Emotionally Empowered Learners: Promoting Emotional Literacy Practices at Government Primary Schools

Abstract

The study aimed to identify emotional intelligence and literacy practices among Pakistan's primary school teachers. The population of the investigation involved 4927 teachers from government primary schools in the district of Multan, Punjab, Pakistan. Using the Schutte Assessing Emotions Scale, the data were collected from a sample of 391 teachers selected through simple random sampling procedures from primary schools. The data was analyzed through descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (t-test). The results showed that teachers exhibited higher emotional competencies in primary schools. However, the study also found that primary school teachers were not effectively employing strategies for promoting emotional literacy in their classrooms. The study recommended that emotional literacy should be an integral part of education for developing students' emotional aspects and keeping them emotionally empowered in their academic lives in schools.