CHARACTERISTICS OF EMOTIONAL INTELLIGENCE OF TEACHERS IN LEBANESE PEDAGOGICAL INSTITUTIONS

Abstract

The article presents the results of a comparative analysis of a study conducted in Lebanese educational institutions. The purpose of this article is to explore the level of emotional intelligence, empathy, and social stereotypes among teachers, to highlight the importance of emotional intelligence in contemporary schools, teaching strategies, and the training of future teachers. The paper includes a survey conducted with 104 participants in Lebanon through focus groups, individual meetings, and Google Forms, along with the retesting results before and after the training. The study involved teachers from various age groups and regions throughout Lebanon, who taught in different subject areas and cycles. Based on the statistical analysis of the research results, the article provides recommendations and guidelines for policy makers, for school leaders and educators, aimed at effectively incorporating emotional intelligence teaching in classrooms and professional workgroups.