Teacher’s Emotional Intelligence As A Determinant Of The Success Of Implementing Education For Sustainable Development (Esd) In Primary And Secondary Education

Abstract

This research is based on the problem of emotional intelligence that must be possessed by every professional, one of which is the teacher who plays a major role in the learning process. It is expected that teachers with good emotional intelligence will be able to determine the success of the implementation of education for sustainable development (ESD). The purpose of this study is to see how big the role of a teacher with good emotional intelligence is in implementing education for sustainable development (ESD). The population in this study were Elementary and Middle School Teachers at the Panglima Besar Soedirman Mosque Foundation in Cijantung with a population of 183 teachers, using a random sampling technique, the total sample in this study was 125 teachers. The method used in this study is a descriptive method with a quantitative approach and uses a questionnaire as a research instrument. The results of the study show: i) teachers with a high level of emotional intelligence tend to have better readiness and success in implementing education for sustainable development (ESD); ii) the dimensions of self-awareness and self-motivation are more influential in the implementation of sustainable learning or are in the good category; iii) while the dimensions of self-management, empathy, and social skills are in the sufficient category.