Optimizing Teachers’ Performance in Learning-Teachingthrough Emotional and Intellectual Intelligence
Abstract
This present study seeks to discover emotional and intellectual intelligence influences on teachers’ performance in the learning-teaching processes. The method used in this study is Systematic Literature Review (SLR) using literature published between 2013 - 2022 accessed through Google Scholar. The study’s results indicate that emotional intelligence does not dominate in improving teachers’ performance in learning-teaching processes. Additionally, emotional intelligence and intellectual intelligence may or may not have an impact on teachers’ performance. In other words, factors besides intelligence can affect teachers’ performance in learning-teaching processes. This study recalls that teachers’ performance is influenced by elements other than emotional and intellectual competencies. To effectively attain educational goals, a balanced approach to education and the creation of appropriate coaching tactics are required. Therefore, further research is recommended to identify other factors influencing teachers’ performance in the learning-teaching processes to achieve educational goals effectively.
First Page
435
Last Page
443
Recommended Citation
Setyani, Erni and Wening, Nur
(2023)
"Optimizing Teachers’ Performance in Learning-Teachingthrough Emotional and Intellectual Intelligence,"
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan: Vol. 8:
No.
6, Article 7.
DOI: https://doi.org/10.17977/2502-471X.2336
Available at:
https://citeus.um.ac.id/jptpp/vol8/iss6/7
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons