Psychological features of emotional relationships in primary school teachers

https://doi.org/10.35912/psychohealth.v1i2.3655
Published: Nov 13, 2025

Abstract:

Purpose: This study aims to analyze the psychological features of emotional relationships among primary school teachers, focusing on the mechanisms that influence teachers’ interactions with students, parents, and colleagues. It explores how emotional intelligence, empathy, and stress regulation contribute to building emotionally healthy learning environments and improving teachers’ professional effectiveness.

Methodology: A mixed-methods approach was used, combining quantitative and qualitative data to ensure a comprehensive understanding of teachers’ emotional dynamics. The study involved 100 primary school teachers (aged 25–55) selected through stratified random sampling. Instruments included an Emotional Intelligence Questionnaire based on Goleman’s framework, the Teacher–Student Relationship Scale, classroom observations, and semi-structured interviews. Quantitative data were analyzed through correlation statistics, while qualitative data were examined thematically to identify patterns of emotional regulation, empathy, and stress management.

Results: Findings revealed a strong positive correlation between emotional intelligence and the quality of teacher student relationships. Teachers demonstrating higher self-awareness, empathy, and emotional control experienced fewer conflicts, greater student trust, and higher job satisfaction. Gender and experience differences were also observed female and veteran teachers generally showed higher emotional resilience and relational stability.

Conclusion: The study concludes that emotional intelligence is a vital component of teaching competence, shaping classroom climate, communication, and teacher well-being. Developing emotional awareness and regulation enhances both instructional quality and student outcomes.

Limitations: The study was limited to one educational context and relied partly on self-reported data, which may influence objectivity.

Contribution: This research contributes to educational psychology by emphasizing emotional competence as a core element of teacher professionalism and by providing practical insights for teacher training, counseling, and educational policy.

Keywords:
1. Emotional Attitude
2. Emotional Intelligence
3. Interpersonal Relationships
4. Pedagogical Activity
5. Psychological Characteristics
6. Psychological Stability
Authors:
Jabbarova Feruza Majidovna
Bukhara State University, Bukhara Region, Uzbekistan
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How to Cite
Majidovna, J. F. (2025). Psychological features of emotional relationships in primary school teachers. Psychohealth: Scientific Journal of Psychology and Mental Health, 1(2), 111–121. https://doi.org/10.35912/psychohealth.v1i2.3655
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Vol. 1 No. 2 (2025): November
Articles
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References

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    Bantilan, J. C., Sombilon, E. J. J., Regidor, A. R., Mondoyo, D. P., & Edig, M. M. N. (2024). Impact of transformational leadership and school environment on teachers’ organizational commitment. Journal of Social, Humanity, and Education, 4(2), 99-116. doi:https://doi.org/10.35912/jshe.v4i2.1584

    Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103. doi:https://doi.org/10.1111/j.1751-9004.2010.00334.x

    Chan, S. W., Pöysä, S., Lerkkanen, M.-K., & Pakarinen, E. (2025). Teachers’ occupational well-being in relation to teacher–student interactions in primary school. Journal of Early Childhood Education Research, 14(1), 1-27. doi:https://doi.org/10.58955/jecer.145766

    Day, C., & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and teacher education, 17(4), 403-415. doi:https://doi.org/10.1016/S0742-051X(01)00003-8

    Emeljanovas, A., Sabaliauskas, S., Mežien?, B., & Istomina, N. (2023). The relationships between teachers’ emotional health and stress coping. Frontiers in Psychology, 14, 1276431. doi:https://doi.org/10.3389/fpsyg.2023.1276431

    Galanakis, M., Krana, L., & Nikola, M. (2021). Emotional intelligence in primary school teachers: the effect of gender, age and tenure. Psychology, 12(11), 1781-1789. doi:https://doi.org/10.4236/psych.2021.1211107

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    Koryataini, L., Sumo, M., Minnah, L., Solehah, S., & Khoiroh, A. R. A. (2024). Analisis Penggunaan Media Pembelajaran PhET pada Materi Gelombang Berjalan dan Stasioner: A Review Literatur. Mutiara: Jurnal Ilmiah Multidisiplin Indonesia, 2(3), 120-138. doi:https://doi.org/10.61404/jimi.v2i3.256

