Teachers’ Attitudes towards Work in Relation with Emotional Intelligence and Self-efficacy

Abstract

This paper intends to identify the relationship between emotional intelligence, the self-efficacy and attitudes towards work of teachers. The main objectives are as follows: establishing the correlation between the emotional intelligence, teacher self -efficacy and work mentality and general job satisfaction; presenting the differences of the teachers’ work mentality and general job satisfaction in terms of different variables (environment, marital status, didactic degree); establishing the existing differences regarding the teachers’ work mentality and its dimensions, and general job satisfaction and its dimensions in terms of the emotional intelligence level and in terms of teachers’ self-efficacy level Teachers have an important impact upon their student's educational development and also the learning success of the students could be influenced by teachers’ attitudes. We try to figure out if there is a correlation between emotional intelligence and teachers’ self-efficacy and their attitudes towards work. The sample of our study comprised 575 subjects, teachers, with different ages, different specialities, belonging both to rural and urban area. The results show an image regarding the relationship between emotional intelligence, self-efficacy and work mentality and work satisfaction and could be useful in developing strategies for enhancing the quality of teachers training programs.