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All Journal International Journal of Educatio Elementaria and Psychologia
Wahyuni Eka Putri
Sekolah Tinggi Ilmu Tarbiyah YPI Kerinci
Education Other

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THE RELATIONSHIP OF TEACHERS’ EMOTIONAL INTELLIGENCE TO STUDENT DISCIPLINE Ming Kiri; Wahyuni Eka Putri; Dara Vann
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i3.2393

Abstract

Student discipline is a critical factor in creating an effective learning environment, and it is often influenced by the teacher’s ability to manage classroom dynamics. Teachers’ emotional intelligence (EI) is increasingly recognized as a key competency in this regard. This study aimed to determine the quantitative relationship between the emotional intelligence of teachers and the level of discipline among their students. A quantitative correlational research design was implemented with a sample of elementary school teachers and their students. Teacher EI was measured using a validated Emotional Intelligence Questionnaire, while student discipline was assessed through a standardized discipline scale completed by trained observers. The data were analyzed using Pearson correlation. The results indicated a significant and strong positive correlation (r = 0.82, p < 0.01) between teachers’ emotional intelligence and student discipline levels. Teachers with higher EI scores consistently managed classrooms with higher levels of student discipline. This study concludes that a teacher’s emotional intelligence is a significant predictor of student discipline. Therefore, fostering EI through targeted professional development is a crucial strategy for improving classroom management and creating a more conducive learning atmosphere.  
Co-Authors Dara Vann Ming Kiri