Exploring the Effects of Emotional Intelligence and Self – awareness on Teachers’ Teaching Styles and Learners’ Learning Performance.

Abstract

The current, dual-focused descriptive-interpretive study, purports itself to investigate the emotional intelligence attitudes and self-awareness of both postgraduate students and teachers.This research stems from and is articulated around a predominant assertion: namely that the teaching-learning process rests on a solid psychological foundation. In other words, the aim of the study is to explore the students’ and teachers’ emotional intelligenceand selfawareness and the extent to which these can affect their engagement in the teaching-learning process. It should be noted that these psychological attitudes, beliefs, emotions and values of both students and teachers usually seem underexplored to the point that psychological aspects are assumed to be incidental at best or non-existent at worst.Initially relying on relevant secondary literature, the investigation was carried out based on both qualitative and quantitative approaches; emotional intelligence test and questionnaire respectively. The gleaned data revealed that most of the targeted sample is not well-versed and insufficiently informed about the impact of these psychological effects on teaching/learning process.