Emotional intelligence,self‐efficacy,and coping among Chinese prospective and in‐service teachers in Hong Kong

Emotional intelligence (intrapersonal and interpersonal) and general teacher self‐efficacy were assessed to represent personal resources facilitating active and passive coping in a sample of 273 Chinese prospective and in‐service teachers in Hong Kong. Intrapersonal emotional intelligence and interpersonal emotional intelligence were found to predict significantly active coping strategy, but teacher self‐efficacy did not contribute independently to the prediction of active coping even though there was some evidence that teacher self‐efficacy might interact with intrapersonal emotional intelligence in the prediction of active coping, especially for male teachers. The implications of the findings for preventive intervention efforts to combat teacher stress through teaching to enhance emotional intelligence are discussed.     

Self‐Compassion: A Mentorship Framework for Counselor Educator Mothers

Counselor educators experience high levels of stress. Mothers in academia face an additional set of emotional stressors. The authors offer a self‐compassion framework for mentors to increase emotional resilience of mothers in counselor education.     

How cognitive,metacognitive, motivational and emotional self‐regulation influence school performance in adolescence and early adulthood

This contribution aims to examine how different areas of self‐regulation are related to academic achievement in adolescents and young adults. The study involved participants, drawn from following age groups: 14–15, 17–18 and 22–23. In order to get information about cognitive, metacognitive, motivational and emotional aspects of self‐regulation, self‐report questionnaires were used. Differences between age‐groups revealed following tendency: there has been a decrease in all fields of self‐regulation from age of 14 (end of primary school) to the age of about 18 years (end of secondary school), and then results slowly improved to the age of about 22 years (students of undergraduate studies). The results obtained are mirroring perceived competence of self‐regulation and differ from the results concerning metacognitive accuracy. Metacognitive self‐regulation persists as an important predictor of school achievement at all developmental levels, and the motivational self‐regulation has significant impact on performance in the first and second age group.     

Lost in translation? Emotional intelligence,affective economies,leadership and organizational change

Not until the late 1990s did the rational/emotional binary embedded in mainstream literature on educational leadership and management come under challenge. Now the emotional dimensions of organisational change and leadership are widely recognised in the leadership, organisational change and school improvement literature. However, the dissolution of the binary did not draw from feminist social theory, critical organisational theory, the sociology of emotions or critical pedagogy. Instead, the strongest influence in educational leadership and administration has been from psychological theory, management theory and brain science, mobilised particularly through Goleman's notion of emotional intelligence. This article undertakes a feminist deconstruction of two texts: one from organisational theory by Goleman and the other on educational leadership and school improvement, in order to explore how ‘emotion’ has been translated into educational leadership. As a counterpoint, I identify the gaps and silences, appropriations and marginalisation identified from feminist perspectives. I argue that the emotional labour of teaching and leading cannot be individualised because emotion is both relational and contextual.     

Teacher self‐efficacy and successful intelligence among Chinese secondary school teachers in Hong Kong

This study assessed perceptions of self‐efficacy and successful intelligence among 220 Chinese prospective and in‐service secondary school teachers in Hong Kong. Teacher self‐efficacy in six domains – teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning – was related to the three triarchic dimensions (analytical, creative, and practical) of successful intelligence. Each of the three triarchic abilities was found to contribute independently and in combination to the prediction of the six domains of teacher self‐efficacy. Practical abilities were the most significant predictor of self‐efficacy beliefs in five domains. Teaching teachers for successful intelligence, in strategies to enhance teacher self‐efficacy, is discussed.     

A Grounded Theory of Counselor Educators' Academic Leadership Development

Counselor educators are well‐equipped to serve as academic leaders, yet little is known about what factors influence their engagement experiences. This grounded theory provides a theoretical model of academic leadership engagement based on interviews with 20 counselor educators with academic leadership experience. Implications for facilitating academic leadership engagement are provided.     

校长服务型领导如何降低教师情绪衰竭——心理安全感和不确定性规避的作用

提出并检验了一个有调节的中介模型,探讨校长的服务型领导对教师情绪衰竭的影响,以及心理安全感的中介作用和不确定性规避的调节作用。采用服务型领导、心理安全感、不确定性规避和情绪衰竭量表对427名中小学教师进行调查。结果表明:服务型领导对情绪衰竭具有显著的负向影响;心理安全感在服务型领导力和情绪衰竭之间起部分中介作用;不确定性规避调节了服务型领导对心理安全感的影响。结果启示我们要在校长领导提升中推广服务型领导方式,降低教师的工作倦怠;校长应该创造和谐融洽的工作环境,提升教师的心理安全感;校长要重视教师的个体差异,权变性地使用服务型领导。     

Variation in the conduct and the quality of self‐evaluations: a multi‐level path analysis

While self‐evaluation leads to valuable results in some schools, it appears that in other schools this is true only to a lesser extent or not at all. This raises the question of how differences in the results of self‐evaluations can be explained. This study looks at to what extent the results of self‐evaluation are determined by the way in which self‐evaluation is conducted, by characteristics relating to the general functioning of the school and by the support which schools enjoy. One thousand seven hundred and eighty‐six school principals and team members from 96 schools (primary and secondary) were surveyed by means of a written questionnaire. The data collected were then analysed using multi‐level structural equation modelling. The results provide strong empirical evidence that “attitude with regard to self‐evaluation”, “self‐evaluation as a policy action” and “self‐evaluation as an act of research” are powerful predictors of the quality of self‐evaluations.     

