Optimizing Teachers’ Performance in Learning-Teaching through Emotional and Intellectual Intelligence

Erni Setyani, Nur Wening

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.

Keywords


emotional intelligence; intellectual intelligence; performance; teachers

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References


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DOI: http://dx.doi.org/10.17977/jptpp.v8i6.24687

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