Emotional Intelligence Of Teachers Research Articles

INFLUENCE OF TRANSFORMATIONAL LEADERSHIP SCHOOL PRINCIPALS AND TEACHERS' EMOTIONAL INTELLIGENCE ON THE PROFESSIONAL COMPETENCE OF PRIMARY SCHOOL TEACHERS

This research aims to examine the influence of principals' transformational leadership and teachers' emotional intelligence on the professional competence of state elementary school teachers in Beji Depok District. The method used is a quantitative method using a causal survey method with a path analysis approach. The population in this study was 168 public elementary school teachers in Beji Depok District. The sample amounted to 1141 using the formula developed by Slovin. Data analysis techniques using SPSS. The conclusions of this research are: 1) There is a positive and significant influence of the principal's transformational leadership on the professional competence of public elementary school teachers, 2) There is a positive and significant influence of teacher emotional intelligence on the professional competence of public elementary school teachers. and 3) There is a positive and significant influence of the Principal's transformational leadership on the emotional intelligence of state elementary school teachers. The implications of this research are: 1) The implications of increasing teacher professional competence by optimizing the transformational leadership of school principals through: influencing charismatically, inspiring, stimulating and providing individual sensitivity. 2) The implications of increasing teacher emotional intelligence through: providing self-awareness, managing one's emotions, motivating oneself, recognizing other people's emotions and demonstrating social skills. 3) The implications of increasing teachers' emotional intelligence by optimizing the head's transformational leadership, for example by providing: role models for teachers, providing clear direction and instructions for teachers and rewarding teachers who can manage their emotional intelligence better.

Assessing trait emotional intelligence and its relationship with stress and health behaviour in the education sector: An empirical study from Uttarakhand, India

Background: Emotional intelligence of teachers can affect their mental and physical health as well their performance in school. Both emotional intelligence and health behavior can have an impact on stress. The majority of Indian studies have examined only one type of teachers, have used indigenous scales which are not internationally valid, and have not studied health behaviour. The role of age and gender on emotional intelligence is also a debatable subject which requires larger studies The present study was undertaken to evaluate the trait emotional intelligence, stress and health behaviour of teachers and to determine their inter-relationship and to assess the role of demographic and professional attributes on emotional intelligence. Methods: Teachers from different schools, colleges and professional institutes situated in Dehradun and nearby towns in the state of Uttarakhand, India were evaluated by internationally valid tools for the three parameters. Results: Emotional Intelligence of teachers has no relation with age, gender, educational qualification, level of teaching or type of institute. It has a negative correlation with stress and a positive correlation with health behaviour. Further, health behaviour is inversely related to stress. Conclusions: Assessment of emotional intelligence and health behaviour of teachers should be a part of their routine evaluation and training so that specific interventions to reduce stress and to improve their overall health and performance can be appropriately planned.

The research of the possibilities of gamification tools for the development of teacher's emotional intelligence

The problem and the aim of the study. The development of the teacher's emotional intelligence is both the direction of improving the teacher training system, and the condition for the social adaptation of young specialists, and the prevention of emotional burnout syndrome, and a factor in improving the quality of education in general. Gamification tools allow you to create additional conditions for the formation of both personal characteristics and professional competencies of digital school mentors. The purpose of the study is to identify the possibilities of using gamification tools to developing the emotional intelligence of future teachers as a professionally significant personality property. Research methods. The methodology is based on the analysis of the potential of digital technologies with the possibilities of gamification of learning both for the formation of skills and skills components of emotional intelligence, and the professional qualities of a teacher. The experiment involves 50 bachelors of the Institute of Mathematics and Information Systems of Vyatka State University (Russian Federation). Software implementation of game mechanics is performed by the tools of the gaming platform AhaSlides. To assess the formation of emotional intelligence, the questionnaire of D.V. Lyusin is used. Pearson's chisquared test (χ2 ) was used for statistical data processing. Results. Students of the experimental group in classes in the disciplines "Theory and methodology of teaching computer science," "Methodology of extracurricular activities in computer science" analyze the innovative experience of teachers to include game elements in training, study the tools of the game platform AhaSlides and use them to design an emotionally comfortable gamified environment. The functionality of AhaSlides for the development of emotional intelligence has been identified: QR code; time limit; hidden results; interactive presentations with surveys, a cloud of words, open questions. Statistically significant differences in qualitative changes were revealed as for the total integral indicator (χ2 = 10.445; p < 0.05) and interpersonal (χ2 = 10.489; p < 0.05), and intrapersonal (χ2 = 9.931; p < 0.05) of emotional intelligence. In conclusion, factors affecting the effectiveness of the use of gamification tools to form the abilities that form the basis of the teacher's emotional intelligence are distinguished: temperament properties, information processing features, range of interests, information literacy, digital skills formation, experience in participating in gaming events.