高校教师组织承诺现状及影响因素研究——以甘肃省普通高等院校为例

本研究随机选取甘肃省3所普通高等院校的教师为被试,探讨领导风格、工作家庭冲突以及情绪智力3因素对高校教师组织承诺的影响。研究发现：仁慈领导和权威领导分别对教师组织承诺有正向和负向的影响;工作一家庭冲突和家庭一工作冲突均对教师组织承诺有负向的影响;教师的情绪智力对组织承诺有正向影响;回归分析得出工作一家庭冲突、仁慈领导、权威领导、教师情绪智力4个变量能够较好地预测教师组织承诺。这一结论对我国高校管理者以及教师本身都有较大的指导意义。     

Considering the role of traditional and specialist schools: do school experiences impact the emotional well‐being and self‐esteem of adults with dyslexia?

While increasing attention is being paid to the influence of specialist and traditional school settings on the emotional well‐being and self‐esteem of children with dyslexia, there appears to be a need for more attention to how different educational settings may impact adulthood. To respond to this gap, this study by assistant professors Blace A. Nalavany and Lena W. Carawan, and graduate student Lashaunda J. Brown, all at East Carolina University, explores how the role of traditional and specialist school settings may have long‐term effects in adulthood. The findings reveal that educational experiences have a compelling impact on the emotional health and self‐esteem of adults with dyslexia. Implications reveal that there are important lessons to learn from specialist schools that can benefit traditional school settings.     

Benefits of personality characteristics and self‐efficacy in the perceived academic achievement of medical students

This study investigates the joint impact of personality characteristics and self‐efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre‐clinical years. The students’ grade point average scores at high school were included as control variable in our explanatory models. Based on previous findings in the literature, we selected self‐discipline, social activity and emotional stability from the Five Factor Model of Personality as predictor variables. Furthermore, following the social cognitive theory of Bandura, we added self‐efficacy (students’ belief in their academic skills) as an additional predictor. The logistic regression analyses confirmed the importance of self‐discipline (positively related) and social activity (negatively related) for these students’ perceived academic achievement. Additionally, we found a positive contribution of self‐efficacy. The results of this study (as discussed in the final sections) have implications for support programmes in the practical field.     

Self‐efficacy,school resources,job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach

This study examines the relationship between school resources, teacher self‐efficacy, potential multi‐level stressors and teacher burnout using structural equation modelling. The causal structure for primary and secondary school teachers was also examined. The sample was composed of 724 primary and secondary Spanish school teachers. The changes occurring in the Spanish teacher role in the last decade were taken into account to select job stressors. The results obtained revealed that external (school support resources) and internal (management classroom self‐efficacy and instructional self‐efficacy) coping resources have a negative and significant effect on job stressors. In turn, job stressors have a positive and significant effect on teachers’ burnout considering it as both a unidimensional and multidimensional construct. Furthermore, the hypothesised structure of burnout dimensions revealed that emotional exhaustion plays a key role in explaining Spanish school teachers’ burnout. Practical implications of these findings are discussed.     

"正念型"领导:西方教育管理的新理论

"正念"是一种静思的实践,即常说的"活在当下",不受过去经历和对未来想象的困扰.以"正念"理念和实践为核心的"正念型"领导,通过静思实践、存而不论、富于同情等服务于领导者和学校组织成员.传统领导理论将教育领导者描述为积极地忙于各项事务的人;"正念型"领导者则表现得像暂停的人、倾听的人以及全神贯注地观察着学校的人."正念型"领导以一种"存在"的方式,而不是"做"的方式,缓解着学校领导者的冲突和焦虑."关注当下""经验的感受性""对问题的倾向性""培植同情心""智慧地回应"是"正念型"领导的组织原则."正念"可以帮助学校领导者更好地履行信息角色、人际角色、决策角色和道德领导角色.     

