Author: Ms. Deepti Agawane
DOI Link: https://doi.org/10.70798/Bijmrd/04011023
Abstract: The emotional demands of the teaching profession necessitate sustained emotional intelligence and psychological well-being among educators. This study explores the role of Navarasas and creative arts in strengthening teacher emotional intelligence and well-being. Drawing upon Indian aesthetic theory and contemporary educational psychology, the research investigates how engagement with creative and performing arts supports emotional awareness, regulation, and resilience among teachers. A qualitative research design was adopted, and data were collected through an open-ended questionnaire administered to teachers across school and higher education contexts. Thematic analysis was employed to interpret participants’ responses. The findings reveal that teachers perceive emotional intelligence as self-awareness, empathy, and emotional regulation, all of which are enhanced through artistic engagement. Creative arts function as effective tools for emotional expression, stress reduction, and work–life balance. Navarasas emerge as a culturally grounded framework that enables teachers to identify, reflect upon, and transform diverse emotional states experienced in professional contexts. The study highlights the transformative potential of integrating creative arts and Navarasas in fostering emotionally intelligent, resilient, and wellbalanced educators. The findings align with the holistic vision of NEP 2020 and underscore the relevance of Indian Knowledge Systems in contemporary teacher development.
Keywords: Navarasas, Creative Arts, Emotional Intelligence, Teacher Well-Being, Holistic Education.
Page No: 128-132