Impact of Teacher Freezing on Emotional Intelligence of B.Ed. College Teachers

Abstract

Emotional intelligence (EI) is a fundamental aspect of effective teaching, influencing educators' abilities to connect with students, manage classrooms, and create positive learning environments. However, the phenomenon of "teacher freezing," characterized by emotional detachment resulting from prolonged stress and challenges, can significantly impede emotional intelligence and teaching efficacy. This study investigates the correlation between teacher freezing and emotional intelligence among B.Ed. college teachers, aiming to uncover the intricate interplay between these factors. This study underscores the urgent need for recognizing teacher freezing as a critical factor influencing B.Ed. college teachers' emotional intelligence and professional well-being. The research offers insights into the complex relationship between teacher freezing and emotional intelligence, serving as a foundation for instituting targeted interventions. By addressing teacher freezing through interventions aimed at enhancing emotional intelligence, teacher training programs and educational institutions can support teachers in developing holistic and emotionally intelligent teaching practices. The implications of this study extend beyond the individual teacher to encompass the broader educational landscape. Mitigating the impact of teacher freezing on emotional intelligence has the potential to elevate the quality of teaching, foster healthier classroom dynamics, and ultimately enhance student outcomes. This research contributes to the ongoing discourse on teacher well[1]being and pedagogical effectiveness, emphasizing the importance of nurturing emotional intelligence within the context of evolving educational paradigms.