) fantasy, for example: “I really
get involved with the feelings of the characters in a novel”; (b) empathic concern, for
example: “When I see someone being taken advantage of, I feel kind of protective
towards them”; (c) perspective taking, for example: “Before criticizing somebody, I
try to imagine how I would feel if I were in their place”; and (d) personal distress, for
example: “I tend to lose control during emergencies”.
The IRI subscales have been documented to have satisfactory internal reliabilities
(ranging from .71 to .77) and test–retest reliabilities (ranging from .62 to .80)
(Davis, 1980,1983). Similarly, in our study, the internal reliability of the IRI sub-
scales ranged from .72 to .79.
Teaching Education 5
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Reflective questionnaire
In order to deepen our understanding of the teacher’s learning process, and follow-
ing Shoffner (2009), Shapiro (2009) and Darby’s(2008) argument that a reflective
process, and reflective writing in particular, provides a means by which to construc-
tively explore the affective domain in teachers, we collected reflective journals from
all participants at the beginning, mid-term and at the end of the training. At the
beginning of the training teachers were requested to write their expectations from
this training. They were also asked to describe a student whose behavior they find
difficult to deal with in the classroom. After describing his behavior they were
requested to describe their feelings in regards to this child’s behavior, how they per-
ceive their feelings and how they regulate those feelings before reacting. In addition
they were asked to write what they think the student feels, and how they help him
regulate his feelings, and participate in the learning process.
At mid-term the teachers were asked to reflect on the course content and process,
and how it affects them.
At the end of the training they were requested to reflect on their self-learning
process during the training, and again describe the student they described in the
beginning of the training and how they would deal with their feelings and his behav-
ior at this point.
In addition, each participant submitted a reflective final project, three months
after the training ended, describing if and how the training affected their relationship
with the student they focused on, and their overall teaching process.
Results
In order to test the level of emotional intelligence from the beginning to the end of
the course, a paired samples t-test was performed (Insert Table 1).
The results revealed a significantly higher emotional intelligence mean at the end
of the course (M= 132.08, SD = 14.32) as compared with its beginning (M= 129.16,
SD = 5.40) (t=−4.054; p< .001).
In addition, the results revealed a significant increase in all emotional intelligence
subscales (expression, regulation and management) from the beginning to the end of
the course (p< .05).
Table 1. Means, standard deviation and t-test of the five factors of questionnaire “IRI”and
four factors of questionnaire “SSREIT”according to time of answer (before/after the training,
n= 186).
Before After
Factor MSD MSD tp
Fantasy (FS) 25.19 5.40 25.48 5.26 −1.066 .288
Empathic concern (EC) 30.29 3.65 30.51 3.25 −.968 .335
Perspective taking (PT) 26.49 4.33 27.29 3.59 −3.211 .002
Personal distress (PD) 19.86 4.95 19.27 4.83 2.455 .015
Empathy index 101.83 10.71 102.55 9.71 −1.253 .212
Expression of emotion 51.05 6.77 52.27 6.79 −3.440 .001
Regulation of emotion 39.41 4.84 39.96 4.79 −2.173 .031
Management of emotion 38.69 5.07 39.85 5.08 −4.110 .000
Emotional Intelligence 129.16 5.40 132.08 14.32 −4.054 .000
6M. Hen and A. Sharabi-Nov
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In the overall empathy index there was no significant change from the begin-
ning to the end of the course (p> .05); however, a significant change was
revealed in two of the empathy subscales. Perspective-taking subscale had
increased from the beginning (M= 26.49, SD = 4.33) to the end of the course
(M= 27.29, SD = 3.59) (t=−3.211, p< .01) and personal distress subscale
decreased from the beginning (M= 19.86, SD = 4.95) to the end of the course
(M= 19.27, SD = 4.83) (t= 2.455, p< .05).
In order to further our understanding of the relationship between emotional intel-
ligence and empathy at the end of course, a multiple regression analysis was con-
ducted to predict empathy by the three factors of emotional intelligence (Insert
Table 2).
Multiple regression analysis was used to test whether the three factors of emo-
tional intelligence can significantly predicted empathy. The results of the regression
indicated that R
2
= .26, F
(2185)
= 21.43, p< .001. It was found that expression of
emotion significantly predicted emotional intelligence (β= .59, p< .001), as did reg-
ulation of emotion (β=−.21, p< .05), but not management of emotion factor. Find-
ings indicated that at the end of the course, expression and regulation of emotions
predicted empathy.
