A job filled with emotions : a narrative study on the emotional dimensions and related emotional intelligence in class teachers’ work

Abstract

This master’s thesis attempts to empirically examine the connection between emotional intelligence and the teaching profession. There has been a growing amount of quantitative or mixed methods research demonstrating the solid interrelation between teachers’ emotional intelligence and teaching profession. However, the concern of teachers’ emotional intelligence and its corresponding actions requires more empirical researches. Thus, the focus of this narrative research lies on finding out how three Finnish class teachers describe the role of emotions and the emotional experiences in their work. Teachers’ stories are analyzed from the perspective of emotional intelligence. The theoretical framework of this thesis is based on Goleman’s theory of emotional intelligence, and the justification of applying Goleman’s theory is made along with other influential theory constructs. Furthermore, this thesis aims to explore how the emotional dimensions in teachers’ work can be seen in light of emotional intelligence particularly in terms of Goleman’s EI construct.

Methodologically, this master’s thesis applies the principles of narrative inquiry. The data has been collected by interviewing three class teachers with varied teaching experiences. The teachers also work in different classroom contexts – a regular Finnish mainstream classroom, an international school classroom and a preparatory classroom. This master’s thesis applies the holistic-content reading approach in data analysis process; each interview is analyzed individually. By using this method, the analysis results provide a two-dimensional finding for each interview. The first dimension offers an overview or general impression of each teacher’s emotional experience related to work. The second-dimension reveals more specific themes related to emotional dimensions in teachers’ work from the perspective of emotional intelligence.

The findings of the thesis suggest that the class teachers describe the emotional dimensions in their work in a similar way, although emphasizing different emotional aspects. These teachers display their acknowledgement of the critical role of emotions through their living experience and reflections. They recognize the urge for teachers to acquire the set of substantial skills which are embedded in Goleman’s emotional intelligence theory: self-awareness, self-regulation, empathy, motivation and social skills. Furthermore, the findings of this empirical thesis reveal that teachers’ working environment is an emotional place. The teaching job is argued to be an emotional labor which is far beyond simply delivering a lesson. Related to the importance of emotions in teachers’ work, teacher wellbeing as another major theme emerges from the findings. Therefore, this master’s thesis aims to raise awareness of the significance of emotions in teachers’ work and shred lights on both pre-service and in-service teachers’ need of developing emotional intelligence as teaching proficiency. Nevertheless, promoting teacher wellbeing in the profession should also be essential and prevalent.