Analysis of the Role of Class Teachers in Accompanying Slow Learner Students with the Emotional Quotient (EQ) Approach

Abstract

Inclusive education demands a strategic role for classroom teachers in assisting students with special learning needs, including slow learners, who experience not only academic but also socio-emotional challenges. This study to comprehensively examine how classroom teachers support slow learner students through an Emotional Quotient (EQ) approach in an inclusive education setting.. The study employed a qualitative approach with a case study design involving five slow learner students. Data collection techniques included classroom observations This study involved in-depth interviews with a total of 7 classroom teachers, and learning documentation. Data analysis was conducted through data reduction, data presentation, and thematic drawing of conclusions. The results indicate that classroom teachers act as academic facilitators, emotional mediators, and builders of positive relationships with students. The EQ approach is implemented through emotion recognition, emotion regulation, positive reinforcement, empathy, and supportive interpersonal communication. EQ-based mentoring has been shown to help reduce anxiety, increase learning motivation, and improve slow learner student participation in classroom learning. The conclusions of this study confirm that integrating the EQ approach into classroom teacher mentoring is an effective strategy for optimizing inclusive education services for slow learners.