THE TEACHER’S PERSONAL QUALITIES AND THEIR IMPACT ON STUDENTS’ EMOTIONAL WELL-BEING
DOI:
https://doi.org/10.5281/zenodo.16751726Keywords:
emotional well-being, teacher personality, empathy, psychological safety, primary education, student behaviorAbstract
In primary education, the teacher is not only a source of knowledge, but also a key figure in shaping the emotional environment of the classroom. This article examines the role of teachers’ personal characteristics—such as empathy, patience, consistency, and emotional responsiveness—in supporting students’ emotional well-being. Based on practical observations from schools in Uzbekistan and supported by psychological theories from Bowlby, Maslow, and Goleman, the paper highlights how emotionally intelligent teachers reduce student anxiety, improve classroom atmosphere, and contribute to healthier emotional development. A set of classroom observations illustrates how such teacher qualities translate into real outcomes, including engagement, reduced discipline issues, and improved student–teacher relationships.
References
Bowlby, J. (1969). Attachment and Loss: Volume 1. Attachment. London: Hogarth Press.
Goleman, D. (1995). Emotional Intelligence. New York: Bantam.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
OECD. (2021). The State of Global Education. Paris: OECD Publishing.
