The role of the teacher’s emotional intelligence for efficacy and classroom management
DOI:
https://doi.org/10.21615/cesp.13.2.2Keywords:
Teacher’s, Emotional Intelligence, Teacher Efficacy, Classroom Management EfficacyAbstract
In recent years, several studies have revealed multiple benefits of teachers' emotional intelligence (EI) with respect to their professional performance, the teaching and learning process, students' school performance, job satisfaction, reduction of stress and burnout, and the importance of interpersonal relationships at school. However, few studies have explored how teachers’ (EI) skills affect their effectiveness in teaching and classroom management. In this sense, the aim of this study was twofold: examined the relationship between teacher’s EI capacities, teacher efficacy, and classroom management effectiveness, and analyzed the relationship between teacher’s characteristics (gender) and professional background (service time and academic formation) and teachers’ EI capacities. 634 Portuguese teachers filled out a form with personal and professional data and answered an adaptation of the Emotional Skills and Competence Questionnaire, and the Teacher Efficacy in Classroom Management and Discipline Scale. Structured Equation Model analyses were recorded and showed that teachers who tended to have higher levels of ability to perceive, express and manage emotions reported higher levels of teacher effectiveness and classroom management effectiveness, and more ability to cope with emotions.
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