DEVELOPING LANGUAGE TEACHERS’ EMOTIONAL INTELLIGENCE (KAZAKH AS A FOREIGN LANGUAGE)

Abstract

Introduction. The article explores the issue of developing emotional intelligence (EI) among teachers who teach Kazakh as a foreign language in the context of globalization and a multicultural educational environment. Special attention is paid to the teacher’s role as a mediator of intercultural communication, which is especially important when working with multilingual audiences.

Purpose, main directions and ideas of the research. The purpose of the research is to identify the significance of emotional intelligence in the professional activity of teachers and to propose an organizational model for its development. The focus lies on exploring how EI components (empathy, self-regulation, relationship management) influence teaching effectiveness and student adaptation in the context of Kazakh as a foreign language.

Brief description of the scientific and practical significance. The study emphasizes the need for emotional training of educators operating in intercultural contexts. Its scientific value lies in the theoretical justification of EI as a factor enhancing learning in a polylingual setting. The practical significance is evident in the applicability of the proposed model within professional development programs for teachers.

Methodology. The research methodology combines qualitative and quantitative approaches: diagnosis of the initial EI level using the EQ-i questionnaire, conducting a training based on elements of the cognitive-behavioral approach, and analysis of progress using statistical methods. The study involved 30 teachers and 215 students.

Key results, analysis and research conclusions. The data confirmed a positive correlation between high EI in teachers and students' motivation, engagement, and academic performance. The experiment showed that developing teachers’ emotional competence fosters a supportive educational environment, reduces student anxiety, and improves communication quality.

Value of the research (contribution to the field). The study contributes to applied pedagogy, language didactics, and educational psychology, expanding understanding of emotional dynamics in multilingual instruction. The proposed model may serve as a basis for systemic reforms in teacher training.

Practical relevance of the results. The findings can be implemented in teacher development programs for multilingual schools and universities. The work supports the strategic goals of enhancing education and strengthening the position of the Kazakh language in a multicultural world.