Emotional Intelligence and Anxiety Handling in Secondary Grade Students by Classroom Managerial Style
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Emotional intelligence means not only controlling emotions, solving inner problems and mental conflicts, but also steaming other people's mental problems and their conflicts. It is also used to assess the emotions of others, their inner conflicts, and their mental anxieties. Understanding Emotional Intelligence (EI) by the teacher can reduce emotional distress and stress in students and guide them to the best of their ability for teamwork, and harmony. The research sample comprised 250 secondary grade students equally distributed under five classroom managerial styles in Rahimyar Khan. A questionnaire was used for data collection, based on ten themes: enthusiasm, self-awareness, motivation, social skills, self-regulation, and collaboration, atmosphere of trust, mutual harmony, enthusiasm, and empathy. Overall, it was clear that students were more enthusiastic, self-aware, motivated, socially skilled, self-regulated, collaborated, trusted, mutually harmonial, coherent, and empathetic in the democratic operational atmosphere. This was visible mostly in an achievement-oriented classroom atmosphere and then in the situational classroom atmosphere, but least in laissez-faire and authoritarian classroom atmosphere. Overall anxiety revealed that students are very anxious in laissez-faire and authoritarian classroom atmospheres. The results will play a dominant role for teachers to think about their overall management style in the classrooms.
Keywords:anxiety, Emotional Intelligence , empathy, harmony, motivation
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