Abstract
This study explored the influence of prosocial concepts in a community college learning environment. This dissertation’s aim supports community college educators through a developed training to help educators recover from emotional episodes in the classroom. Twelve Midwestern community college instructors participated in this study. This research was qualitative; collection tools included a journal, a questionnaire, an interview, and publicly available data. Participants kept a journal for five days and described the emotions in their classrooms. Second, they reported on their recent professional training, methods of instruction, and demographics. Next, in an interview the participants defined an optimal learning environment. Last, the researcher collected the participants’ educational credentials. The researcher analyzed the data in NVivo statistical software. This study established prosocial, task, and prosocial-task oriented leadership styles. Prosocial leaders viewed certain social and emotional behaviors as needed prior to learning. Task leaders stated that teaching strategies were needed for learning to occur. Prosocial-task oriented leaders flexed between these two preferences. Each leadership style had healthy learning environments. Participants said the most important components in an optimal learning environment were the instructor, the students, and the environment (physical facilities/technology). Participants who authentically expressed emotions, aligned with personal values, and were flexible problem-solvers, recovered quickly from classroom stress. Educators who were positive towards their students and themselves described healthy learning environments.|Keywords: Emotional intelligence, social intelligence, prosocial competence, higher education, community college, instructors