“Proaktif Teachers” Training to Increase Emotional Regulation of Teachers in Vocational Schools

Istiqomah Yungsiana; Wisjnu Martani

doi:10.12928/psikopedagogia.v9i2.17819

“Proaktif Teachers” Training to Increase Emotional Regulation of Teachers in Vocational Schools

PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling ◽

10.12928/psikopedagogia.v9i2.17819 ◽

2020 ◽

Vol 9 (2) ◽

pp. 73

Author(s):

Istiqomah Yungsiana ◽

Wisjnu Martani

Keyword(s):

Emotional Regulation ◽

Vocational Schools ◽

Teachers Training

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Developing Emotionally Intelligent Teachers: A Panacea for Quality Teacher Education

International Journal on Integrated Education ◽

10.31149/ijie.v3i10.676 ◽

2020 ◽

Vol 3 (6) ◽

pp. 92-98

Author(s):

Gloria Matthews

Keyword(s):

Teacher Education ◽

Emotional Intelligence ◽

Emotional Regulation ◽

Teacher Educators ◽

Economic Background ◽

Training Institutions ◽

Teaching Learning ◽

Teachers Training ◽

Emotionally Intelligent ◽

Education Concept

Psychologist and Researchers have established that emotional intelligence influence students’ academic achievement, self-efficacy, emotional regulation and motivation. However, in most teachers training institutions in Nigeria there are no facilities and program put in place to teach emotional intelligence skill. A classroom comprise of students from various socio-economic background with different personalities, these students express positive and negative emotions such as happiness, anger, distress and excitement which could influence learning. In the light of this situation, it becomes imperative for teacher educators and administrators of teachers’ training collages to develop emotionally intelligent teachers who have the capacity to regulate their emotions accurately and understand the emotions of students in their various classrooms. This is necessary to assist students become emotionally stable and facilitates the teaching-learning process. Consequently, the paper seeks to examine the concept of emotional intelligence, concept of quality education, concept of teacher education, theories of emotional intelligence and the relevance of training emotionally intelligent teachers for quality teacher education. Finally, the paper recommend amongst others, the inclusion of emotional intelligence skill in the curriculum of teachers training institutions.

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Health vocational schools’ clinical courses of Medicineq double typeq teachers’ training strategy

Proceedings of the 2015 International Conference on Social Science and Technology Education ◽

10.2991/icsste-15.2015.69 ◽

2015 ◽

Author(s):

Zhang Zhiyong ◽

Liu Fangqiu

Keyword(s):

Vocational Schools ◽

Training Strategy ◽

Teachers Training

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Building Emotional Intelligence for Student Success: A Pilot Study

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00101 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1445-1461

Author(s):

Amee P. Shah ◽

Mary Lou Galantino

Keyword(s):

Emotional Intelligence ◽

Emotional Regulation ◽

Communication Apprehension ◽

Communication Competence ◽

Emotional Awareness ◽

Self Esteem ◽

Preliminary Evidence ◽

Empowerment Model ◽

Dyad Interaction ◽

Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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