Abstract
Teachers, students, and parents of special children from selected schools in Saudi Arabia's Northern Border region took part in the study to provide data on their levels of emotional intelligence and self-efficacy beliefs in order to demonstrate their readiness to perform as per the set standards for their roles in the teaching and learning process of special/gifted learners. A sample of students (n=50) and teachers (n=24) from primary, middle and high schools responded to the study instruments on emotional intelligence and self-efficacy; parents (n=30) also participated in the study. Gender and educational status are the variables considered for parents, teachers and students. The results indicate a significant relation between the EI and SE among all the study groups in terms of gender and their educational status. Male teachers and parents have higher EI and SE than their female counterparts; higher EI has also been linked to higher SE. Uneducated parents register lower EI and SE than the educated ones. Similarly, male teachers have higher EI and SE than female teachers; high school teachers have higher EI and SE than primary and middle school teachers. Similarly, students too have reflected similar patterns.
Highlights
The last decade has witnessed the growing interest in Emotional Intelligence (EI, hereafter) in the field of educational psychology (Dewaele, 2017; Mayer, Roberts, & Barsade, 2008; Petrides et al, 2016; Moira et al 2020)
The results show that the emotional intelligence shown by girls is higher than boys, as girls have shown more positive responses and less negative responses as compared to boys
It is evident that the positive responses shown by middle and high school students are higher than primary school students
Summary
The last decade has witnessed the growing interest in Emotional Intelligence (EI, hereafter) in the field of educational psychology (Dewaele, 2017; Mayer, Roberts, & Barsade, 2008; Petrides et al, 2016; Moira et al 2020). EI is people’s ability to deal with their emotions (Salovey and Mayer, 1990). This definition suggests that EI is the subset of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and action (as cited in Ream, 2010). Developing an individual’s self-efficacy (SE, hereafter) creates a regulation of self-awareness, which is essential in developing emotions. EI and SE merge as an individual interprets organizational realities by the ability to recognize thoughts, feelings and behaviors through self-awareness, regulation and control (Bandura, 1997; Alenizi, 2018). Ream (2010) states that when individuals are able to control their emotions, make accurate attributions with
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