SUMMARY

This study focuses on elementary school teachers and their crucial role in a child's education. It
suggests that to achieve holistic education, teachers should pay attention to nurturing students'
emotional intelligence alongside academic skills. The research uses a mixed methods approach,
combining both quantitative and qualitative methods. Qualitative research, which describes and
analyzes data using an inductive approach, is employed to understand the meaning and
significance of everyday experiences. The findings emphasize the importance of teachers
modeling positive behaviors and providing simple yet meaningful examples, such as using
parables, to teach concepts like cause and effect and decision-making. Overall, the study
suggests that teachers can play a significant role in shaping students' emotional intelligence
through their guidance and examples.

The introduction of this research underscores the multifaceted essence of education, emphasizing
its goal to not just foster cognitive growth but also to instill moral values, emotional intelligence,
and practical skills. This objective resonates with the principles outlined in Indonesian
educational legislation. The introduction draws attention to a prevailing societal tendency where
the significance of emotional intelligence in education frequently takes a back seat to the pursuit
of academic excellence. It underscores the crucial role that teachers play in molding students'
overall development, with a particular emphasis on nurturing their emotional intelligence.

The research identifies a critical problem: the neglect of emotional intelligence development in
favor of prioritizing academic achievements. It emphasizes that while academic success is highly
valued, aspects crucial for a student's holistic growth, like emotional intelligence, are often
sidelined. The importance of emotional development is highlighted, especially in the context of
challenges such as the COVID-19 pandemic, which has disrupted traditional schooling and
limited students' social interactions.

To tackle this issue, the study directs its focus towards elementary school teachers, advocating
for their increased involvement in nurturing students' emotional intelligence. It proposes
strategies for teachers to seamlessly integrate emotional intelligence development into their
teaching methodologies. By doing so, the research aims to bridge the gap between academic and
emotional development. The introduction lays the groundwork for subsequent discussions by
outlining the research's objectives, methodology, and anticipated outcomes. It serves as a
cornerstone for understanding the critical role of emotional intelligence in education and
underscores the pivotal role of teachers in fostering it.