ANALISIS KONSEPTUAL PERANAN KECERDASAN EMOSI DALAM MENINGKATKAN EFIKASI KENDIRI DI KALANGAN GURU BIMBINGAN DAN KAUNSELING SEKOLAH RENDAH

A CONCEPTUAL ANALYSIS OF THE ROLE OF EMOTIONAL INTELLIGENCE IN ENHANCING SELF-EFFICACY AMONG PRIMARY SCHOOL GUIDANCE AND COUNSELLING TEACHERS

Abstract

Peranan guru bimbingan dan kaunseling di sekolah rendah semakin mencabar dalam menghadapi kepelbagaian isu psikososial murid. Artikel ini menganalisis secara konseptual hubungan antara kecerdasan emosi (EI) dan efikasi kendiri dalam meningkatkan keberkesanan guru bimbingan dan kaunseling. EI memberi kemampuan kepada guru untuk mengurus emosi sendiri serta memahami perasaan murid, manakala efikasi kendiri memberikan keyakinan terhadap keupayaan melaksanakan tugas secara berkesan. Artikel ini turut membincangkan implikasi pembangunan profesional guru termasuk peranan Kementerian Pendidikan Malaysia (KPM) dan Institut Pendidikan Guru (IPG) dalam menyediakan latihan relevan. Cadangan kajian lanjutan juga dikemukakan bagi memperkukuh bidang ini. Hasil analisis diharap dapat menyumbang ke arah meningkatkan kualiti perkhidmatan kaunseling serta kesejahteraan murid sekolah rendah.

The role of guidance and counselling teachers in primary schools is becoming increasingly vital in addressing pupils’ psychosocial and academic challenges. Their effectiveness is not solely dependent on technical counselling skills but also on psychological factors such as emotional intelligence and self-efficacy. This conceptual paper explores the interplay between these two constructs and their implications for the professional practice of school counsellors in Malaysia. Emotional intelligence is highlighted as a key component in managing emotions, fostering empathy, and establishing effective interpersonal relationships, while self-efficacy is emphasised as the foundation of confidence and resilience in facing professional challenges. By integrating both elements, this paper underscores the importance of strengthening counsellors’ capacity to deliver quality services and support holistic student development. Furthermore, implications for training, continuous professional development, and future research directions are discussed. It is anticipated that the insights from this paper will contribute to enhancing the effectiveness of counselling services in primary schools and support the development of competent, emotionally intelligent, and resilient guidance and counselling teachers.