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Advisor(s)
Abstract(s)
Emotional intelligence and self-efficacy are
considered two of the most fundamental teachers’
characteristics to create positive effects on students.
Recent research on teacher efficacy has turned from a
focus on mastery of content area and lesson plan
development to the identification of teacher beliefs and
the emotional self-regulation required for teaching and
student learning. The purpose of this research was
examined whether emotional intelligence abilities
influence teacher efficacy. The relationship between
teacher gender, length of teaching experience and
academic formation with emotional intelligence abilities is
also analyzed. The sample comprised 634 Portuguese
school teachers. Data sources included the Emotional
Skills and Competence Questionnaire for Teachers, and
the Teacher Efficacy in Classroom Management and
Discipline Scale. The findings, using structural equation
modeling, showed that school teachers with greater skills
at perceiving, understanding, expressing, classifying,
managing and regulating emotions demonstrated greater
levels of teacher efficacy. Therefore teachers’ emotional
intelligence abilities positively influence teacher efficacy.
Having teachers who are apt to perceive and manage
emotions will be salutary for the personal development of
students, as well as for structuring a positive and
self-regulating learning environment. So the results
support the teachers’ emotional intelligence ability to job
performance, and add to literature suggesting that to
succeed in the complex and demanding school setting,
teachers must develop the necessary emotional skills for
enhancing their efficacy. This research contributes to the
importance of being created in the teachers’ academic
training, the emotional education discipline.
Description
Keywords
Emotional intelligence Teacher efficacy School teachers
Citation
Valente, Sabina; Veiga-Branco. Augusta; Rebelo, Hugo; Lourenço, Abílio Afonso; Cristovão, Ana Maria (2020). The relationship between emotional intelligence ability and teacher efficacy. Universal Journal of Educational Research. ISSN 2332-3205. 8:3, p. 916-923
Publisher
Taylor & Francis