The role of emotional intelligence competencies in teachers' applied ethics from Gelman's point of view

In teaching ethics, it is highly emphasized that teachers and instructors control and manage their feelings and emotions and pay attention to their feelings and emotions in their relations with teachers and learners in the educational environment and outside. But in this regard, there are many moral challenges facing teachers. One of the appropriate solutions to face various ethical challenges in this regard and increase the quality and effectiveness of education is to increase the emotional intelligence competencies of teachers and educators, which increases their performance in the educational environment and regulates interpersonal ethical behavior and interpersonal communication. It happens with learners. The present study analytically examines the competencies of emotional intelligence in the teaching profession. And according to the analysis of the combined model "Gelman" and its application in the teaching profession, it is led to the conclusion that the competencies of emotional intelligence and their promotion with increasing emotional intelligence of teachers, has a kind of convergence and direct relationship. In a way that by increasing the dimensions of this intelligence, emotional intelligence among teachers can be improved.