A Study on Achieving Emotional Intelligence Among Women Teachers in Private Montessori Schools in Chennai City

In contemporary educational organizations, the role of teachers extends beyond instructional delivery to encompass emotional regulation, interpersonal engagement, and organizational participation. Schools, particularly those operating under child-centered pedagogical frameworks, increasingly recognize emotions as central to teaching effectiveness and institutional sustainability. Emotional Intelligence (EI) has therefore emerged as a crucial managerial and professional competency within educational settings. This is especially relevant in early childhood education, where teaching involves continuous emotional interaction with young learners, parents, and institutional authorities.