Abstract
The aim of the study is to analyse teachers’ opinion about the development of emotional intelligence in students who have special educational needs in inclusive schools. The method of the questionnaire survey was chosen to achieve the research aim. The study employed two developed questionnaires based on the principle of Likert scale (1-5). The questionnaires were developed for teachers according to the parts of the structure of trait emotional intelligence for students aged 7 to 12 and 13 to 17 years. Questionnaires potentially reveal teachers’ opinion about several aspects of emotional intelligence development: how and how often teachers assess, organize targeted and non-targeted educational activities for individual parts of the structure of students’ emotional intelligence and promote awareness of their importance. After conducting the research, it was found that the development of parts of the structure of emotional intelligence was carried out differently depending on students’ age. Differences were recorded both between the developed parts of the structure and between applied educational activities. Both statistically significant and insignificant research data were obtained and it was found that the development of emotional intelligence for younger students was more oriented to their inner self-knowledge; while for older students, to the aspects of socialization.
Highlights
Emotions in people’s lives play a very significant role
The research instruments of the trait emotional intelligence model measure the overall emotional intelligence quotient (EQ) and various aspects related to success in life
Given that the structure of emotional intelligence of students of this age consists of 9 parts, the questionnaire consisted of 36 items (4 questions for each part of the structure of emotional intelligence)
Summary
Emotions in people’s lives play a very significant role. It must be mentioned that emotions manifest themselves constantly and differently. Different reasons and contexts can cause positive or negative emotions determining changes in people’s behaviour, the DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN STUDENTS WITH SPECIAL EDUCATIONAL NEEDS Simas Garbenis, Renata Geležinienė, Greta Šiaučiulytė effectiveness and direction of decision-making, relationship formation, and other aspects of daily life (Siegling, Saklofske, & Petrides, 2015; Salovey, Mayer, & Caruso, 2016). It should be emphasized that emotions, in contrast with feelings, are experienced unconsciously, their manifestation is involuntary, caused by external factors, which makes it almost impossible to conceal them (Pettinelli, 2012). Emotions are an inevitable reflection of the person’s state. Having realised the importance of emotions and emotional powers to people’s quality of life, the recent decades witnessed a very strong focus on emotional intelligence as a separate construct (Dhani & Sharma, 2016)
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