Classroom factors that contribute to emotional intelligence in the case of primary school learners

Abstract

been associated with improved academic performance, intrapersonal skills and the quality of interpersonal relationships (Durlak et al. 2011). Problematic behaviours, on the other hand, have reportedly decreased. According to various authors (e.g. Salovey, Mayer & Caruso 2002; Zins et al. 2004), the ideal is a long-term intervention that involves various role players. Durlak et al. (2011) also refer to the importance of adequate time for skills development. Zeidner, Roberts and Matthews (2002) regard the school context as favourable for the teaching and learning of emotional skills. Given the relation between emotional skills and academic performance, social and emotional learning programmes could potentially reduce achievement Background: A healthy classroom climate has been related to the socioemotional development of learners. This, in turn, has been associated with an increase in academic success, intrapersonal skills and the quality of interpersonal relationships. Aim: This study aimed to investigate the impact of classroom climate on the emotional intelligence (EI) levels of South African primary school learners. The aim was also to determine which classroom factors promote, and which inhibit the development of EI. Setting: A purposive sample of 119 primary school learners from six classes in two government schools in Durban, Kwazulu-Natal was drawn. Ethical clearance and permission for the study were obtained from the relevant stake holders. Informed consent was obtained from the parents or guardians as well as the participants. Methods: The My Class Inventory (short form) (MCI-SF) and the Trait Emotional Intelligence Questionnaire (Child Short Form) (TEIQue-CSF) were administered. The former is a measure of classroom climate. Relations between classroom climate factors and EI were explored by means of Pearson’s correlations and stepwise multiple regression analysis. ANOVA and Kruskal-Wallis tests were used to compare the performance of the learners in the different classes in terms of these variables. Results: Results indicated a strong relation between classroom climate and EI; satisfaction and cohesiveness correlated positively with EI levels, whilst friction , competitiveness and difficulty correlated negatively with EI levels. Conclusion: The results contribute to the understanding of the development of a positive classroom climate. Intervention at classroom level might be a more viable option in resource-strapped contexts.