Daniel Goleman's
Emotional Intelligence Theory
• Born in Stockton, California.
• Psychologist and Science Journalist.
• Best-selling book is Emotional Intelligence
• Author of more than 10 books on
psychology, education, science, ecological
crisis, and leadership.
Introduction
The early Emotional Intelligence theory was originally
developed during the 1970s and 80s by the work and writings
of psychologists Howard Gardner (Harvard), Peter Salovey
(Yale) and John 'Jack' Mayer (New Hampshire). Emotional
Intelligence is increasingly relevant to organizational
development and developing people, because the EQ
principles provide a new way to understand and assess
people's behaviors, management styles, attitudes,
interpersonal skills, and potential.
Emotional Intelligence is an important consideration in
many aspects, education, personal, life and social.
Emotional Intelligence links strongly with concepts of love
and spirituality:
bringing compassion and humanity to work, and also to
'Multiple Intelligence' theory which illustrates and
measures the range of capabilities people possess, and the
fact that everybody has a value.
The EQ concept argues that IQ, or conventional
intelligence, is too narrow; that there are wider areas of
Emotional Intelligence that dictate and enable how
successful we are. Success requires more than IQ
(Intelligence Quotient), which has tended to be the
traditional measure of intelligence, ignoring essential
behavioral and character elements. We've all met people
who are academically brilliant and yet are socially and
inter-personally inept. And we know that despite
possessing a high IQ rating, success does not automatically
follow.
Emotional Intelligence
-is a type of social intelligence that
affords the individual the ability to
monitor his own and others’ emotions.
-to discriminate among them, and to
use the information to guide his
thinking and actions.
-EI is “the capacity for recognizing our
own feelings and those of others, for
motivating ourselves, and for
managing emotions well in ourselves
and in our relationships (Goleman,
1998).”
• The awareness of one’s
own emotions;
• The ability to express
one’s emotions
appropriately;
• The capacity to channel
emotions into the
pursuit of worthwhile
objectives
Major Qualities of
Emotional Intelligence
1. Self-Awareness
- Recognize your own
emotions and how they
affect your thoughts and
behavior.
• Emotional Self awareness
• Accurate Self Assessment
• Self Confidence
Major Qualities of
Emotional Intelligence
2. Self Management
- control impulsive feelings
and behaviors, manage your
emotions in healthy ways.
• Emotional Self Control
• Transparency
• Adaptability
• Achievement orientation
• Initiative/optimism
Major Qualities of
Emotional Intelligence
3. Social Awareness
- can understand the
emotions, needs, and
concerns of other
people.
• Empathy
• Organizational
awareness
• Service orientation
Major Qualities of
Emotional Intelligence
4. Relationship Management
-know how to develop and
maintain good relationships.
• Influence/developing
others
• Team work/ collaboration
• Conflict management
• Inspirational leadership
Application of the Theory in Teaching
Teaching and
learning
methods
Emotional Subject
intelligence expertise
Emotional Competence Framework
Personal Competence (how we manage ourselves)
– Self-Awareness • Adaptability
• Emotional awareness • Innovation
• Accurate self-assessment – Motivation
• Self-confidence • Achievement drive
– Self-Regulation • Commitment
• Self-Control • Initiative
• Trustworthiness • Optimism
• Conscientiousness
Adapted from Daniel Goleman’s Working with Emotional Intelligence
Emotional Competence Framework
Social Competence (how we handle relationships)
– Empathy – Social Skills
• Understanding others • Influence
• Developing others • Communication
• Service orientation • Conflict management
• Leveraging diversity • Leadership
• Political awareness • Change catalyst
• Building bonds
• Collaboration & cooperation
• Team capabilities
Adapted from Daniel Goleman’s Working with Emotional Intelligence
Teaching with Empathy
• Anticipating and responding to
learner expectations
– Set ground rules
– Explain your expectations and ask
students to share theirs
• Active listening skills
• Acknowledging individual learners
– Make eye contact
– Use learners’ names
– Refer to previous class contributions
• Understanding your audience
Teaching with Self-Awareness
• Knowing your style
• Playing to your strengths
• Knowing your drivers
(“unconscious
response[s] to messages
we picked up in early
childhood”
• Being aware of verbal
and non-verbal
communication
Developing your Emotionally Intelligent
Teaching Practice
• Personal reflection
– Self-check after a session
– Set goals and assess your
progress
– Reflective journals
• Learner feedback
• Reflection with colleagues
– Circular response technique
• Child and Adolescent Development, by Acero Ph.D, Javier
Ph.D, Castro Ph.D at Chapter 5, Social and Emotional
Development of Adolescents page 99.
• Mortiboys, A. (2012). Teaching with emotional intelligence:
A step-by-step guide for higher and further education
professionals. London: Routledge.
• Goleman, D. (1998). Working with emotional intelligence.
New York: Bantam Books.
• Emotional Intelligence and Teaching 1, retrieved from
http://www.academia.edu/351060/Emotional_Intelligence_
and_Teaching_1
• Emotional Intelligence Theory (EQ - Emotional Quotient)
retrieved from http://www.businessballs.com/eq.htm