The Influence of Personal Approach, Pedagogical Competence and Emotional Intelligence of Teachers on Teachers’ Performance in Global Prima with Student Learning Outcomes as Intervening Variable

The purpose of this study was to determine the effect of personal approach, pedagogical competence and teacher emotional intelligence on teacher performance in global prima with student learning outcomes as intervening variables. The research method used is quantitative explanatory. The data collection technique is to use questionnaires and observations. The population and sample in this study were 60 teachers of Global Prima Medan School, using saturated sampling tenik. This study uses multiple linear regression analysis and path analysis, which first tests classical assumptions with normality test, multicollinearity test and heteroscedasticity test. Hypothesis testing was carried out with the F test and t test. Furthermore, to determine the effect of each variable on teacher performance, the determination test was carried out. The results showed that partially the personal approach to student learning outcomes with a tcount> ttable value of 3.786> 2.00 and a significance of 0.000, pedagogical competence on student learning outcomes with a tcount> ttable value of 2.624> 2.00 and a significance of 0.011. Emotional intelligence on student learning outcomes with a tcount> ttable value of 2.924> 2.00 and a significance of 0.005. Student learning outcomes on teacher performance with a tcount> ttable value of 4.285> 2.00 and significance for salary of 0.000, personal approach to teacher performance with a tcount> ttable value of 2.727> 2.00 and significance of 0.009. Pedagogical competence on teacher performance with a tcount> ttable value, namely 0.508 < 2.00 and significance for salary of 0.613, emotional intelligence on teacher performance with a tcount> ttable value, namely -0.272 < 2.00 and significance of 0.787. personal approach to teacher performance through student learning outcomes with a tcount> ttable value, namely -2. 129 > 2.00 and a significance of 0.03, pedagogical competence on teacher performance through student learning outcomes with a tcount> ttable value of 0.573> 2.00 and a significance of 0.566, emotional intelligence on teacher performance through student learning outcomes with a tcount> ttable value of -0.185 < 2.00 and a significance of 0.852. Based on the determination test, it is found that the effect of Personal Approach, Pedagogical Competence, Emotional Intelligence, and Student Learning Outcomes on teacher performance is 68.3% and the rest is influenced by other variables not examined in this study. Keywords: Student Learning Outcomes, Emotional Intelligence, Pedagogical Competence, Personal Approach, Teacher Performance

Assessing trait emotional intelligence and its relationship with stress and health behaviour in the education sector: An empirical study from Uttarakhand, India

Background: Emotional intelligence of teachers can affect their mental and physical health as well their performance in school. Both emotional intelligence and health behavior can have an impact on stress. The majority of Indian studies have examined only one type of teacher, have used indigenous scales which are not internationally valid, and have not studied health behaviour. The role of age and gender on emotional intelligence is also a debatable subject which requires larger studies The present study was undertaken to evaluate the trait emotional intelligence, stress and health behaviour of teachers and to determine their inter-relationship and to assess the role of demographic and professional attributes on emotional intelligence. Methods: Teachers from different schools, colleges and professional institutes situated in Dehradun and nearby towns in the state of Uttarakhand, India were evaluated by internationally valid tools for the three parameters. Results: Emotional Intelligence of teachers has no relation with age, gender, educational qualification, level of teaching or type of institute. It has a negative correlation with stress and a positive correlation with health behaviour. Further, health behaviour is inversely related to stress. Conclusions: Assessment of emotional intelligence and health behaviour of teachers should be a part of their routine evaluation and training so that specific interventions to reduce stress and to improve their overall health and performance can be appropriately planned.

