Emotional intelligence: hidden ingredient for emotional health of teachers

Abstract

In an environment of comprehensive reformation, teachers report to having high levels of work-related pressure and stress. They are expected to attend courses where they learn how to implement change but there is no mechanism to help them cope with this changeinduced stress. The purpose of the study reported in this article was to examine elements of emotional-social intelligence that could perhaps indicate ways in which teachers can learn to cope with change. Using an instrument based on the Bar-On model of emotionalsocial intelligence it was found that teachers have low self- and social awareness coupled with insufficient self-management skills. On the whole the general mood is not positive enough to be optimistic and sufficiently self-motivated to set and pursue goals in order to be successful teachers. The results of the research indicate that there is a need to create mechanisms by which teachers can be trained and through which they can increase their own self- and social awareness, thereby improving their general mood and motivation.     

Developing emotional intelligence competence among teachers

A growing body of research has linked emotional intelligence (EI) to different life aspects, including personal well-being, quality of social relationships and professional effectiveness. In the field of education, EI has been linked to different aspects of school life, such as learning, academic achievements and pro-social behaviours among students and more recently, to effective teaching. The paper reports the qualitative findings of a comprehensive research project which followed a two-year emotional intelligence development programme, as part of teacher-targeted professional development training in one school in Israel. Data is based on 26 in-depth interviews with school teachers. The focus of the study was to explore what impacts an EI training programme might have upon the participants. The findings indicate that EI can be developed in teachers and that the EI training programmes may be effective in bringing about positive EI shifts and related behaviours which may positively impact upon teachers' practice, their sense of meaningfulness and their relations with students.     

教师情感智力现状调查及对策研究——以六安地区小学教师为例

教师的情感智力是指教师监控自己及他人的情绪和情感,并识别、利用这些信息指导自己的思想和行为的能力。通过问卷调查发现教师情感智力水平居中,城镇教师和农村教师在情绪调控能力方面有差异,文科教师理科教师在情感智力水平上有差异,学历为专科水平和教师学历为本科的教师在情感智力水平上有差异,教龄在5年以下和教龄在15年以上的教师在人际关系处理方面显著高于教龄在5年到15年的教师。在调查的基础上提出了改变教师培养模式、提高教师待遇、满足教师各种需要等提高教师情感智力的有效对策。     

The relationship between teachers’ emotional intelligence and classroom discipline management

One of the fundamental problems of educational systems in many countries is related to classroom discipline. This reflects one of the worst problems faced by teachers. Classroom discipline management strategies play an effective role in creating positive teacher‐student relationships. One of the factors that influence behavior management in a classroom is emotional intelligence. Therefore, this study analyzing how teachers emotional intelligence influences the management of discipline in a classroom and the relationship between gender, academic formation, and service time of teachers with their emotional intelligence. Its sample comprises 559 basic and secondary school teachers. An Emotional Competence Questionnaire, a Scale of Teacher Efficacy in Classroom Management, and a personal and professional data inquiry have been used as instruments. Results show that teachers who have more capacity to deal with emotion demonstrate a greater management of discipline in the classroom. Most of the relationships in the model are statistically significant.     

Predicting the academic achievement of first-year,pre-service teachers: the role of engagement,motivation, ATAR,and emotional intelligence

Australian universities are enrolling a larger and more diverse undergraduate student population. Counter to this trend, several states have developed plans to restrict entrance into the teaching profession. This study investigates the role of engagement, motivation, Australian Tertiary Admission Rank (ATAR), and emotional intelligence in the academic achievement of first-year, pre-service teachers. Eighty-three regionally enrolled pre-service teachers agreed to complete self-report questionnaires that assessed engagement with learning and emotional intelligence. The questionnaire data were supplemented with findings from a series of focus groups. Although ATAR scores were found to be a significant predictor of academic achievement, scores on the Motivation and Engagement Scale emerged as a much stronger predictor of first-year grade point average. Measures of emotional intelligence did not add to the model. The results support the need to consider pre-service teachers’ motivation and engagement with learning, especially given the high stakes nature of proposed reforms to initial teacher education programmes.     

情绪智力理论及其在教学中的应用

针对学校数学教育的实际,通俗简明介绍了情绪、情绪智力和情商的概念及其有关理论,并对这些概念、理论在数学教育中应用的途径和方法进行初步探讨.     