    McGrath, K. F., & Van Bergen, P. (2017). Elementary teachers' emotional and relational expressions when speaking about disruptive and well behaved students. Teaching and teacher education, 67, 487-497. doi:https://doi.org/10.1016/j.tate.2017.07.016

    Meechandee, S., & Meekaew, N. (2025). Integrating phenomenon-based learning and GIS to improve geo-literacy and student engagement: an action research approach. Discover Education, 4(1), 91. doi:https://doi.org/10.21203/rs.3.rs-5410327/v1

    Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge journal of education, 26(3), 293-306. doi:https://doi.org/10.1080/0305764960260301

    Rani, S. (2025). Studying the impact of anxiety, stress, and emotion on academic performance: A systematic review. Journal of Social, Humanity, and Education, 5(2), 131-141. doi:https://doi.org/10.35912/jshe.v5i2.2437

    Ridho, F. M. (2023). Kajian Literatur: Faktor-Faktor Penyebab Kejadian Dissociative Trance Disorder pada Pelajar. Kajian Psikologi dan Kesehatan Mental, 1(1), 25-33. doi:https://doi.org/10.35912/kpkm.v1i1.2039

    Russell Hochschild, A. (2012). The managed heart: commercialization of human feeling.

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    Salovey, P. E., & Sluyter, D. J. (1997). Emotional development and emotional intelligence: Educational implications: Basic Books.

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    Sobirovich, T. B. (2020). The strategy of renewal of the national spirituality of Uzbekistan. International Journal of applied research, 6(5), 147-151. doi:https://doi.org/10.31149/ijie.v3i8.545

    Sobirovich, T. B. (2023). Basic Criteria for Building the Third Renaissance in Uzbekistan. Asian Journal of Applied Science and Technology (AJAST), 7(1), 149-157. doi:https://doi.org/10.38177/ajast.2023.7114

    Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational psychology review, 15(4), 327-358. doi:https://doi.org/10.1023/a:1026131715856

    von Reumont, F., & Budke, A. (2021). Spatial thinking with comics in geography education. Paper presented at the Frontiers in Education.

    Wang, H., Hall, N. C., & King, R. B. (2021). A longitudinal investigation of teachers’ emotional labor, well-being, and perceived student engagement. Educational Psychology, 41(10), 1319-1336. doi:https://doi.org/10.1080/01443410.2021.1988060

    Yin, H.-b., Lee, J. C. K., Zhang, Z.-h., & Jin, Y.-l. (2013). Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and teacher education, 35, 137-145. doi:https://doi.org/10.1016/j.tate.2013.06.006

