The relationship between emotional intelligence ability and teacher efficacy

Valente, Sabina; Veiga-Branco, Augusta; Rebelo, Hugo; Lourenço, Abílio Afonso; Cristóvão, Ana Maria

Publication

The relationship between emotional intelligence ability and teacher efficacy

2020Journal article

dc.contributor.author	Valente, Sabina
dc.contributor.author	Veiga-Branco, Augusta
dc.contributor.author	Rebelo, Hugo
dc.contributor.author	Lourenço, Abílio Afonso
dc.contributor.author	Cristóvão, Ana Maria
dc.date.accessioned	2020-04-11T15:33:07Z
dc.date.available	2020-04-11T15:33:07Z
dc.date.issued	2020
dc.description.abstract	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.	pt_PT
dc.description.version	info:eu-repo/semantics/publishedVersion	pt_PT
dc.identifier.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	pt_PT
dc.identifier.issn	2332-3205
dc.identifier.uri	http://hdl.handle.net/10198/21615
dc.language.iso	eng	pt_PT
dc.peerreviewed	yes	pt_PT
dc.publisher	Taylor & Francis	pt_PT
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	pt_PT
dc.subject	Emotional intelligence	pt_PT
dc.subject	Teacher efficacy	pt_PT
dc.subject	School teachers	pt_PT
dc.title	The relationship between emotional intelligence ability and teacher efficacy	pt_PT
dc.type	journal article
dspace.entity.type	Publication
oaire.citation.endPage	923	pt_PT
oaire.citation.issue	8	pt_PT
oaire.citation.startPage	916	pt_PT
oaire.citation.title	Universal Journal of Educational Research	pt_PT
oaire.citation.volume	3	pt_PT
person.familyName	Veiga-Branco
person.givenName	Augusta
person.identifier.orcid	0000-0002-7963-2291
rcaap.rights	openAccess	pt_PT
rcaap.type	article	pt_PT
relation.isAuthorOfPublication	f46b8e1b-dd54-4ae1-9056-3bae4625a6cc
relation.isAuthorOfPublication.latestForDiscovery	f46b8e1b-dd54-4ae1-9056-3bae4625a6cc