Abstract
In modern education, teachers' professionalism and efficacy are greatly influenced by their emotions. Among these, teaching behaviour, the classroom environment, and student outcomes have been found to be significantly influenced by emotional intelligence and emotional maturity. The literature that is currently available, however, frequently addresses these concepts separately and places little emphasis on how they relate to one another in the context of teaching. The purpose of this paper is to provide a thorough conceptual framework that connects these concepts and to conceptually investigate emotional intelligence as a fundamental determinant of emotional maturity in teaching. The study uses a qualitative, conceptual approach that is grounded in a thorough analysis and synthesis of the body of research, including established viewpoints on emotional maturity and theoretical models of emotional intelligence. To understand their role in promoting emotional maturity among teachers, key elements of emotional intelligence-such as self-awareness, self-regulation, motivation, empathy, and social skills-are critically examined. The study delves deeper into the ways that emotionally mature educators exhibit improved interpersonal relationships, emotional stability, decision-making, and classroom management. Based on this analysis, the study suggests a conceptual framework that shows how emotional intelligence competencies lead to emotional maturity, ultimately improving the efficacy of instruction. Potential mediating elements like professional development and reflective practices are also highlighted by the framework. In order to foster emotional maturity and enhance overall teaching quality, the results highlight the significance of incorporating emotional intelligence training into teacher education programs. By bridging the conceptual gap between emotional intelligence and emotional maturity in education and providing useful implications for teacher preparation, policy development, and future research, this paper adds to the body of knowledge already in existence.
Publication Date: 2026-04-30