Assessing the High School Teachers’ Emotional Intelligence in Karak District of Jordan

2008 ◽  
Vol 23 (1) ◽  
pp. 81-86 ◽  
Author(s):  
Mousa Alnabhan
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Teachers ◽  
School Teachers

Development and Application of a Brief Measure of Emotional Intelligence for Vocational High School Teachers

2004 ◽  
Vol 95 (3_suppl) ◽  
pp. 1207-1218 ◽  
Author(s):  
Shwu Ming Wu
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Teachers ◽  
Age Groups ◽  
Self Report ◽  
Self Awareness ◽  
Vocational High School ◽  
School Teachers ◽  
Intelligence Scale ◽  
Report Measure

To develop a psychometrically sound, self-report measure of emotional intelligence and examine the scores of vocational high school teachers by sex and age, 375 Taiwanese vocational high school teachers (186 men, 189 women) completed the 25-item Emotional Intelligence Scale of five domains: Self-awareness, Managing Emotions, Self-motivation, Empathy, and Handling Relationships. Analysis indicated that these teachers reported higher scores on Self-awareness and Empathy but slightly lower on Managing Emotions. The women gave higher self-ratings on Self-awareness and Empathy than the men. There were also significant differences across age groups on Self-awareness, Self-motivation, Empathy and the Total score for the Emotional Intelligence Scale.

scholarly journals Impacts of Emotional Intelligence (EQ) on Work Values of High School Teachers

2011 ◽  
Vol 30 ◽  
pp. 1688-1692 ◽  
Author(s):  
Syed Najmuddin Syed Hassan ◽  
Noriah Mohd. Ishak ◽  
Mohamad Bokhari
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Teachers ◽  
Work Values ◽  
School Teachers

EMOTIONAL INTELLIGENCE AND SELF-EFFICACY IN A SAMPLE OF ITALIAN HIGH SCHOOL TEACHERS

2008 ◽  
Vol 36 (3) ◽  
pp. 315-326 ◽  
Author(s):  
Annamaria Di Fabio ◽  
Letizia Palazzeschi
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Teacher Efficacy ◽  
High School Teachers ◽  
Self Efficacy ◽  
School Teachers ◽  
Italian Version ◽  
Emotional Quotient ◽  
Emotional Quotient Inventory ◽  
Interpersonal Dimension

The aim in this study was to further analyze the construct of emotional intelligence and its relation to occupational self-efficacy in a sample of Italian teachers. The Italian version of the Bar-On Emotional Quotient Inventory: Short (Bar-On, 2002) and the Ohio State Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001) were administered to 169 participants. Significant differences in emotional intelligence emerged with respect to age. In comparison to females, males obtained higher scores in the intrapersonal dimension, while women scored higher on the interpersonal dimension. Teacher self-efficacy was best explained by the intrapersonal dimension. The study indicates both a need for further analysis of the emotional intelligence of teachers and new areas of possible research.

scholarly journals Teachers’ Burnout during COVID-19 Pandemic in Spain: Trait Emotional Intelligence and Socioemotional Competencies

2021 ◽  
Vol 13 (13) ◽  
pp. 7259
Author(s):  
Laura Sánchez-Pujalte ◽  
Diego Navarro Mateu ◽  
Edgardo Etchezahar ◽  
Talía Gómez Yepes
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Teachers ◽  
Maslach Burnout Inventory ◽  
Spanish Version ◽  
Prosocial Behaviour ◽  
Trait Emotional Intelligence ◽  
School Teachers ◽  
Multiple Regions ◽  
Mood Scale

The aim of this research is to recognize the burnout levels in a group of high school teachers that exercised their profession during the COVID-19 pandemic, looking forward to examining the correlation between burnout levels, trait emotional intelligence and socioemotional competencies (Autonomy, Regulation, Prosocial Behaviour and Empathy). The study counted with a sample of 430 high school teachers from multiple regions of Spain. The participants’ age was between 25 and 60, and the gender distribution was 53.72% for men and 46.28% for women. We used the Spanish version of the Maslach Burnout Inventory (MBI), the Trait Meta-Mood Scale (TMMS-24) and the Socioemotional Competences Scale (SCS). The main results indicated that teachers showed high levels of burnout dimensions, with women being the most affected, reaching higher levels in comparison to men. It was also observed that the older and more experienced professionals showed lower levels of burnout. Finally, statistically significant negative relations were found between emotional intelligence and burnout levels, as well as their association with the teacher’s socioemotional competencies. The analysis argues the possible consequences of stress during the pandemic and, correspondingly, the need for promoting protective approaches that embrace emotional intelligence and socioemotional competencies.

scholarly journals Linking Emotional Intelligence to Mental Health in Chinese High School Teachers: The Mediating Role of Perceived Organizational Justice

2022 ◽  
Vol 12 ◽  
Author(s):  
Sha Shen ◽  
Tianqi Tang ◽  
Hong Shu ◽  
Saidi Wang ◽  
Xiangli Guan ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
Emotional Intelligence ◽  
Organizational Justice ◽  
High School Teachers ◽  
Poor Mental Health ◽  
School Teachers ◽  
Mediating Role ◽  
Age Range

Compare with other professions, teachers are reported to have a higher risk of poor mental health. This study examined the relationships between emotional intelligence, perceived organizational justice, and mental health among Chinese high school teachers. Three hundred and eighty-one high school teachers, with their age range between 21 and 50 years, were administered the Emotional Intelligence Scale, Perceived Organizational Justice Scale, and Mental Health Scale. The result found that emotional intelligence and perceived organizational justice directly influence the mental health of high school teachers. In addition, perceived organizational justice mediated the association between emotional intelligence and mental health. Moreover, the present study analyzes the different role of subtypes of perceived organizational justice on the relationships between emotional intelligence and mental health, and the results showed that the mediating effects of perceived distributive justice and interactive justice on emotional intelligence and mental health are not significant, only the perceived procedural justice mediated the relationships between emotional intelligence and teachers’ mental health. The results are discussed in a conceptual context.

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