Pengaruh Eq, Iklim, dan Kepemimpinan Kepala Madrasah terhadap Kinerja Guru

This research is motivated by the teacher performance issue at MI Plus Al-Islam Dagangan Madiun. This issue is indicated by the fact that there are still approximately 35% of teachers who are incapable of properly controlling the class, as well as the lack of teacher sensitivity and commitment to students during the teaching and learning process. In addition, in terms of preparing lesson plans, several teachers have not fully prepared the lesson plans properly. This study aims to find out the significance of the influence of the Madrasah Principal's leadership, madrasah climate, and teacher’s Emotional Intelligence on teachers' performance in MI Plus Al-Islam Dagangan Madiun for the 2022/2023 Academic Year. This study uses a quantitative approach with ex post facto methods. The population is all teachers at MI Plus Al-Islam Dagangan Madiun, totaling 80 people. The sampling technique used is saturated samples. Meanwhile, the data analysis technique uses simple and multiple linear regression analysis. The results of the analysis show: the leadership of the Madrasah Principal, the climate of the madrasah, and the teacher's Emotional Intelligence have a significant effect on teachers' performance in MI Plus Al-Islam Dagangan Madiun for the 2022/2023 Academic Year, with around 55.1%.

Assessing trait emotional intelligence and its relationship with stress and health behaviour in the education sector: An empirical study from Uttarakhand, India.

Emotional intelligence of teachers can affect their mental and physical health as well their performance in school. Both emotional intelligence and health behavior can have an impact on stress. The majority of Indian studies have examined only one type of teachers, have used indigenous scales which are not internationally valid, and have not studied health behaviour. The role of age and gender on emotional intelligence is also a debatable subject which requires larger studies The present study was undertaken to evaluate the trait emotional intelligence, stress and health behaviour of teachers and to determine their inter-relationship and to assess the role of demographic and professional attributes on emotional intelligence. Teachers from different schools, colleges and professional institutes situated in Dehradun and nearby towns in the state of Uttarakhand, India were evaluated by internationally valid tools for the three parameters. Emotional Intelligence of teachers has no relation with age, gender, educational qualification, level of teaching or type of institute. It has a negative correlation with stress and a positive correlation with health behaviour. Further, health behaviour is inversely related to stress. Assessment of emotional intelligence and health behaviour of teachers should be a part of their routine evaluation and training so that specific interventions to reduce stress and to improve their overall health and performance can be appropriately planned.

Assessing trait emotional intelligence and its relationship with stress and health behaviour in the education sector: An empirical study from Uttarakhand, India

Background: Emotional intelligence of teachers can affect their mental and physical health as well their performance in school. Both emotional intelligence and health behavior can have an impact on stress. The majority of Indian studies have examined only one type of teacher, have used indigenous scales which are not internationally valid, and have not studied health behaviour. The role of age and gender on emotional intelligence is also a debatable subject which requires larger studies The present study was undertaken to evaluate the trait emotional intelligence, stress and health behaviour of teachers and to determine their inter-relationship and to assess the role of demographic and professional attributes on emotional intelligence. Methods: Teachers from different schools, colleges and professional institutes situated in Dehradun and nearby towns in the state of Uttarakhand, India were evaluated by internationally valid tools for the three parameters. Results: Emotional Intelligence of teachers has no relation with age, gender, educational qualification, level of teaching or type of institute. It has a negative correlation with stress and a positive correlation with health behaviour. Further, health behaviour is inversely related to stress. Conclusions: Assessment of emotional intelligence and health behaviour of teachers should be a part of their routine evaluation and training so that specific interventions to reduce stress and to improve their overall health and performance can be appropriately planned.

The Relationship of Supporting Factors That Influence the Performance of Hindu Religious Teachers

<p style="text-align: justify;">Several supporting factors are alleged to influence the performance of teachers. This study aimed to describe the relationship between each research variable and teachers’ performance, either directly or indirectly. This research was conducted through surveys and quantitative approaches that included correlational research types. The research subjects were Hindu religion teachers in 119 state junior high schools, consisting of 517 teachers. The sample of 256 people was determined using the Krejcie and Morgan formula and the Warwick and Lininger formula. The samples from each sub-population were determined with the proportional random sampling technique, and the personal sampling of sample members was determined with the use of lottery techniques. The data were collected using a five-point Likert scale model questionnaire with high validity and reliability. The data analysis technique used in this study was structural equation modelling. The conceptual model met the standards of comprehensive goodness-of-fit requirements. The results of the study show that the average levels of Hindu principals’ leadership, the emotional intelligence of teachers, supervision of school superintendents, school culture, teachers’ work motivation, and the performance of Hindu religion teachers are in the high category. In addition, the hypothesis testing results show there is a significant direct and indirect relationship between the variables in the state junior high school.</p>

The Significance of Teacher Emotional Intelligence in Crucial Relationship Quality with Students: A Mixed Methods Study

The Significance of Teacher Emotional Intelligence in Crucial Relationship Quality with Students: A Mixed Methods Study

