Emotional Intelligence of parents and female teachers and its relation to Social Skills in children with Mild Intellectual Disability

Abstract

The purpose of the current research was to identify the psychological profile of the emotional intelligence of parents and female teachers of intellectually disabled children and its relation to the level of emotional intelligence and social skills in children with mild intellectual disability. The research sample consisted of (32) children with mild intellectual disability (15 males, and 17 females), and (32) parents and (20) female teachers. The research used the (Wong, Wing & Law 2007) emotional intelligence scale and the Social Skills Assessment Scale by (Mubarak 2016). The results of the research demonstrated that the level of emotional intelligence of the parents and the female teachers was moderate, where the regulation of emotions in parents was the lowest, followed by the use of emotions, the evaluation of self-emotions and then understanding the feelings of others. The lowest level of female educators was the use of emotions followed by the evaluation of self-emotions, the regulation of emotions and then understanding the feelings of others. As for the nature of the relationship between emotional intelligence and social skills, the results showed no difference in the nature of the correlation between emotional intelligence of parents and female teachers and the social skills of the children.