Teacher Competencies for Inclusive Education: Will Emotional Intelligence do Justice?

  • Poornima Rajendran Assistant Professor, Department of Education, Central University of Tamil Nadu (Neelakudi Campus), Thiruvarur, Tamil Nadu, India https://orcid.org/0000-0001-8868-9372
  • B.K Athira Research Scholar, Centre for the Study of Social Systems, Jawaharlal Nehru University, New Delhi, India
  • D Elavarasi Research Scholar, Department of Education, Central University of Tamil Nadu (Neelakudi Campus), Thiruvarur, Tamil Nadu, India
Keywords: Inclusive education, Teacher competencies, Emotional intelligence

Abstract

Purpose: The concept of inclusive education is moved from the homogeneous perspective to heterogeneous perspective in developed countries and even in developing countries, the discourses on inclusive education are argued from the diversity perspective. Many scholars (Florian, 2010; Slee, 2010; Meijer, 2003 and; Allan, 2011) who are researching on inclusive education debated and discussed that successful practice of inclusive education depends greatly on teacher competencies, albeit practicing inclusive education depends on many critical factors like attitudes, curriculum, resources, parental involvement, multidisciplinary orientation etc., Projects like ‘Teacher Education for Inclusion (2009-2012)’ discussed and framed various models of teacher competencies required for the successful practice of inclusive education. In this conceptual paper, the authors reviewed the dimensions /sub scales of emotional intelligence and deliberated its significance associated with teacher competencies that support them to practice inclusive education.
Approach: Even though there are various emotional intelligence models, the authors have chosen the Bar-On Model of Emotional Intelligence (2006) considering its wider usage across the country. Further, the author included the conceptual papers/research works accessible via open source for the review.
Significance: The present review makes the reader to understand and rationalize the significance of emotional intelligence for teachers (both pre and in-service) to develop their competencies for practicing inclusive education. On one hand, this review justifies the readers that emotional intelligence is related significantly and positively to increased adapted behaviour, higher quality social relationships, longer retention in one’s professional life, better coping strategies and leadership skills that enhances individuals’ intra and inter personal skills. On the other hand, the paper will deduce that the emotional intelligence in teachers will benefit them to meet the needs of diverse students in their classroom without any doubt.
Originality Value: The present review is a part of an ICSSR Major Research Project sponsored during the academic year 2017-18.

Published
2020-12-01
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How to Cite
Rajendran, P., Athira, B., & Elavarasi, D. (2020). Teacher Competencies for Inclusive Education: Will Emotional Intelligence do Justice?. Shanlax International Journal of Education, 9(1), 169-182. https://doi.org/10.34293/education.v9i1.3494
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Articles