初中生情绪智力与自我妨碍的关系研究——以云南省昆明、楚雄、德宏和临沧为例

为了探讨初中生情绪智力与自我妨碍的关系,采用情绪智力量表(EIS)和自我妨碍量表(SHS)对512名初中生进行了调查。研究结果表明:初中生情绪智力水平处于中等偏上水平;自我妨碍发展表现出不平衡的特点。初中生的情绪智力及其各个维度与自我妨碍呈现显著的负相关并能较好的预测自我妨碍行为,其解释率为23.3%。     

Looking for a balance between internal and external evaluation of school quality: evaluation of the SVI model

This article describes the results of a study into the utility of the SVI model, a model in which internal and external evaluation are balanced. The model consists of three phases: school self‐evaluation, visitation and inspection. Under the guidance of school consultants, 27 Dutch primary schools have built up two years of experience with the SVI model. The results show that the school leaders developed a positive attitude towards school self‐evaluation and visitation. They found that both self‐evaluation and visitation have improved their insight into the quality of the school. However, a content analysis of the school self‐evaluation reports shows that the school self‐evaluations are often of low quality. For example, it appeared that most of the self‐evaluation reports do not provide answers to questions the schools have formulated at the beginning of the self‐evaluation. Moreover, the teams of critical friends and the inspectors concluded that the school self‐evaluations do have many shortcomings. Based on these results, we conclude that school self‐evaluation is a very difficult task for most schools. It is therefore crucial that schools receive external support and that they build up experience with school self‐evaluations over a period of years.     

Predicting teacher emotional labour based on multi-frame leadership orientations: a case from Turkey

Human behaviours in organisations are closely associated with leadership styles. The main purpose of this study is to find out the relationship between teachers’ perception about multi-frame leadership orientations of principals and teachers’ emotional labour. The study is based on Bolman and Deal’s Four Frames Model, and, therefore, the Leadership Orientation Scale and Emotional Labour Scale are used. The participants of this research are 570 teachers. The teachers’ perceptions showed that school principals tend to mostly use political and structural frames. In addition, teachers consider themselves as having a high level of genuine emotions. It was also found that school principals’ leadership orientations are significant predictors of emotional labour.     

Instructional and Distributed Self-leadership for School Improvement: Experiences of Schools in the Kavango Region

This article uses the lens of self-leadership to understand the leadership practice of school principals in the Kavango region of Namibia. Self-leadership emphasises the focus on leading the self to enhance one's leadership in the organisation. Self-leadership will always function with other leadership styles; hence, the article uses instructional and distributed leadership styles to understand the possibility of principals having an influence on the improvement of academic quality in schools. This article explores how six secondary school principals in the Kavango region have employed self-leadership styles to improve and sustain the performance of learners. The study adopted a qualitative method that examined the selfleadership of the six school principals in the Kavango region. The data were collected from the six principals and two teachers of each school by using semi-structured interviews. The findings showed that school principals unknowingly employ self-leadership in their schools and in the process use distributed leadership together with instructional leadership to collaborate and share their leadership with teachers.     

School reform and the emotional demands of principals: Lorna's story

The issue of emotions in school leadership is one that has received increasing attention in recent years. In this paper we present a case study of the emotional demands upon one principal as she undertakes a programme of school reform. This case study works against the common discourse of ‘emotional maturity’ inherent in an individual that is prevalent in leadership standards and literatures and shows how this principal's emotional work is constructed within the political frameworks of schools. This principal was both normalised into traditional ways of being a school principal and also sought to resist such normalisations. This paper provides an important contribution to understanding the ways that women leaders are negotiating the emotional terrain of enacting change and reform in their schools.     

Getting emotional: a critical evaluation of recent trends in the development of school leaders

Emotion is a growing focus for contemporary thinking about leadership in public policy and corporate arenas. In British education systems, three imperatives are evident: the idea that transformation is essential; leadership succession in crisis; and, more recently, that leaders must be able to run organisations that address the emotional well-being of staff and students. Viewed as a key outcome of schooling, its importance is mirrored in school leadership, especially professional development. This article considers whether this represents a step-change in leadership development praxis or is, instead, an invasive form of emotional engineering redolent of long-established orthodoxies of control and domination. If so, it is argued, leadership development as the advocacy of emotional acumen presents moral technology as a new form for intervening in leaders' emotional selves, thereby distracting them from addressing fundamental aspects of education for which they are primarily responsible.     

Supporting the Development of Emotional Intelligence Competencies to Ease the Transition from Primary to High School

This study aims to explore (1) whether pupils with high emotional intelligence (EI) cope better with the transition to high school; and (2) whether the introduction of an intervention programme to support the development of EI competencies can increase EI and self‐worth, and so ease the negative effects of transition. Results suggest that pupils with high/average levels of EI cope better with transition in terms of grade point average, self‐worth, school attendance and behaviour than pupils with low EI. In addition, pupils with low baseline EI scores responded positively to the intervention programme, although a negative change was noted in pupils with high baseline emotional intelligence. Results are considered in terms of implications for educational practice.