基于综合性实验教学的学生情绪智力培养

根据情绪智力的概念与特征,以综合性实验教学为载体,提出了基于综合性实验教学的学生情绪智力培养,讨论了在实验教学中实施学生情绪智力培养的具体方法。     

审美教育与大学生情感智力培养

情感智力作为影响人事业成功与否的重要心理因素，日益受到人们的认可和重视。如何培养大学生的情感智力，审美教育是一有效途径。审美教育对大学生身心健康成长具有积极意义。     

Emotional job demands and emotional exhaustion in teachers

Teaching entails many demands of an emotional and interpersonal kind. For the current study, emotional job demands were conceptualised as comprising three components: exposure to emotionally demanding situations, emotional labour (use of deep and surface acting) and work focused on the emotional well-being of others. Both emotional job demands and ‘non-emotional’ job demands (that is, general demands such as those pertaining to workload, time constraints and curriculum issues) were hypothesised to predict emotional exhaustion. Two resources, social support and confidence in one’s own teaching practices (teaching self-efficacy [TSE]), were expected to have main and buffering effects. Primary school teachers (N?=?556) completed an electronic questionnaire measuring all study variables. Consistent with hypotheses, general (non-emotional) job demands, emotional demands, social support and TSE, each uniquely predicted exhaustion. In addition, TSE buffered the negative effect of deep acting on emotional exhaustion. Findings shed light on the complexity of the job factors that contribute to the emotionally exhausting nature of school teaching, and suggest avenues for intervention. In particular, they show that strategies for enhancing professional self-efficacy may help teachers manage some of the emotional demands associated with their role.     

From anxiety to enthusiasm: emotional patterns among student teachers

Studying to become a teacher is a highly emotional experience. Nevertheless, little is known about emotional patterns and emotional change. The aim of this study is to enhance the understanding of student teachers’ academic emotions by exploring patterns of emotions experienced in emotionally loaded episodes. A total of 19 primary school student teachers were interviewed. The qualitative content analysis revealed five different emotional patterns: positive, negative, ascending, descending and changing. Most of the emotional patterns were positive or changing in nature. Yet all the emotional patterns were highly focused on studying and learning. Moreover, the patterns were experienced equally in short, medium-length and long episodes. Our study showed that emotional patterns were triggered by various task-related elements of teacher education: most commonly, fulfilled or unfilled expectations, sufficient or insufficient abilities, and experiences of social support received or not received.     

大学生情绪智力与气质类型的关系

用情绪智力量表、气质量表研究了410名大学生的情绪智力和气质类型及其二者的关系。结果显示:男生在黏液质上的得分显著低于女大学生;不同气质类型大学生的情绪智力具有显著的差异,胆汁质和多血质得分越高的大学生,其情绪智力也越高。     

Student behaviour and emotional challenges for teachers and parents in Hong Kong

Social, emotional, and behavioural disorders of children, within the context of a whole‐school approach to inclusion as adopted by Hong Kong, can be challenging for teachers and parents. Based on a comprehensive review of the literature and feedback from a range of experts and parent groups in Hong Kong, specific scales were developed to measure four behavioural traits identified in local school‐aged children and the impact these have on their teachers and parents. Completed surveys were obtained from 914 members of school staff and 573 parents of school‐aged children. This research, carried out by Chris Forlin and Paul Cooper of the Hong Kong Institute of Education, led to the identification of substantial levels of student behavioural problems in relation to educational engagement, motivation, co‐operativeness and oppositionality. Evidence of emotional burden from these problems was also identified on parents and teachers. Discussion focuses on areas of potential stress in the school situation and possible points of influence in the home.     

大学生情绪智力、成就动机及学业成绩量化研究

应用情绪智力量表(EIS)、成就动机量表(AMS)等随机调查的方式探究是否担任过学生干部、是否独生子女对大学生情绪智力、成就动机、学业成绩方面的影响及情绪智力与成就动机、学业成绩之间的关系.其结果表明:担任过学生干部的同学情绪智力水平显著高于未担任过学生干部的同学;是否独生子女对情绪智力没有显著影响;大学生情绪智力和成就动机显著正相关,和学业成绩不存在显著相关.     

