The relationship between emotional intelligence and self-efficacy amongst teachers in the Western Cape

Universal Journal of Educational Research, 2020

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.

Porta Linguarum Revista Internacional De Didactica De Las Lenguas Extranjeras, 2014

Some studies have indicated the relationship between Emotional Intelligence (EI) and self-efficacy beliefs at schools or language institutes. This study, sought to investigate this association among university teachers. 105 university teachers participated in the present study. The participants were required to complete the "Teachers' Sense of Efficacy Scale" and the "Emotional Intelligence Questionnaire". Correlation and regression analysis were conducted on the data. The results of data analysis revealed that there was a strong positive relationship between EI and self-efficacy beliefs. Furthermore, it was found that among the fifteen components of EI, three subscales of Flexibility, Optimism and Interpersonal Relationship were positive predictors of Efficacy beliefs.

The aim of this study is to examine emotional intelligence level, general self-efficacy beliefs and teacher's self-efficacy beliefs of teachers. The study hypothesises a model which consists of emotional intelligence, general self-efficacy and teacher's self-efficacy. 278 teachers from different fields participated in the study. Collected data was analysed with Pearson Product Correlation, one-way ANOVA, and Independent t-test. The hypothesised model was analysed in AMOS (Analysis of Moment Structure). Consequently, while significant relations were found between emotional intelligence, general self-efficacy beliefs and teachers' self-efficacy beliefs of teachers, hypothesised model was accepted.

2015

Essays in Education, 2007

гощ Pakistan Journal of Social Sciences 4 (4): 540-547, 2007 © Medwell Journals, 2007 Relationships of Emotional Intelligence and Self-Efficacy to Work Attitudes among Secondary School Teachers in Southwestern Nigeria Samuel O. Salami Department of Guidance and ...

Educational Research and Reviews, 2017

Teacher self-efficacy is related to teachers or pre-service teachers feeling competent in their profession. The purpose of this study is to examine the relationship between the pre-service teachers' self-efficacy perceptions and their emotional intelligence and self-esteem. The study group of the current research comprised a total of 212 pre-service teachers of whom 141 are females (66.5%) and 71 are males (33.5%) and whose ages range from 20 to 35. The study conducted with fourth year's students in Mehmet Akif Ersoy University and from Early Childhood Education, Elementary Teacher Education, Social Studies Teacher Education, and Mathematics Teaching Program. The data of the current study were collected by using Teacher Self-efficacy Belief Scale, The Emotional Intelligence Scale-Short Form and Rosenberg Self-Esteem Scale. In the analysis of the collected data, Pearson Product-moment Correlation Coefficient and multiple linear regression analysis were used. When the research results were examined, it was found that while some sub-dimensions of emotional intelligence (well-being, sociality and self-esteem) positively and significantly predict the pre-service teachers' selfefficacy level, some other dimensions (self-control and emotionality) do not significantly predict the self-efficacy level.

Research in social sciences and technology, 2022

The purpose of the study was to examine the effects of emotional intelligence (EI) on teachers' performance in Southeast Region primary schools in Botswana. The research methodology applied was mixed methods. The target group consisted of 300 teachers from 16 primary schools in Botswana's Southeast Region. The participants were chosen using a simple random sampling procedure. Seventy (70) out of 300 teachers comprising both males and females with years of work experience ranging from less than 2 to more than 10 were used as the sample in the study. The 9-layered model of the EI pyramid was used as the theoretical framework for the study. The pragmatism paradigm was used to blend qualitative and quantitative research approaches to arrive at trustworthy conclusions about the effects of EI on teacher performance in primary schools in Botswana's Southeast Region. The findings of the study revealed that primary school teachers in the Southeast Region of Botswana require EI skills to enhance their performance, improve their attitudes towards their instructional practices, and apply appropriate ways of assisting and encouraging struggling learners and colleagues. The findings also indicated a link between teachers' EI and academic performance.

Journal of Studies in Education, 2013

Emotional Intelligence (EI) has proved to be a promising concept in the fields of psychology and education. EI is still being regarded cautiously as a 'gold standard' for measurement and prediction for acceptance for teacher training program. This study examines the potential contribution of four measures-EI, teaching self-efficacy (TSE), psychometric exam grades, and grades of teaching skills during field training. The research population comprised 100 student teachers from college in northern Israel. The findings will help to shed more light on the implications of EI and point to future directions in the evaluation, selection and training of excellent teachers.

The study investigated teachers' emotional intelligence as a correlate of students' self-efficacy belief and achievement motivation in Enugu state, Nigeria. The design of the study was a Correlational descriptive survey. The population was 9121 Senior Secondary 11 (SS11) teachers and 20634 SS11 students in the (278) public secondary schools in Enugu State, Nigeria. Sample of 828 students and 116 teachers were drawn through simple random stratified and purposive sampling techniques. Four research questions and three hypotheses tested at 0.05 level of significance guided the study. Three instruments were used for data collection. One of the instruments was an eighteen-item questionnaire named Self Efficacy Questionnaire (SEQ) adapted from Sherer, . . The face validation of the instruments were assured by three experts in Educational foundations, University of Nigeria, Nsukka. Data for research question 1 was answered using mean and standard deviation, whereas data for research questions 2-4 were analyzed using pearson r and R-square. The hypotheses were tested using linear regression analysis at 0.05 level of significance. It was found that teachers' emotional intelligence significantly correlates with students' achievement motivation and self-efficacy belief. Based on the findings, of the study, the researchers recommended among others that, the government, ministry of education, school administrators and the employer of teachers should provide good working conditions such as a condicive staff room for adequately lesson preperation as this will help teachers to be motivated in their interaction with students and to reduce teacher attrition or frustration from the profession.

Journal of Language Teaching and Research, 2016

This study evaluates the level of emotional intelligence, self-efficacy to investigate whether a relationship exists between these two attributes or not, also, the role of years of teaching experience and teachers’ university degrees in their emotional intelligence. To this end, 70 teachers were asked to complete The Assessing Emotions Scale Questionnaire (Salovey and Mayer, 1990) and Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), regardless of their English teaching experience. The aim of this study was to represent the importance of emotional intelligence, self-efficacy and in teachers for having an effective teaching. The results indicated a significant relationship between teachers’ EI and their self-efficacy. Moreover, the findings showed that there was a significant relationship between teachers’ EI with their years of teaching experience, in a way that more experienced teachers can benefit their low experienced colleagues with their emotional e...