The Importance of Emotional Intelligence in Modern Education
DOI:
https://doi.org/10.55737/tk/2k25b.42064Keywords:
Emotional Intelligence, Teacher Perceptions, Gender Differences, Secondary School, Social-emotional LearningAbstract
This study examines secondary school teachers' perceptions of emotional intelligence (EI) in modern education, with a focus on gender-based differences. Using a quantitative approach, data was collected from 309 teachers (204 male, 105 female) in District D.I. Khan through stratified random sampling. Results revealed overwhelming consensus on Emotional Intelligence's importance, with 87.26% of male and 88.56% of female teachers expressing agreement/strong agreement. While female teachers showed marginally stronger endorsement (mean=4.25 vs. males' 4.13) and no dissent, statistical analysis found no significant gender difference (t=1.2127, p=0.2262). The study highlights three key findings: (1) universal recognition of EI's educational value across genders, (2) subtle gender variations in perception intensity (females more uniformly positive, males slightly more variable), and (3) the need for gender-inclusive Emotional Intelligence training approaches. These results challenge assumptions about gendered Emotional Intelligence perceptions while affirming its cross-gender relevance in Pakistani education. The study contributes to global Emotional Intelligence discourse by providing empirical evidence from a developing context and suggests practical applications for teacher training and curriculum development. Recommendations include integrating Emotional Intelligence competencies into national teacher standards and designing context-sensitive professional development programs that acknowledge but do not overemphasize gender-based expression differences.
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