Teachers’ Perceptions of Emotional Intelligence-Oriented Approaches to Learner Discipline: A Case Study of Selected Primary Schools in Eswatini

Ndlovu M

Published on: 2026-03-06

Abstract

This study explored teachers’ perceptions of emotional intelligence-oriented approaches to learner discipline in primary schools in Eswatini. Anchored within the interpretivist paradigm, the study sought to understand teachers’ construal of emotionally intelligent disciplinary practices. Guided by Goleman’s mixed model and Bar-On’s emotional-social intelligence framework, the study adopted a qualitative case study design. Sixteen participants, comprising 12 teachers and 4 head teachers, were purposively sampled from four schools to ensure diverse representation of perspectives on classroom discipline management. Data were collected through semi-structured interviews and analysed thematically. The findings revealed several emotional intelligence-based strategies for effective learner discipline, including teachers’ use of self-regulation techniques such as pausing before reacting, adopting calm body posture, lowering voice tone, and engaging learners only after they have regained composure. Participants underscored the importance of open dialogue, learner involvement in resolving conflicts, and the use of reflective discussions and role-playing to cultivate empathy and emotional awareness among learners. Positive reinforcement and recognition of desirable behaviours were identified as crucial for promoting cooperative classroom environments. The study concludes that emotionally intelligent leadership and discipline practices promote trust, empathy, and self-regulation.