Résumé:
Teachers’ Nonverbal communication play a vital role in the development of pupils’ emotional intelligence. Teachers’ positive and open nonverbal cues create a positive learning environment and foster pupils’ engagement, motivation, participation. Middle school pupils are more affected by the use of nonverbal communication because of their age and the delicate nature of puberty. The aim of this research is to explore the role of teachers’ nonverbal communication in fostering pupils’ emotional intelligence. The study is conducted at “Yekhlef Ben Ghella “Ain Boudinar, Mostaganem. To conduct this research work, a mixed method approach is used, involving a triangulation method. Concerning the sampling, 164 middle school pupils are involved to answer the questionnaire to seek their attitudes toward teachers’ nonverbal communication. Besides, 17 teachers from “Yekhlef Ben Ghella” contribute with their valuable insights by participating to the interview. Regarding the last tool, the researcher has observed 20 teachers in 20 sessions to seek the use of nonverbal communication in the classroom. In addition, the empirical study reveals the significant correlation between teachers’ nonverbal cues and pupils’ emotional well-being, and for the aim of better addressing pupils’ emotional need, the researcher provides a set of recommendations and suggestions for further research to tackle the issue from different perspectives and insights.
