Emotional Intelligence in Teaching: The Hidden Ingredient for Effective Learning in Cape Town Schools

Abstract Book of the 10th International Academic Conference on Teaching, Learning and Education

Year: 2026

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Emotional Intelligence in Teaching: The Hidden Ingredient for Effective Learning in Cape Town Schools

Joyce Zikpi, Samuel Ndayisaba

ABSTRACT:

The role of the teacher in the learning process extends beyond content delivery to include the emotional and social development of learners. This study explores how teachers’ emotional intelligence (EI) influences learner motivation, classroom relationships, and academic performance in selected public and independent schools in Cape Town, Western Cape. The purpose of the study is to examine the extent to which teachers apply emotional intelligence competencies such as self-awareness, empathy, self-regulation, and social skills in their daily interactions with learners.
A mixed-methods approach was adopted, combining questionnaires administered to 60 teachers and interviews with 30 learners across five schools representing different socio-economic backgrounds. The findings reveal that teachers with high levels of emotional intelligence create positive and supportive classroom environments that encourage participation, reduce learner anxiety, and improve overall academic engagement. Conversely, low emotional awareness among teachers often leads to conflict, poor communication, and reduced learner confidence.
The research highlights significant challenges encountered by teachers, such as feelings of emotional exhaustion, insufficient training in emotional intelligence, and a lack of supportive systems within institutions. In light of these findings, the paper suggests incorporating emotional intelligence training into both teacher professional development programs and pre-service education. Additionally, school leaders should encourage wellness initiatives aimed at enhancing teachers’ emotional resilience and interpersonal abilities.
In conclusion, the study emphasises that emotional intelligence is an often-overlooked but crucial factor in fostering effective teaching and learning within schools in Cape Town. Educators who are adept at recognising and regulating their own emotions, as well as those of their students, play a vital role in cultivating caring, inclusive, and high-achieving classroom environments.

Keywords: Classroom relationships, educational outcomes, learner motivation, teacher effectiveness, Western Cape