EMOTIONAL INTELLIGENCE AS A FACTOR OF PSYCHOLOGICAL WELL-BEING OF TEACHING STAFF IN THE SYSTEM OF INCLUSIVE EDUCATION
DOI:
https://doi.org/10.32782/psy-visnyk/2025.3.21Keywords:
emotional intelligence, psychological well-being, subjective well-being, emotions, psychological resilience, psychological safety, mental health, teacher, inclusive education, self-awareness, self-regulation, interaction, communication, stress.Abstract
The article addresses the issue of psychological well-being of teachers working in the inclusive education system during wartime and explores the relationship between psychological well-being and emotional intelligence. Psychological well-being is considered a dynamic, subjective, cognitive-affective evaluation by an individual of the quality of their life and its various areas (relationships, professional activity, education, personal development, physical and mental health, leisure, safety, access to resources, etc.), as well as the extent of personal self-realization in accordance with life goals, values, perceptions, attitudes, and living conditions. A teacher’s emotional intelligence determines their ability to identify, understand, and manage their own emotional state and that of others in the educational environment. It affects selfawareness, perception of situations and professional tasks, behaviour, and interactions with others. The professional activity of teachers in the inclusive education system is complicated by the unstable situation and threats to life and safety due to the war in Ukraine. An empirical study showed that only 4,5% of educators have a high level of subjective well-being, 72,8% have a moderate level, and 22,7% – a low level. Most teachers are quite empathetic, able to recognize emotions, understand their own and others’ emotional states and feelings, and recognize the connection between emotions and human behaviour. However, many educators face challenges with self-regulation and self-motivation. According to the results, 59,1% of surveyed teachers have a medium level of emotional intelligence, 31,8% – a low level, and only 9,1% – a high level. Correlation analysis revealed links between emotional intelligence and the psychological well-being of teachers in inclusive education. Emotional intelligence can serve as a personal resource for psychological well-being, especially under crisis conditions in personal and social life. The results of the study can be used in the practice of school psychologists to develop support programs for teachers working in inclusive education.
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