Abstract
Emotional intelligence (EI) is a term derived from the concept of interpersonal intelligence in Gardner’s multiple intelligences (MI) theory. This term has been used to explain one of the many expectations placed on K-12 teachers in that they are often expected to display EI. Given the prevalence of this term and popularity of MI theory, there is need to contextualize the semantic use of EI. To do so, Bronfenbrenner’s ecological systems theory (EST) is discussed in relation to EI to provide a perspective on ways to conceptualize how to address secondary traumatic stress (STS) risk among teachers. The semantic use of EI relates to a theoretical understanding of teachers’ emotional labor. The purpose of this analysis is to highlight semantic conceptualization and links made between these concepts and to call for additional research on this interdisciplinary topic. Implications are discussed for how collaboration with speech-language pathologists can benefit general education teachers.