Emotional intelligence makes a difference: The impact of teachers’ emotional intelligence abilities on conflict management strategies in the classroom

Abstract

Several studies show the relationship between emotional intelligence abilities and conflict management. However, there is a lack of research that relates these constructs in teachers. To bridge this knowledge gap, and since much more needs to be learned about how teachers’ emotional intelligence abilities are related to classroom interpersonal relationships this study aimed to investigate how teachers’ emotional intelligence abilities influence the selection and use of conflict management strategies in the classroom. The study sample comprised 848 teachers (5th to 12th grades) from Portuguese schools. Teachers were evaluated through questionnaires that assessed the perception of emotional intelligence abilities and of the strategies used to manage classroom conflicts. Results showed that teachers who scored high in emotional intelligence abilities (perceive, understand, express, and manage emotions) use mainly integrative strategies to manage conflicts more frequently than other strategies. The findings suggested that the teacher’s emotional intelligence abilities are a promoter of choosing the most appropriate strategies for constructively classroom conflict management. In conclusion, these results highlight the interactive role of the teacher’s emotional intelligence abilities in managing conflict. These novel findings suggest the need for implementing intervention programs to promote teachers’ emotional intelligence abilities as a valuable means of managing conflict in the classroom.