Exploring the Relationship of Emotional Intelligence and Social Competence in Teachers of Students with Intellectual Disabilities

Abstract

Emotional and social competencies are very important for any special education teacher as their teaching methodology and behavior are greatly influenced by these factors. This study is aimed to explore the relationship between social competence and emotional maturity of special education teachers teaching children with intellectual disabilities and to find out the differences between emotional maturity and social competence based on demographic variables. The data was collected from 25 special education centers and schools, of which 8 centers are for special-needs children with intellectual disabilities while 7 schools provide education for intellectually disabled students. Out of these, a convenient sample of 100 teachers was taken from both public and private centers and schools. A quantitative method data collection was carried out using questionnaire and analyzed using independent sample t-test, mean and standard deviation. The study was conducted using the two adopted scale. The findings indicate that there is a positive and moderate relationship between emotional intelligence and social competencies of teachers who work with children with intellectual disabilities. Future studies may evaluate the emotional intelligence and social competence of teachers who work children with intellectual challenges to find any potential differences. To meet the unique needs of children with intellectual disabilities, fostering a positive classroom environment, and building strong relationships with these children are recommended.

Keywords: Emotional Intelligence, Social Competence, Special Education Seacher, Intellectual Disabilities