Emotional and intellectual abilities are equally important, interdependent parts of human intelligence. At school, the concept of intelligence is often equated with one's intellectual abilities while they rarely focus on pupils' emotional abilities. In the theoretical part, the concepts of intelligence and emotional competence are defined. I provided a more detailed analysis of the teachers' and social pedagogues' functions and roles in promoting emotional competence of primary school aged children. In the empirical part of the thesis, the following areas of teachers' and social pedagogues' emotional competence are compared: the area of identifying intense feelings and emotional states, the area of identifying and understanding different emotional states, and the area of controlling emotional states. This empirical research also includes the comparison of the frequency of using different methods or techniques to promote pupils' emotional competence. The results show that, among the studied groups, there are no significant differences between their competence to identify and understand their own or someone else's feelings, and their competence to control their own emotional states. The results show differences between the experimental groups in the frequency of encouraging pupils to describe their feelings and emotions experienced in relation to a specific topic, in the frequency of reading stories and fairy tales about emotions, and in the frequency of promoting optimism. Teachers and social pedagogues describe the method of encouraging pupils to forge honest and sincere relationship as the most commonly used method. The least frequently used methods are the ones encouraging students to write their original songs.
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