Abstract
Purpose: There is a lack of empirical evidence concerning emotional intelligence (EI) in physical education (PE) teachers. From a basic needs theory perspective (Ryan & Deci, 2000), this study aimed to examine the role of PE teachers’ EI in perceiving and supporting pupils’ need satisfaction. Method: Within this cross-sectional study, 319 pupils from 14 PE classes were each administered a Contextual Basic Need Satisfaction questionnaire for PE(CBANS) and Sport Climate Questionnaire. Correspondingly, PE teachers were administered a Trait Emotional Intelligence Questionnaire—Short Form and CBANS from their pupils’ perspective. Results: Analyses revealed that PE teachers’ EI self-control significantly positively predicted the accuracy of their perceptions of pupils’ relatedness satisfaction. No other significant relationships emerged. Discussion/Conclusion: These findings repudiate a direct role of PE teachers’ EI in supporting pupils’ motivation. However, the control of one’s own emotion appears to be important for teachers to perceive need satisfaction in pupils.
Highlights
Physical education (PE) classes are emotionally charged environments that require teachers to utilise an array of intrapersonal and interpersonal emotional skills (Mouratidis, Vansteenkiste, Lens, & Vanden Auweele, 2009; Sutton & Wheatley, 2003)
There is a lack of empirical evidence concerning emotional intelligence (EI) in physical education (PE) teachers
From a basic needs theory perspective (Ryan & Deci, 2000), this study aimed to examine the role of PE teachers’ EI in perceiving and supporting pupils’ need satisfaction
Summary
Physical education (PE) classes are emotionally charged environments that require teachers to utilise an array of intrapersonal and interpersonal emotional skills (Mouratidis, Vansteenkiste, Lens, & Vanden Auweele, 2009; Sutton & Wheatley, 2003). There is a lack of research examining the relevant construct of emotional intelligence (EI) in PE teachers. Pupils’ motivation towards PE, a critical consideration as it impacts sport participation both in and outside of school (Ntoumanis, 2005; Goudas, Dermitzaki, & Bagiatis, 2001), appears to be impacted more by their perceptions of PE teachers’ emotional behaviours than by their peer relationships (Cox, Duncheon, & McDavid, 2009). The construct of EI comprises a multitude of essential skills for PE teachers, but as of yet it has not been empirically examined in conjunction with outcomes of relevance to pupils’ motivation. The purpose of the current study, is to examine the role of PE teachers’ EI in the perception and support of pupils’ motivation
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