Discovering the emotional intelligence exhibited by primary school teachers while delivering physical education in the United Kingdom

Abstract

It has been claimed that Emotional Intelligence (E.I) is an integral part of a teacher's skill set (Corcoran & Tormey, 2012) and accordingly those teachers demonstrating a high Emotional Quotient (E.Q) produce more engaging and motivating lessons (Akhmetova et al., 2014). Primary school teachers require E.I in order to recognise and control their own emotions, and so that they can positively manage children’s emotions. It is important therefore to understand how and when to utilise certain facets of E.I to differing age groups. If teachers are unable to recognise effectively which specific components of E.I to utilise, it may have a detrimental effect on the delivery of the session (Corcoran & Tormey, 2012).