Teachers’ Emotional Intelligence Competencies in Managing Learner Behaviour: Evidence from Primary Schools in Mbabane, Eswatini

Abstract

Learner indiscipline remains a persistent challenge in Eswatini’s primary schools despite the adoption of positive discipline policies. This situation raises concerns about the effectiveness of current classroom management approaches and highlights the need to consider teachers’ emotional competencies. This study examined teachers’ perceptions of emotional intelligence (EI) and the specific EI skills they consider essential for managing learner behaviour in selected primary schools in Mbabane. Guided by Daniel Goleman’s mixed model of emotional intelligence and underpinned by an interpretivist paradigm, the study employed a qualitative multiple case study design. Sixteen participants, comprising twelve teachers and four head teachers, were purposively selected from four schools. Data were collected through semi-structured interviews and focus group discussions and analysed thematically. The findings revealed that teachers’ understanding of EI varied considerably, with some demonstrating limited or inaccurate knowledge of the concept. However, self-awareness, self-regulation, and empathy emerged as the most valued competencies for managing learner discipline. The study concludes that inadequate understanding of EI constrains its effective application in classroom management. It recommends the integration of emotional intelligence training into teacher education and professional development programmes to enhance positive discipline practices and improve learner behaviour outcomes.