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Abstract
This study explores the complex relationship between emotional intelligence (EI)
and how it affects academic performance and teacher-student interactions. In order to
promote constructive interactions in the classroom, emotional intelligence—which
includes self-awareness, self-regulation, social awareness, and relationship
management—is seen to be essential. The study investigates how the emotional
intelligence of instructors affects the caliber of their interactions with students and, in
turn, how well the kids perform academically. This work aims to further knowledge of the
complex relationships among emotional intelligence, interpersonal relationships, and
academic performance by an extensive examination of the body of current literature,
empirical research, and case studies.
References
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