Developing the emotional intelligence of school librarians in the process of lifelong learning

Abstract

This study is relevant because of the contemporary contradictions between the increasing demands placed on school librarians' emotional competence and the insufficient attention paid to this aspect within continuing education. A modern school librarian must not only possess deep knowledge and skills but also be able to manage their own emotions effectively, foster interactions with participants in the educational process, and create a psychologically comfortable library-educational environment. This issue takes on particular importance given the state of martial law in Ukraine, where the educational process often unfolds amidst stress, anxiety, and physical danger- including in shelters or via remote learning. Under these circumstances, librarians require not only professional competence but also a high level of emotional stability and resilience, as well as the ability to support students and educators and actively contribute to maintaining a safe educational environment, even during crises.

The study aims to analyse the theoretical aspects and examine the practical experience of developing emotional intelligence among school librarians within the framework of their continuous education.

The research methods are based on theoretical generalisation, the analysis and synthesis of scholarly sources, and a structural-functional approach.

As a result, the study clarifies the essence of the concepts of emotional intelligence-specifically that of school librarians and psychologists. It defines its functional significance in professional practice under martial law. It examines the impact of various continuing education formats on the development of school librarians' emotional intelligence. It substantiates the rationale for fostering this skill within the framework of continuing education.

Conclusions. It has been demonstrated that various forms of training conducted in partnership with psychologists, as well as the reading of fiction, are most effective in developing the emotional intelligence of school librarians within the framework of lifelong learning. Future research will focus on documenting school librarians' experiences in fostering emotional intelligence among participants in the educational process.