Further, Pearson correlation were used to measure the correlation’s strength
among “IRI”and “SSREIT”questionnaires before and after the course (Insert
Tables 3and 4, respectively).
In both tables the correlation’s strengths and the direction of the correlations are
similar. The only differences between the two sets of measurements are (1) The cor-
relation between expression of emotions and personal distress (empathy scale)
became negatively significant after the course (.167); and (2) The correlation
between regulation of emotion and the overall empathy index became non-signifi-
cant after the course (.137). In both tables all the correlations are positive, excluding
the correlations with personal distress.
Reflective questionnaires
In order to further researchers’understanding of the developmental processes that
teachers experienced from the beginning to the end of course, and three months after
the completion of the course, reflective content that was collected in the beginning,
mid-term and at the end of course was analyzed, and overall summed into main
themes. Those themes are presented in the time table collected, followed by some
examples:
Table 2. Multiple regression analysis to predict empathy by the three factors of the emo-
tional intelligence questionnaire (“SSEIT”).
Factor B SE B β
Expression of emotion 0.85 0.11 0.59
***
Regulation of emotion −0.44 0.20 −0.21
*
Management of emotion 0.05 0.18 0.03
R
2
0.26
F
(2185)
21.43
***
*
p< 0.05.
***
p< 0.001.
Teaching Education 7
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(1) Beginning of the course: most participants’initial expectations were to
acquire educational tools that would help them to better understand and deal
with challenging students in the class. Some teachers focused on their need
to examine ways in which to deal with difficult educational situations, and
several teachers expressed a desire to learn and understand the connection
between the educator’s emotional abilities and the influence these abilities
have on the students in the classroom. “I understand that working with peo-
ple requires working, first of all, on oneself, something that goes on through-
out one’s life”. Other participants stated that they do not believe this course
will help them or teach them something they do not know. We sensed a cer-
tain fear of coping with the course contents that involve introspection and
serious personal work. “In the beginning of the year I yielded to my anxi-
eties and chose not to sign up for this course, which I felt was a chance to
face my apprehensions and confront my fear of failure”.
Overall teachers expressed feeling tired, frustrated, lonely, angry and not
professional enough to deal with the growing difficulties that arise from
Table 3. Pearson correlations among the factors of “IRI”and “SSREIT”questionnaires,
before the course (n= 186).
Expression of
emotion
Regulation of
emotion
Management of
emotion
Emotional
intelligence
Fantasy (FS) 0.376
***
0.117 0.203
**
0.292
***
Empathic concern
(EC)
0.459
***
0.412
***
0.382
***
0.497
***
Perspective taking
(PT)
0.479
***
0.378
***
0.336
***
0.479
***
Personal distress
(PD)
−0.028 −0.257
***
−0.268
***
−0.197
**
Empathy index 0.527
***
0.234
**
0.245
**
0.419
***
**
p< 0.01.
***
p< 0.001.
Table 4. Pearson correlations among the factors of “IRI”and “SSREIT”questionnaires,
after the course (n= 186).
Expression of
emotion
Regulation of
emotion
Management of
emotion
Emotional
intelligence
Fantasy (FS) 0.401
***
0.130 0.218
**
0.311
***
Empathic concern
(EC)
0.456
***
0.352
***
0.341
***
0.455
***
Perspective taking
(PT)
0.495
***
0.344
***
0.333
***
0.468
***
Personal distress
(PD)
−0.167
*
−0.380
***
−0.337
***
−0.326
***
Empathy index 0.484
***
0.137 0.198
**
0.346
***
*
p< 0.05.
**
p< 0.01.
***
p< 0.001.
