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Akhmadali G. Teacher’s emotional intelligence as the main factor in regulating emotions in the educational environment. Eurasian Academic Horizons. 2026; 3(2). Available at: https://eahjournal.ru/PDF/01EAH226.pdf (in Russian).
Teacher’s emotional intelligence as the main factor in regulating emotions in the educational environment
Akhmadali Gulshodkhon
Educational and Scientific Research Center «Yakhont», Tashkent, Republic of Uzbekistan
E-mail: guliahmadali8@gmail.com
Abstract. The article is devoted to the study of the role of a teacher’s emotional intelligence as the main factor in regulating emotions in the educational environment. The theoretical foundations of emotional intelligence, its structure and components, and the significance of emotional competence as an integral professional characteristic of a teacher are examined. The mechanisms by which a teacher’s emotional state influences the psychological climate in the classroom, students’ motivation, and their performance are analysed. Special attention is paid to the problem of professional emotional burnout and its consequences for the educational process, as well as to scientifically grounded and accessible strategies for emotional self‑regulation. It has been shown that teachers with developed emotional intelligence are more resistant to professional burnout, are able to create an atmosphere of psychological safety in the classroom, and achieve better academic and psychological outcomes for students. The possibility of developing emotional intelligence through training, the practice of mindful self‑observation, and supervision is substantiated. In the context of the education system of the Republic of Uzbekistan, the development of a teacher’s emotional literacy is viewed as an integral component of professional competence, aligned with national traditions of humane and respectful treatment of the student as an individual.
Keywords: emotional intelligence; emotion regulation; teacher; educational environment; emotional burnout; psychological safety; empathy; self‑regulation; pedagogical skill; professional competence
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