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Fostering Emotional Intelligence among Students from Consanguineous Families: Teachers' Strategies

Introduction

Fostering emotional intelligence among students from consanguineous families: teachers' strategies. Explore teacher strategies for fostering emotional intelligence in students from consanguineous families. Study covers demographic impacts, training needs, and the role of parental involvement.

Abstract

Students from consanguineous families may face unique emotional, social and psychological challenges due to genetic risks and rigid family systems. This study examines the role of teachers in supporting these students’ emotional development. A cross-sectional survey research design was employed to collect data from 250 secondary school teachers in district Bahawalpur. A self- developed questionnaire was used to collect data from secondary school teachers. The questionnaire was categorized into three sections. The first section covered demographic information, the second section focused on the role of teachers in developing students' emotional intelligence and the third section explored specific approaches used by teachers to develop emotional intelligence. The results showed that teachers can play a key role in helping students to understand emotions, solve conflicts, and build empathy. This study also explored the influence of demographic factors like gender, school location, and teaching experience on the implementation of emotional intelligence strategies in the classroom. Findings revealed that female, urban, and experienced teachers employed EI strategies more frequently. However, some useful methods, such as involving parents and storytelling, were not widely practiced. The study highlights the need for more teachers training in EI, particularly for rural, male and newly appointed teachers. It also emphasizes the integration of culturally relevant methods and increasing parental involvement to create a more comprehensive support system for students from consanguineous families. Future studies should explore the impact of long-term strategies and the role of digital tools in fostering students’ emotional intelligence.

Review

This study addresses a vital and under-researched area, focusing on the unique emotional intelligence needs of students from consanguineous families and the strategies teachers employ to support them. The research appropriately highlights the potential emotional, social, and psychological challenges these students may face, establishing a clear rationale for the investigation. Employing a cross-sectional survey design with 250 secondary school teachers in Bahawalpur, the study utilized a self-developed questionnaire to explore teachers' roles and specific approaches in fostering emotional intelligence. Key findings indicate that teachers are instrumental in helping students with emotion understanding, conflict resolution, and empathy, with demographic factors such as gender, location, and experience influencing the frequency of strategy implementation. A significant strength of this research lies in its specific focus on a demographic group whose unique needs are often overlooked in educational discourse. By identifying that female, urban, and experienced teachers utilize EI strategies more frequently, the study provides actionable insights for targeted professional development initiatives. It correctly points out the underutilization of valuable methods like parental involvement and storytelling, suggesting a gap in current teaching practices that could be easily addressed with appropriate training. However, the reliance on a self-developed questionnaire, without explicit mention of its psychometric properties (reliability and validity), is a methodological consideration that limits the immediate generalizability and replicability of its findings. Additionally, the cross-sectional design means the study captures a snapshot, precluding insights into the long-term impact or developmental trajectory of these strategies. Looking ahead, the study rightly calls for enhanced teacher training in emotional intelligence, specifically tailoring programs for rural, male, and newly appointed educators. Integrating culturally relevant methods and increasing parental involvement are critical recommendations that could foster a more holistic and effective support system for these students. Future research should build upon this foundation by exploring the longitudinal impact of emotional intelligence strategies and investigating the potential of digital tools in this context. It would also be beneficial for subsequent studies to validate the instrument used, consider observational or qualitative methods to provide a deeper understanding of strategy implementation, and potentially include student perspectives to offer a more comprehensive view of the effectiveness of these interventions.

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