Teachers workout on Secondary Students for Emotion driven Pedagogy

The current research investigates the effect of teachers' work termed as "workout" in promoting emotion-driven pedagogy in secondary school students. Emotion-driven pedagogy focuses on incorporating emotional sensitivity, empathy, and interpersonal knowledge in classroom education to promote student learning and integral development. The current study investigates how gender affects students' responsiveness and engagement in such pedagogical spaces. A descriptive research design was adopted, and data were collected from a sample of 50 secondary school students (25 males and 25 females) from an urban educational setting. The Emotional Intelligence Scale developed by Dr. Arun Kumar Singh and Dr. Shruti Narain was used as the primary instrument to assess students' emotional competence. The study also examined the students’ perceptions of their teachers' emotional support and teaching strategies aimed at fostering emotional engagement. Statistical analysis, including t-tests, revealed a significant difference between male and female students in terms of their engagement with emotion-driven pedagogical practices. Female students demonstrated higher emotional involvement and responsiveness, indicating a more positive perception of the emotional climate established by their teachers. These findings suggest the importance of gender-sensitive emotional strategies and underline the need for targeted teacher training programs to equip educators with tools for implementing emotion-driven pedagogy effectively. The study concludes that fostering emotional intelligence and emotional support in the classroom is essential for creating inclusive and emotionally rich learning environments that promote academic achievement, self-awareness, and interpersonal growth in secondary school students.