  1. Aldrup, K., Carstensen, B., & Klusmann, U. (2024). The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of research. Educational Psychologist, 59(2), 89-110. doi:https://doi.org/10.1080/00461520.2023.2282446
  2. Bantilan, J. C., Sombilon, E. J. J., Regidor, A. R., Mondoyo, D. P., & Edig, M. M. N. (2024). Impact of transformational leadership and school environment on teachers’ organizational commitment. Journal of Social, Humanity, and Education, 4(2), 99-116. doi:https://doi.org/10.35912/jshe.v4i2.1584
  3. Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103. doi:https://doi.org/10.1111/j.1751-9004.2010.00334.x
  4. Chan, S. W., Pöysä, S., Lerkkanen, M.-K., & Pakarinen, E. (2025). Teachers’ occupational well-being in relation to teacher–student interactions in primary school. Journal of Early Childhood Education Research, 14(1), 1-27. doi:https://doi.org/10.58955/jecer.145766
  5. Day, C., & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and teacher education, 17(4), 403-415. doi:https://doi.org/10.1016/S0742-051X(01)00003-8
  6. Emeljanovas, A., Sabaliauskas, S., Mežien?, B., & Istomina, N. (2023). The relationships between teachers’ emotional health and stress coping. Frontiers in Psychology, 14, 1276431. doi:https://doi.org/10.3389/fpsyg.2023.1276431
  7. Galanakis, M., Krana, L., & Nikola, M. (2021). Emotional intelligence in primary school teachers: the effect of gender, age and tenure. Psychology, 12(11), 1781-1789. doi:https://doi.org/10.4236/psych.2021.1211107
  8. Goleman, D. (2005). Emotional intelligence: Why it can matter more than IQ: Bantam.
  9. 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
  10. Koryataini, L., Sumo, M., Minnah, L., Solehah, S., & Khoiroh, A. R. A. (2024). Analisis Penggunaan Media Pembelajaran PhET pada Materi Gelombang Berjalan dan Stasioner: A Review Literatur. Mutiara: Jurnal Ilmiah Multidisiplin Indonesia, 2(3), 120-138. doi:https://doi.org/10.61404/jimi.v2i3.256
  11. McGrath, K. F., & Van Bergen, P. (2017). Elementary teachers' emotional and relational expressions when speaking about disruptive and well behaved students. Teaching and teacher education, 67, 487-497. doi:https://doi.org/10.1016/j.tate.2017.07.016
  12. Meechandee, S., & Meekaew, N. (2025). Integrating phenomenon-based learning and GIS to improve geo-literacy and student engagement: an action research approach. Discover Education, 4(1), 91. doi:https://doi.org/10.21203/rs.3.rs-5410327/v1
  13. Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge journal of education, 26(3), 293-306. doi:https://doi.org/10.1080/0305764960260301
  14. Rani, S. (2025). Studying the impact of anxiety, stress, and emotion on academic performance: A systematic review. Journal of Social, Humanity, and Education, 5(2), 131-141. doi:https://doi.org/10.35912/jshe.v5i2.2437
  15. Ridho, F. M. (2023). Kajian Literatur: Faktor-Faktor Penyebab Kejadian Dissociative Trance Disorder pada Pelajar. Kajian Psikologi dan Kesehatan Mental, 1(1), 25-33. doi:https://doi.org/10.35912/kpkm.v1i1.2039
  16. Russell Hochschild, A. (2012). The managed heart: commercialization of human feeling.
  17. Saleh, A. Y., Kurniawati, F., Salim, R. M. A., & Poerwandari, E. K. (2024). Factors influencing the well-being of primary school teachers in Indonesia: a pilot study. Psychological Research on Urban Society, 7(1), 3. doi:https://doi.org/10.7454/proust.v7i1.1140
  18. Salovey, P. E., & Sluyter, D. J. (1997). Emotional development and emotional intelligence: Educational implications: Basic Books.
  19. Schutz, P. A., & Zembylas, M. (2009). Introduction to advances in teacher emotion research: The impact on teachers’ lives Advances in teacher emotion research: The impact on teachers’ lives (pp. 3-11): Springer.
  20. Sobirovich, T. B. (2020). The strategy of renewal of the national spirituality of Uzbekistan. International Journal of applied research, 6(5), 147-151. doi:https://doi.org/10.31149/ijie.v3i8.545
  21. Sobirovich, T. B. (2023). Basic Criteria for Building the Third Renaissance in Uzbekistan. Asian Journal of Applied Science and Technology (AJAST), 7(1), 149-157. doi:https://doi.org/10.38177/ajast.2023.7114
  22. Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational psychology review, 15(4), 327-358. doi:https://doi.org/10.1023/a:1026131715856
  23. von Reumont, F., & Budke, A. (2021). Spatial thinking with comics in geography education. Paper presented at the Frontiers in Education.
  24. Wang, H., Hall, N. C., & King, R. B. (2021). A longitudinal investigation of teachers’ emotional labor, well-being, and perceived student engagement. Educational Psychology, 41(10), 1319-1336. doi:https://doi.org/10.1080/01443410.2021.1988060
  25. Yin, H.-b., Lee, J. C. K., Zhang, Z.-h., & Jin, Y.-l. (2013). Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and teacher education, 35, 137-145. doi:https://doi.org/10.1016/j.tate.2013.06.006