Description
The formation and development of emotional intelligence among secondary school teachers have attracted considerable attention from the scientific community due to its impact on pedagogical effectiveness, interpersonal interaction, and the psycho-emotional climate in educational institutions. Analysis of the relationship between emotional intelligence and demographic variables makes it possible to explain differences in communication methods, emotion regulation, and the building of professional relationships among teachers of different age groups, genders, lengths of service, levels of education, and socio-cultural environments. Research in this area has contributed to clarifying the profile of teachers’ competencies, identifying the factors influencing the development of their emotional regulation skills, and formulating recommendations to increase the effectiveness of the educational process by adapting teacher training and professional development programmes. Such justification enables the integration of scientific results into practice, determines the specific influence of socio-demographic characteristics on the level of emotional intelligence, and allows the prediction of support needs for teachers of different categories in the context of educational reforms.
