EXPLORING EMOTIONAL SENSITIVITY AMONG NEWLY QUALIFIED TEACHERS’ IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT AND CLASSROOM DYNAMICS

Author Name: 1. Dr. Devraj Singh Chouhan, 2. Ms. Aarohi Fernandes, 3. Ms. Betty Koshy , 4. Dr. Amit Kumar Kumavat

Volume/Issue: 04/04

Country: India

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/03.2024-45535559/UIJIR

Affiliation:

1. Associate Professor, Parul Institute of Nursing, Parul University, Vadodara, Gujarat, India.
2. Assistant Professor, Parul Institute of Nursing, Parul University, Vadodara, Gujarat, India.
3. Assistant Professor, Parul Institute of Nursing, Parul University, Vadodara, Gujarat, India.
4. Associate Professor, Parul Institute of Nursing, Parul University, Vadodara, Gujarat, India.

ABSTRACT

This research delves into the exploration of emotional sensitivity among newly qualified teachers (NQTs) and its far-reaching implications for their professional growth and classroom atmosphere. Emotional sensitivity, which involves the ability to identify, comprehend, and effectively respond to emotions, plays a pivotal role in facilitating effective teaching practices and fostering conducive learning environments. Employing a combination of quantitative and qualitative methods, including surveys and interviews, this study investigates the varying degrees of emotional sensitivity exhibited by NQTs, the factors that influence their emotional reactions within classroom settings, and the consequences of emotional sensitivity on both their professional development and classroom dynamics. The findings indicate that NQTs often contend with heightened emotional responses, attributable to a multitude of factors such as classroom management hurdles, student behavior challenges, and the pressures associated with workload. Furthermore, emotional sensitivity significantly impacts NQTs' teaching efficacy, job satisfaction levels, and their interpersonal interactions with students and colleagues alike. The implications of these findings underscore the necessity for tailored professional development initiatives designed to bolster emotional intelligence among NQTs, as well as the implementation of strategies aimed at cultivating positive classroom dynamics.

Key words: Emotional sensitivity, Newly qualified teachers, Professional development, Classroom dynamics, Emotional intelligence, Teaching efficacy, Classroom management, Teacher-student relationships.