8M. Hen and A. Sharabi-Nov
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teaching pupils with LD, ADHD and other behavioral problems. “It’s not
that I do not want to deal with the difficulties’but I really do not feel I was
ever trained for its”.“There are so many children that need my help; classes
contain 40 kids –how can teachers manage all this with no help???”“There
is a lot of frustration among teachers and it makes it very hard to help the
frustrated pupils …”
(2) During the course: Teachers reported that the course content and process
enhanced self-awareness. “During the course I found myself shedding tears,
emotional, restless, and basically overwhelmed with emotion.”“As the clas-
ses continued, I had a difficult time dealing with concepts relating to my
inner world”. The researchers realized that teachers were more attentive to
their inner processes. They used more words to describe their feelings and
thoughts, and felt less anxious about dealing with their inner world. “The
course awakened a flood of emotions, memories, and certain misgivings in
my life and caused me to undergo thought processes from the point of view
of both the educator and the student”. At the same time participants reported
that the course evokes personal introspection, which often led to a flooding
of emotions and dealing with questions and contemplation on various issues.
In addition, it seems that as the course progressed and the participants were
exposed to the various sources of knowledge, a personal and professional
consciousness was consolidated, as well as an awareness of the process that
the teachers undergo, and the fears that existed at the start of the course
begin to disappear.
“Relating to the subject from two different and polar points of view (stu-
dent and educator) helped me understand the importance of revealing the
issues and working them through, of the existence of the individual process
the educator will undergo him/herself of discovery, development and aware-
ness before he/she can begin to educate others”. Moreover, it becomes
apparent that the participants begin to understand the relationship between
the educator’s emotional abilities and his/her teaching ability and the stu-
dents’reactions: “I am learning to accept criticism without being hurt, to try
and analyze experience in a reflective and practical way”.“For me the
course made a connection between personal awareness processes and profes-
sional consolidation as an educator”.“I also feel that the knowledge gives
me tools to understand and deal with educational challenges that in the past
would have frustrated me”.“These tools and knowledge give me a belief
and a sense of capability because I believe in them and feel their strength”.
(3) The end of the course: At the end of the course and during the writing of
their final summaries, the educators began to realize and become aware of
the significant process they had undergone during the course, together with
the ability to identify their own feelings. They seemed to understand the
effectiveness of the tools they received during the course, and to be able to
identify the inner abilities that each one of them has. They do not all take
the same tools from the course. Most participants agreed that this training
was a good start to something that must continue in order for the initial
understanding to turn into a powerful tool “I feel that the course gave me
the ability to breathe deeply and relax during difficult situations”.“Even if I
don’t have an immediate solution, I know that the best thing to do is to take
a moment, stop, think, seek advice, work through the emotions, and only
Teaching Education 9
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then to put together a plan of action”.“I think that I’ve learned to be more
forgiving with myself and to be able to make constructive criticism follow-
ing mistakes”.“In the course I learned to look inwards and ask questions. I
identified the feelings rising up in me as anger, and I asked myself why I
feel this way. I learned to breathe deeply and to regulate the emotion”.
“Repeatedly working through my feelings as a therapeutic tool and the abil-
ity to think at the same time and be aware of so many things about myself,
my limitations, these are all abilities that I learned in the course and would
like to and need to develop”.
(4) In the final reflective questionnaire (three months after the course ended) 75%
of the teachers reported that they still find themselves thinking about the train-
ing and trying to implement the “emotional intelligence tools”in their every-
day teaching. They feel secure about identifying and understanding their
emotions; however, they felt regulation and facilitation were much more diffi-
cult, and they would like to learn how to work on it. “Often times I find
myself reacting very fast, not able to stop and think before I do –but at least I
am aware of it, and hope it will get better and better”.“At the end of the day I
often ask myself what I feel? How was teaching today? How did I deal with
the pupils? Colleagues? And I notice that I developed a good understanding
of my emotional states”.“I think the training was a good start –but teachers
need to be experts in this emotional language”.
Overall 82% of the teachers described the challenging pupil in a more positive
manner they felt they understood him better, and have some hope.
Discussion and conclusions
The present research investigated the contribution of an “emotional intelligence”
training program to elementary school teachers’emotional abilities. The research
focused on empathy and emotional intelligence due to the understanding of the
necessity and importance of these abilities among educators (Jennings & Greenberg,
2009; Mendes, 2003). Research findings indicate a significant improvement in all
dimensions of emotional intelligence, and a significant increase in the ability to take
another person’s perspective (measure of empathy). In addition a decrease in per-
sonal stress (measure of empathy) was indicated at the end of the training. These
findings support the argument that emotional intelligence can be increased by train-
ing (Clarke, 2010) and specifically can be increased in teachers (Brackett & Katulak,
2006). Similar to other studies (Low & Nelson, 2005; Weis & Arensen, 2007), this
training model utilized an experiential interactive teaching mode that seems to fit the
aim of improving emotions (Hen & Goroshit, 2010). Interestingly empathy was only
partially improved, following emotional intelligence training. There is very little
research concerning the development and training of empathy (Cutcliffe & Cassedy,
1999). However, some research indicated an increase in empathy in medical person-
nel following communication training, counseling and social-skill based training,
self-regulation strategies and supervision (Fletcher, Leadbetter, Curran, &
O’Sullivan, 2009; Nelis et al., 2009).
