Abstract:

From the emphasis on intelligence as one of the most important abilities of people, experts have gradually moved on to recognizing and attaching more importance to emotions in human life. Emotional intelligence is essential in everyday life, in communication skills, in managing unpredictable life situations, and in achieving not only personal but also work success. The profession of teacher is ranked among the most demanding professions because, among other things, it is associated with a huge burden in the field of emotion management. Teaching is a form of working with emotions, not only with one's own but also with one's students' emotions. Pupils may face negative feelings in the classroom for various reasons, such as anxiety, frustration, or anxiety. Teachers should be able to respond adequately to these emotions, to manage them. Teachers are expected to be able to communicate with all students, with gifted and less gifted students, with students with a diverse range of emotional tendencies. The aim of the survey was to map the level of emotional intelligence in a sample of teachers. The partial goals were to find out whether there is a difference in the score of emotional intelligence between male and female teachers and at the same time to find out whether emotional intelligence is related to age and length of work experience. The research group consisted of 997 primary and secondary school teachers, of which 109 were men (average age 44, 9) and 889 women (average age 45, 17). The Czech translation of the Trait Emotional Intelligence Questionaire - Short form, TEIQue-SF was used to determine the emotional intelligence score. The calculation of the correlation coefficient shows a significant negative relationship between the level of emotional intelligence and age, and the length of practice. This result was found both within the whole group and for the group of men and women.

Keywords:

Emotional intelligence, teacher, emotional intelligence scale TEIQue-SF.