Abstract
This paper aims to explore teachers’ emotional competency skills and discusses effective strategies for developing these skills to promote an emotionally intelligent school. This study adopts Bar-On’s (1997) theoretical framework to conceptualise emotional competency into developable multifactorial skills and applies his Emotional Quotient Inventory (1997) to collect data from teachers in 40 aided secondary schools in Hong Kong. A total of 958 teachers participated in this questionnaire survey. A six-factor emotional competency model was explored by using a structural equation model. Strategies for developing an emotionally intelligent workplace are recommended to school administrators for promoting an emotionally intelligent school.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