Correlations between emotional intelligence and empathy were similar before
and after training, and did not show any significance that can explain the increase in
perspective taking after the training. However, correlations between expression of
10 M. Hen and A. Sharabi-Nov
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emotions (emotional intelligence measure) and personal distress became significant,
and may suggest that the more teachers can express their feelings the less they feel
distressed. Further findings revealed that expression and regulation of emotions pre-
dicted empathy at the end of the course. This finding adds to the emerging literature
that recognizes the function of internal emotional processes among teachers in the
development of empathic tendency (Greenberg et al., 2003; Ikiz, 2009; Kremenitzer
& Miller, 2008).
Following the literature (Shoffner, 2009) the training in this study included
reflective practice. Reflective data indicated that at first teachers were somewhat
anxious about introspecting and learning about their inner world. They wanted
immediate solutions to classroom situations, and felt somewhat intimidated by the
training focus. The more they explored their emotions, the more attentive they
became to their inner processes, and made the connection to the interactions with
others. It seemed that most of the participants had succeeded in reinforcing exist-
ing emotional abilities and in developing new ones. These findings support other
studies that found reflective practice useful in enhancing emotional abilities in
teachers (Darby, 2008; Shapiro, 2009). It also offers support to the idea that an
emotional change can start even on a short-time basis—14-week training (Hen &
Walter, 2012).
Although there is a growing body of literature supporting the need to integrate
emotions in learning and teaching processes (Schutz, 2002; Schutz et al., 2006) and
concerning the necessity to enhance teachers’emotional abilities (Sutton &
Wheatley, 2003), there is limited number of studies that systematically addressed
this issue. Findings in this pre–post quasi-experimental study, followed by reflective
practice, add to the recent literature, suggesting that emotional intelligence can be
increased in teachers and contribute to their empathic tendency. It also contributes to
the understanding that some teachers find it difficult to encounter their feelings in
the professional realm. However, exploration of these feelings in training contributes
to teachers’self-introspection, identification and expression of emotions.
Research limitations
This research study has several limitations which should and will be addressed.
Firstly, the research sampling included a rather small number of teachers, all of
whom work in one area in central Israel. It is unclear whether this sampling repre-
sents teachers from other regions of Israel and the world.
Secondly, the research tools used in this study were all based on self-reporting
and reflective practice. Furthermore, this study did not have a control group, so it is
difficult to know whether the quantitative data represent the increase in emotional
abilities following the course. Lastly, the capability of actually transferring emotional
abilities to the workplace, i.e. putting the newly acquired theoretical tools into
action, was not tested “in the field”. All these will provide a basis for future research
studies in this important area of study.
However, despite the limitations detailed above, we feel that this study has been
significant in supporting the importance of developing emotional abilities in educa-
tors. The statistical data and the diaries suggest that the training is essential in its
contribution to those who participate by imparting and developing emotional capa-
bilities so very necessary in working with children in the field of education.
Teaching Education 11
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Summary
This study examined the effects of emotional intelligence training for teachers. Find-
ings indicated an increase in emotional intelligence and perspective taking (empathy)
at the end of the training. In addition, a decrease in personal distress was indicated
at the end of the training, and expression and regulation of emotions predicted
empathy. Further qualitative findings suggested an increase in teachers’ability to
introspect “reflect on their emotions and thoughts”and connect those to their inter-
action with children, and to their overall professional lives. In addition, it offers
some support to the effectiveness of an experiential teaching mode when facilitating
emotions. These initial findings suggest that emotional abilities can be developed
among teachers and may prepare them better for the complicated journey of being a
teacher. It is recommended to add and focus on emotional training for pre-service
teachers and practicing teachers in order to improve teachers and students’well-
being and performance in school. Future research will have to focus on strategies to
further develop these emotional abilities, what are the benefits of such training,
when is the best time to conduct this training for maximum benefits and how to best
transfer them to the educational workplace.
