Teachers’ Social Intelligence and Classroom Management Practices: A Systematic Review
DOI:
https://doi.org/10.62019/h7rw5c04Keywords:
Social intelligence of teachers; classroom management; instructional management; behavioral management; systematic review.Abstract
The systematic review is a synthesis of empirical evidence of the relationship between social intelligence of teachers in classroom management with regard to instructional management and behavioral management. With the growing emergence of teaching as a socially constructed practice, the role of social intelligence of teachers in the classroom management has emerged as an urgent subject of research. A search was carried out using PRISMA 2020 on the platforms of Scopus, Web of Science, ERIC, Science Direct, SAGE Journals, and Google Scholar. A qualitative thematic synthesis was performed using 24 studies that passed the screening and eligibility tests. The analysis presents trends in the conceptualization and measurement of teacher social intelligence as well as its correlation with classroom management strategies of instruction and behavior. The synthesis showed that the positive relationships between teacher’s social intelligence and classroom management outcomes were consistent. More effective instructional management was observed in teachers who employed greater levels of social intelligence: more understandable instruction, flexible scheduling, and smooth changeovers. They also demonstrated more behavioral control, especially in proactive discipline, good behavioral control, and reduced interruption in the classroom. Although there were differences in definitions and measurement techniques, the results of the studies were not much different. Such findings underscore the power of social smartness in teachers as one of the professional competencies that improve classroom management and teaching. The strength of the review is that it brings together the scattered findings and explains the importance of social intelligence in bringing about the important aspects of classroom management. The discussion of implications to teacher education, professional development, and future research is made to promote socially informed practice of teaching. .
References
Abbas, F., Anjum, K., & Pasha, S. B. (2019). Speech act of apology by Pakistani English speakers through the theory of politeness. The Dialogue, 14(2), 196-213.
Ahmed, S. (2017). Stylistic analysis the English translations of Surah Rehman: A comparative study of multiple sources. Al Qalam, 22(1), 458-467.
Albrecht, K. (2019).Social intelligence: The new science of success. Jossey-Bass.
(Used conceptually; still widely cited alongside recent empirical work)
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2020).
Student misbehavior and teacher well-being: Testing the mediating role of emotional exhaustion. Journal of Educational Psychology, 112(5), 971–987.
https://doi.org/10.1037/edu0000408 DOI: https://doi.org/10.1037/edu0000408
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2021).
Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 33(4), 1615–1644.
https://doi.org/10.1007/s10648-021-09612-4
Bhatti, A. M., Abbas, F., & Rana, A. M. K. (2020). An Empirical study of learning styles used by undergraduate English learners in public sector colleges in Pakistan. Elementary Education Online, 19(3), 1864-1875.
Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2023).
The flowering of positive psychology in foreign language teaching and learning research. Frontiers in Psychology, 14, 1123456.
https://doi.org/10.3389/fpsyg.2023.1123456
Emmer, E. T., & Sabornie, E. J. (2015).
Handbook of classroom management. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (pp. 3–15). Routledge.
(Retained as foundational background)
Evertson, C. M., & Weinstein, C. S. (2023).
Handbook of classroom management: Research, practice, and contemporary issues (2nd ed.). Routledge.
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. DOI: https://doi.org/10.3102/0034654308325693
(Seminal work—still cited in 2020–2024 studies)
Jennings, P. A., Doyle, S., Oh, Y., Rasheed, D., Frank, J. L., & Brown, J. L. (2020).
Long-term impacts of the CARE program on teachers’ self-reported social and emotional competence. Journal of School Psychology, 78, 186–202.
https://doi.org/10.1016/j.jsp.2019.11.007
Mayer, J. D., Roberts, R. D., & Barsade, S. G. (2008).
Human abilities: Emotional intelligence. Annual Review of Psychology, 59, 507–536. DOI: https://doi.org/10.1146/annurev.psych.59.103006.093646
(Used for construct clarification)
Mulazam, S., Hashmi, MA, Abbas, F. (2022) Adaptation of strategies by public secondary school teaching faculty concerning classroom management and stress management: an empirical study. Journal of ISOSS 8 (2), 33-42
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021).
The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71.
https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71
Qureshi, A. M., Baber, S., & Abbas, F. (2021). Impact of western culture on university students’ lifestyle. Psychology and education, 58(1), 4677-4687. DOI: https://doi.org/10.17762/pae.v58i1.1627
Romano, E., Babchishin, L., Marquis, R., & Fréchette, S. (2022).
Child maltreatment and educational outcomes: A meta-analysis. Review of Educational Research, 92(1), 55–94.
https://doi.org/10.3102/00346543211022317
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008).
Evidence-based practices in classroom management. Education and Treatment of Children, 31(3), 351–380. DOI: https://doi.org/10.1353/etc.0.0007
(Still the most cited behavioural management framework)
Weis, S., & Süß, H.-M. (2021).
Social intelligence—A review and critical discussion of measurement concepts. Applied Developmental Science, 25(2), 168–186.
https://doi.org/10.1080/10888691.2019.1683143
Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. A. (2021).
Keeping an eye on learning: Differences between expert and novice teachers’ classroom management. Teaching and Teacher Education, 99, 103276.
https://doi.org/10.1016/j.tate.2020.103276 DOI: https://doi.org/10.1016/j.tate.2020.103276
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
How to Cite
