Emotional Intelligence and Character Formation: A Study of Christian Early Childhood Teachers at PK-AUD Immanuel

Abstract

This study explores the relationship between emotional intelligence (EI) and character formation among Christian early childhood teachers at PK-AUD Immanuel, Pematangsiantar. The research was conducted to understand how teachers’ emotional competencies-self-awareness, empathy, self-regulation, and interpersonal skills-contribute to the moral and spiritual development of young children in a faith-based educational setting. Employing a qualitative descriptive method, data were collected through semi-structured interviews, classroom observations, and document analysis. Five teachers and fifteen children were selected through purposive sampling to provide rich, context-based insights. Thematic analysis was used to identify recurring patterns related to teachers’ emotional practices and their influence on children’s behavior. The findings reveal that emotionally intelligent teachers create a nurturing and spiritually grounded classroom atmosphere that promotes empathy, discipline, and cooperation among children. Teachers who demonstrate emotional awareness and self-control effectively model Christian virtues such as patience, forgiveness, and compassion, which are then reflected in the students’ moral behavior. The integration of emotional intelligence with Christian values transforms teaching into a spiritual vocation, where emotional guidance becomes a tool for holistic character education. The study concludes that emotional intelligence serves as both a pedagogical and spiritual foundation for Christian early childhood education. Schools should therefore emphasize the cultivation of emotional intelligence in teacher formation programs to strengthen the harmony between faith, emotion, and character development.