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Appendix 1. The emotionally intelligent educator-course plan
Theme Teaching strategy Assignment
Introduction: The
emotional challenge
of teaching.
Lecture & Reflective: teachers
are asked to describe their
overall teaching, and focus on a
pupil they find challenging in
class.
Opening a personal course diary
Share descriptions in pairs Readings: Richardson and
Shupe (2003)
Identifying one’s own
emotions and
emotional states
Reflective: teachers are
encouraged to explore and
identify their feelings towards
that pupil, and examine their
interaction with him/her. They
share this information in groups
of 4. In addition, teachers are
requested to recall childhood
experiences from being in
school. Prepare together a poster
Identifying one’s own
emotions and
emotional states
Group work: teachers share and
analyze the information from
previous class, this time in
groups of 8. They are asked to
prepare short presentations on
identifying emotions and
emotional states (including
theoretical information on
emotional Intelligence).
Reading for next class:
Ergur (2009)
Identifying ones’own
emotions and
emotional states
Presentations: each group
presents (10 min for each group)
Course personal diary
(Continued)
14 M. Hen and A. Sharabi-Nov
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Appendix 1. (Continued).
Theme Teaching strategy Assignment
Expression of
emotions
Role-playing: teachers are
invited to explore the way they
express their feelings towards
their pupils by short role-playing
and to receive feedback from
their colleagues.
Identifying others’
emotions and
emotional states
Reflective: teachers are shown a
short film about a bullying
teenager in school. In small
groups they talk about their
feeling towards the teenager and
his/her family, and try to identify
their emotional states and needs.
Reading for next class:
Jennings and Greenberg (2009)
Understanding
emotions in oneself
(why do I feel the
way I do?).
Reflective: teachers are shown
part of the film again. They are
requested to recall the feelings
they had in the last class and try
to understand why they felt the
way they did towards each
character in the film, followed
by sharing in small groups.
Further, they are asked to
understand their feelings toward
their pupil (from first class).
Reading for next class:
Kremenitzer and Miller (2008)
Regulation of
emotions
Lecture: The relationship
between thoughts and feelings.
Lopes et al. (2005)
Regulation of
emotions
Case study: teachers read 4 short
vignettes regarding conflict
situations, and are requested to
identify their feelings and
thoughts in each situation. Then,
they are asked to find ways to
regulate their feelings by means
of their thoughts. This
information is shared in small
groups and discussed with the
entire class. Further, teachers are
asked to monitor and report how
they regulate their emotions in
class.
Course personal diary
Regulation of
emotions
Workshop: self-regulation
strategies.
Reading for next class:
Modifying self-talk
Reflective writing Hodgson and Wertheim (2007)
Utilization of
emotions: Being
empathic?
Lecture: Describe what empathy
is and what it is not.
Reading for next class:
Discuss the emotional dimension
of empathy and the five
emotional competencies that
make up this category.
Ikiz (2009)
In small groups: Relate how
empathy is critical for superior
performance whenever the job
focus is on people.
(Continued)
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Appendix 1. (Continued).
Theme Teaching strategy Assignment
Theory: E Empathy in
teaching
Reading together Cooper’s
(2004) article, and discussion of
examples in small groups.
Being Empathic –
what does it mean
for me
Teachers are asked to recall
three situations in school in
which others were empathic
towards them, and three
situations in which they were
empathic towards others. Share
in small groups. Discussion in
class –how does it feel to be
empathic?
Theory: Emotional
Intelligence and
teaching
Teachers are asked to examine
their description of the
challenging pupil from the first
lesson, to notice if that
description is still valid, to
explore their feelings and
reevaluate their interaction with
the challenging pupil.
Students are requested to
prepare a summary on the
process they experienced in this
course.
Summary Class discussion: What does it
mean to be an emotionally
intelligent educator???
Final paper:
(1) Reflection: My class
experience during this
course. My interaction with
challenging pupil in class
(2) Theoretical background:
Emotional intelligence and
empathy (based on
readings).
(3) Integration of personal
experience with EI theory.
16 M. Hen and A. Sharabi-Nov
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