A Comparison of the Ability Emotional Intelligence of Head Teachers With School Teachers in Other Positions

The relationship between emotional intelligence (EI) and emotion information processing (EIP) has received surprisingly little attention in the literature. The present research addresses these gaps in the literature by introducing a conceptualization of emotional intelligence as composed of two distinct components: (1) EIK or emotion Knowledge component, captured by current ability emotional intelligence tests, related to top-down, higher order reasoning about emotions, and which depends more strongly on acquired and culture-bound knowledge about emotions; (2) EIP or emotion information Processing component, measured with emotion information processing tasks, requires faster processing and is based on bottom-up attention-related responses to emotion information. In Study 1 ( N = 349) we tested the factorial structure of this new EIP component within the nomological network of intelligence and current ability emotional intelligence. In Study 2 ( N =111) we tested the incremental validity of EIP in predicting both overall performance and the charisma of a presenter while presenting in a stressful situation. Results support the importance of acknowledging the role of emotion information processing in the emotional intelligence literature and point to the utility of introducing a new EI measure that would capture stable individual differences in how individuals process emotion information.

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The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach

Professional School Counseling ◽

10.1177/2156759x19899181 ◽

2020 ◽

Vol 23 (1_part_2) ◽

pp. 2156759X1989918

Author(s):

Kristie K. Opiola ◽

Daniel M. Alston ◽

Brandi L. Copeland-Kamp

Keyword(s):

Emotional Intelligence ◽

Child Behaviors ◽

School Teachers ◽

Student Stress ◽

Teacher Student ◽

Urban Elementary School ◽

Effectiveness Of Training ◽

Charter School Teachers ◽

The Impact ◽

Child Teacher Relationship Training

This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.

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The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

Journal of Education ◽

10.1177/00220574211032314 ◽

2021 ◽

pp. 002205742110323

Author(s):

Sonika Singh ◽

Piar Chand Ryhal

Keyword(s):

Job Satisfaction ◽

Academic Achievement ◽

Emotional Intelligence ◽

Secondary School ◽

Secondary School Teachers ◽

Mediating Effect ◽

Survey Method ◽

School Teachers ◽

Northern India ◽

The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

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Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional Intelligence

International Journal of Indian Psychology ◽

10.25215/0404.067 ◽

2017 ◽

Vol 4 (4) ◽

Author(s):

Ranju Bala

Keyword(s):

Emotional Intelligence ◽

Secondary School ◽

Teacher Effectiveness ◽

Secondary School Teachers ◽

Sampling Technique ◽

Descriptive Statistics ◽

School Teachers ◽

Intelligence Scale ◽

Significant Difference ◽

High Emotional Intelligence

This study is aimed at (i) studying teacher effectiveness in relation to emotional intelligence and (ii) studying the correlation of teacher effectiveness and emotional intelligence. To achieve the purpose, Teacher Effectiveness Scale by Kulsum (2000) and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were employed. A sample of 200 secondary school teachers was selected on the basis of random sampling technique. Descriptive statistics were used to analyse the data. The t-value was applied. Results indicate a significant difference between teacher effectiveness among male and female & Govt. and Private secondary school teachers. Findings on the basis of one way analysis of variance reveal that the group of secondary school teachers with high emotional intelligence is more effective than the group of teachers with average or low emotional intelligence. There exists positive and significant relationship between teacher effectiveness and emotional intelligence among secondary school teachers.

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Relationship between Emotional Intelligence and Psychological Well-Being of Secondary School Teachers

Global Educational Studies Review ◽

10.31703/gesr.2020(v-iv).12 ◽

2020 ◽

Vol V (IV) ◽

pp. 108-121

Author(s):

Muhammad Akram ◽

Farrukh Munir ◽

Misbah Gilani

Keyword(s):

Emotional Intelligence ◽

Secondary School ◽

Secondary School Teachers ◽

Sampling Technique ◽

Well Being ◽

Descriptive Statistics ◽

Strongly Correlated ◽

School Teachers ◽

Psychological Well Being ◽

The Relationship

This study was designed to measure the relationship between emotional intelligence and the psychological well-being of secondary school teachers. This correlational study used a multistage random sampling technique to select 1200 teachers from 20 boys and 20 girls' high schools in district Lahore. The emotional Intelligence Questionnaire (?=.86) and Psychological Well-Being Scale (?=.89) were adapted as tools for data collection. The results showed that emotional intelligence and psychological well-being were strongly correlated with each other. Factor wise descriptive statistics of emotional intelligence showed that teachers were almost completely agreed with their students while teaching. Descriptive statistics of the psychological well-being of teachers showed that they were almost completely agreed while dealing with stakeholders. Female teachers demonstrated a higher score than male in emotional intelligence and psychological well-being. Married teachers demonstrated a higher score in emotional intelligence and psychological well-being. It was recommended that male and unmarried teachers be motivated to improve emotions and well-being.

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Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

International Journal of Current Aspects ◽

10.35942/ijcab.v5i3.186 ◽

2021 ◽

Vol 5 (3) ◽

pp. 32-53

Author(s):

Harriet Isaboke ◽

Maureen Mweru ◽

Gladwell Wambiri

Keyword(s):

Primary School ◽

Primary Schools ◽

Target Population ◽

Learning Approaches ◽

School Teachers ◽

Chi Square ◽

Head Teachers ◽

Primary School Teachers ◽

Service Training ◽

Competency Based

Globalization and demand for twenty first century skills has led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. Therefore, this study purposed to establish the preparedness of pre-primary school teachers in implementing the CBC in public pre-primary schools in the County. The Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) was used in this study. The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 ECD Center Managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore the study had a sample size of 180, which comprised of 45 head teachers, 45 center managers and 90 pre-primary school teachers. A Questionnaire, interview schedules, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two public pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach’s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers’ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Ministry of Education in collaboration with the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively.

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