Foundation phase educators’ understanding of emotional intelligence.

Abstract

Emotional intelligence is a relatively new concept of interest within the educational context as it is believed to promote growth and development in both educators and learners The purpose of this study was to explore foundation phase educators’ understanding of emotional intelligence. It sought to develop an understanding of the ways in which foundation phase educators conceptualise emotional intelligence in order to enhance the growth and development of both educators and learners. Teachers often experience high levels of stress due to the demanding nature of their jobs. They are continuously pressed for time, experience heavy workload, unruly learners and have to cater to the demands and expectations of parents. Extant literature indicates that emotional intelligence has the ability to enhance personal, social, and academic performance. However, there is no evidence of studies that have been conducted with foundation phase Educators and their understanding of emotional intelligence. Mayer and Salovey’s ability model of emotional intelligence was chosen for this study as it is closely aligned with the purpose of this study, which was to explore foundation phase educators’ understanding of emotional intelligence. The model conceptualises emotional intelligence as a form of intelligence as it involves a series of mental abilities. This study underpinned a qualitative approach located within an interpretivist paradigm. Eight foundation phase educators from an independent school in the Umlazi District were selected as participants using purposive sampling. Through the use of semi-structured interviews and focus group discussions this study intended to interpret and describe how the concept of emotional intelligence is understood by foundation phase educators and why it is understood in the way that it is. The findings indicate that foundation phase educators are aware of important aspects of emotional intelligence and acknowledge the value of possessing or developing their emotional intelligence skills for effective teaching and learning. However, they lack a deep understanding of emotional intelligence which implies that their exposure to emotional intelligence skills and/or training is limited. It was suggested that educators engage in appropriate emotional intelligence teacher training to develop a critical understanding of the concept and what it entails and also be included in emotional intelligence curriculum development to implement a relevant and appropriate emotional intelligence curriculum for foundation phase learners.