Teacher Emotional Intelligence and Classroom Leadership Dynamics in Differentiated Learning
Abstract
In the context of modern education, differentiated learning is an important strategy to accommodate students' diverse abilities, interests and learning styles. However, the success of this strategy is greatly influenced by the teacher's role as a classroom leader, especially in managing emotions and interpersonal interactions. This study aims to examine the relationship between teachers' emotional intelligence and classroom leadership dynamics in supporting the effectiveness of differentiated learning for students at SMA Muhammadiyah Luwuk. The research method used is a qualitative approach with a case study design. Data were collected through in-depth interviews, classroom observations, and documentation involving teachers, students, and school principals. Data were analyzed using reduction, display, and verification techniques to gain an in-depth understanding of classroom leadership practices and teachers' emotional intelligence. The results show that teachers with high levels of emotional intelligence tend to be more adaptive in dealing with classroom dynamics and are able to create an inclusive and participatory learning environment. Dimensions such as empathy, self-awareness and the ability to manage emotions play an important role in facilitating learning differentiation. In addition, transformational leadership style is proven to be effective in building positive relationships between teachers and students, which has a direct impact on improving student motivation and learning outcomes. In conclusion, teachers' emotional intelligence and dynamic classroom leadership are key factors in the successful implementation of differentiated learning. These findings provide important implications for teacher professional development and more targeted training design.
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