Tempering with Purpose: California Early Career Agriculture Teachers’ Experiences with Emotional Intelligence Professional Learning

This qualitative study explored the experiences of early career school-based agricultural education teachers in California who participated in a multi-part professional development series focused on emotional intelligence. Rooted in Guskey’s model for teacher change, the study aimed to examine how emotional intelligence-based learning influences teacher attitudes, behaviors, and perceptions of impact on student learning. Using a phenomenological approach, seven teachers participated in semi-structured interviews after completing a workshop series that included the EQ-I 2.0™ assessment, group debriefing, and individualized coaching. Findings revealed three central themes: empowered practice, balanced identity formation, and relational mindfulness. Teachers reported greater confidence in classroom management, improved stress tolerance, and more intentional student engagement. The workshop prompted deeper self-reflection, contributing to an increased awareness of wellness, professional identity, and the value of boundary-setting. Participants also noted improved relationships with students and colleagues, emphasizing empathy, accountability, and a shared humanity in the profession. The study highlights the utility of emotional intelligence as a structure for mitigating burnout and fostering sustainable teaching practices in the high-demand school-based agricultural education environment. Implications suggest that emotional intelligence-centered professional learning may support teacher retention, well-being, and instructional effectiveness. Recommendations include replicating this approach with mid- and late-career teachers and incorporating structured reflection protocols into school-based agricultural education teacher development programs. By integrating emotional intelligence into both pre-service and in-service learning, educators may be better equipped to navigate the personal and relational complexities of agricultural education.