The impact of using humour on the improvement of teachers’ emotional intelligence during advanced training courses

Abstract

The aim of the research was to determine the impact of the use of humour in the educational process on improving the teacher’s emotional intelligence during advanced training courses. Methods: Emotional Intelligence Test, Feelings and Emotions Vocabulary, Student’s t-test and Wilcoxon signed rank test. The research found a positive correlation between the indicators of Emotional Awareness and Interpersonal Emotional Intelligence (EI) (0.34). Emotional Awareness (understanding of other people’s emotions) (0.35), Managing Other People’s Emotions) (0.26), Understanding of Emotions (0.22), Emotion Management (0.23), Interpersonal EI (0.34), Integral Indicator of EI (0.26), Interpersonal Aspect of EI (0.27). The correlation between the indicators of Managing One’s Own Emotions and Managing Other People’s Emotions (0.28), Managing One’s Own Emotions (understanding of other people’s emotions) (0.24), Managing One’s Emotions (0.66), Control of Expression (0.47), Understanding of Emotions (0.34), Emotion Management (0.60) was also found. The study confirmed the hypothesis of the effectiveness of the use of humour in improving teachers’ emotional intelligence. Compared to traditional teaching methods, the use of humour in teacher advanced training has significantly increased all indicators of emotional intelligence. Future research should be aimed at finding effective mechanisms to improve the level of teachers’ professional competencies, in particular, the acquisition of the necessary soft skills by teachers during self-study and advanced training courses.