EMOTIONAL INTELLIGENCE AND ETHICS IN EDUCATIONAL DISPUTE RESOLUTION AND COUNSELLING: CURRENT REALITIES

Abstract

This study delves into the important role of Emotional Intelligence (EI) and ethics in educational dispute resolution and counselling, highlighting their impact on professional decision-making and organizational culture. Emotional Intelligence, which entails the ability to recognize, understand, and manage emotions, is found to be indispensable for resolution of conflicts and fostering ethical behaviour in professional settings. Ethics, serving as a guide for discerning right from wrong, contributes immensely to building positive and sustainable educational environments. Through a conceptual framework supported by an extensive review of literature and data from reliable sources such as e-journals and databases. Empirical evidence, supported by scholars like Holian (2006) and Zaki (2018), shows that essential EI qualities particularly, self-awareness and empathy improve ethical decision-making and support fair conflict resolution. Professionals with high EI are more likely to consider various perspectives, adhere to moral standards, and display leadership attributes. The study further adopts a descriptive survey method to examine the prevalence and perception of EI among educators and counsellors in resolving school-based disputes. Data will be gathered on types of disputes encountered, common counselling strategies, and the practical application of EI in educational settings. Discoveries from the study offer deeper insights into current practices and provide recommendations for integrating EI training into professional development. Ultimately, the research advocates for EI as a foundational tool in fostering ethical, empathetic, and ef ective educational leadership and dispute resolution practices. Keywords: Emotional intelligence, ethics, educational dispute resolution, counselling, perceptions