Storied emotional distances in the relationships between beginning teachers and school principals

Recent research has acknowledged the importance of the relationships of school principals with beginning teachers. However, little is known about how emotions inform these relationships from the beginning teacher's side. Applying the concept of emotional geographies, this paper explores the kinds of storied emotional distances that appear in the relationships between beginning teachers and their principals. Based on interviews with beginning Japanese teachers, the results indicate that such relationships may be: (1) very direct and personal; (2) acted out indirectly by the principal as personal facilitator ‘behind the scenes’ or as public gatekeeper; or (3) mediated by the teacher community. The analysis reveals beginning teachers’ personal experiences of these relationships, as well as how such relationships are influenced by organisational and cultural context. Although principals are described as distant figures within the school organisation, they are seen to play an important role in facilitating beginning teachers’ work by connecting with them at a personal level and providing good working conditions by influencing the emotional atmosphere of the teacher community or by sheltering them from parental pressure.     

The Sherborne Developmental Movement (SDM) teaching model for pre‐service teachers

Previously, the Sherborne Developmental Movement (SDM) has been found to contribute to the development of emotional competencies in higher education. This study presents and evaluates a teaching model based on SDM for the development of emotional competencies in teacher education. The study examined the contributions of this model to the increase of emotional competencies in 67 future educators. Measurements included reflective diaries, questionnaires, a final project and emotional intelligence and empathy scales. Findings indicated that SDM activities integrated into a teaching model created social interactions that evoked emotional understanding of self and others, improving emotional competencies.     

Trait emotional intelligence and learning styles: the case of Iranian English for Academic Purposes learners

Although a large body of research has been dedicated to examining emotional intelligence (EI) and learning styles in relation to different factors in academic setting, the relationship between these two variables still necessitates more exploration and deeper study, especially in the Iranian context. To this end, 60 English for Academic Purposes (EAP) learners were recruited to fill out the Farsi version of Emotional Intelligence Scale (FEIS-41) and Paragon Learning Styles Inventory (PLSI). The results revealed that the participants achieved the highest score in Optimism/Mood Regulation sub-scale of the FEIS-41. With respect to the four dimensions of PLSI, Sensing, Feeling, Judging and Extrovert were the participants’ preferred learning styles, respectively. Besides, analysis of data illustrated that gender did not affect their EI and learning styles preferences. Furthermore, the significance of 9 out of 12 computed correlations between three sub-skills of FEIS-41 and four dimensions of PLSI indicated the existence of correlation between EI and learning styles preferences of Iranian EAP learners.     

情绪智力与心理健康的关系及其对大学生心理健康教育的启示

情绪智力是个体对情绪信息的加工和处理能力。它是促进个体心理健康发展的重要心理资源,也是促进心理健康的一种心理能力。探讨了情绪智力的概念及其与心理健康的关系,为高校教师进行大学生心理健康教育提供一种理论依据或实践模式。     

Investigating trait emotional intelligence among school leaders: demonstrating a useful self-assessment approach

An exploratory study of two grammar schools in the South East of England is used to justify and demonstrate a self-assessed approach that investigates trait emotional intelligence (EI) among school leaders. First, the theoretical underpinnings of ability and trait EI approaches are critically compared based on recent relevant literature. Then the results from TEIQue-SF, a self-evaluation questionnaire, are presented and discussed. Finally, notwithstanding limitations of the study and the approach taken, we suggest that with further empirical research, a refined and usable self-assessed approach could be a useful way for practitioners to evaluate trait EI among school leaders in the future.     

The influence of emotional intelligence on academic progress and achievement in UK university students

Previous research has found relationships between higher levels of emotional intelligence (EI) and academic success in both adolescents and adults. This study examines the relationship between overall EI and specific EI competencies in 135 undergraduate psychology students in the UK. EI was measured at the start of a psychology degree course using the Emotional Competence Inventory-University Edition (ECI-U II). Performance was assessed using retention statistics and students’ final average percentage mark (APM) at the end of their degree course. Results showed that there were no differences in overall EI or specific EI competencies in those students who graduated compared to those who failed to graduate. Whilst global EI did not significantly predict final APM, specific EI competencies (conscientiousness, adaptability, empathy, organisational awareness, and building bonds) significantly predicted APM after controlling for gender. Recommendations for the implementation of EI training in higher education institutions are considered.