Teachers' emotional intelligence as a predictor of their attitude, concerns and sentiments about inclusive education: teacher professional‐related factors as control variables

Our study determined the impact of emotional intelligence (EI) on teachers' attitudes, concerns and sentiments about inclusive education while controlling for teachers' professional‐related factors. This is predicated on the increasing influence of EI on teacher effectiveness. The sample size consisted of 508 regular classroom teachers. Using hierarchical regression analysis, our findings revealed that teacher EI was significantly associated with attitude and concerns about inclusive education after controlling teacher professional‐related factors. There was no significant relationship between EI and teachers' sentiments about inclusive education, and teachers' professional‐related factors did not account for individual contributions to the variances in teachers' sentiments. It was concluded that teachers' EI, may be a crucial factor that can impact aspects of teachers' perception of inclusive education such as attitude, and concerns about inclusive education but may not be able to erase teachers' deep‐seated beliefs on inclusion. Implications of the study were highlighted.

How Does Transformational Leadership Relieve Teacher Burnout: The Role of Self-Efficacy and Emotional Intelligence.

This study explored the underlying mechanisms and boundary conditions of the relationship between transformational leadership and teacher burnout. Specifically, it investigated the mediating role of teacher self-efficacy and the moderating role of teacher emotional intelligence (EI) in this relationship. Data from 539 primary and secondary school teachers were analyzed using Structural Equation Model and hierarchical regression. The results indicate that transformational leadership predicted teacher burnout negatively, self-efficacy mediated the association of transformational leadership with burnout partially, and EI strengthened the association between transformational leadership and burnout. This study has important theoretical and managerial implications as it deepens the understanding of the association between transformational leadership and burnout in the educational field and provides practical suggestions on how to relieve teacher burnout in the school context.

The Significance of Teacher Emotional Intelligence in Crucial Relationship Quality with Students: A Mixed Methods Study

The Significance of Teacher Emotional Intelligence in Crucial Relationship Quality with Students: A Mixed Methods Study

The Implementation of Teacher Leader Collaboration; Start-Up Project Leadership, Sekolah Guru Indonesia

This article explored a learning cycle based on the collaboration of teacher leadership with students in solving actual problems through innovative and productive business start-ups. The purpose of this study is to describe the implementation of the Teacher Leader Collaboration; Start-up Project Leadership carried out during the pandemic. The Indonesian Teacher's School (SGI) during the pandemic has carried out a teacher-leader collaboration program to encourage teachers to innovate and collaborate. This research uses a qualitative case study approach. This research is on the SGI 2nd session teacher leader collaboration program. SGI is a training institution for teacher capacity building through the 10-teacher leadership curriculum, so researchers want to know the extent of the impact of implementing teacher-leader collaboration. The impact of implementing the Collaborative Teacher Leaders (KGP), Start-up Project Leadership (SPL) is not only for students and teachers but also for schools and parents. The impact of SPL on students; improves student creativity; motivates students; builds student character and increases student skills. The impact of DSS on teachers; develop teaching skills and teacher collaboration and develop teacher emotional intelligence. The impact of SPL on schools is that it can create a superior school culture. Finally, the impact on parents is that parents feel happy and proud to be able to collaborate with the school.

Teacher's Emotional Intelligence, Class Management, and School Organizational Climate, on Interaction Behavior among Teachers and Students

The problems of classroom interaction among teachers and students arise in conditions of academic demands that assume the practice of teachers' social competence in class. This paper aims to study the effect of teachers' emotional intelligence, classroom management, and school organization climate on interaction behavior among teachers and students in SPK High School. A survey method with path analysis was applied to test the hypothesis and conduct interviews among 105 teachers and students by proportional random sampling technique. Upon this research, the conclusion is obtained. (1) A teacher's emotional intelligence, class management, and school organization climate positively affect teacher and student interaction behavior. (2) A teacher's emotional intelligence has a positive direct effect on school organization climate. Class management has a positive direct effect on the school organization climate. (3) A teacher's emotional intelligence has a positive direct effect on class management. (4) A teacher's emotional intelligence positively affects teacher and student interaction behavior through the school organization climate. (5) Class management positively impacts teacher and student interaction behavior through the school organization climate. The conclusion is that the teacher and student interaction behavior is affected by the teacher's emotional intelligence, class management, and school organization climate

The Mastery of Teacher Emotional Intelligence Facing 21st Century Learning

21st century learning is marked by the era of digital disruption that requires teachers who have high skills through mastering emotional intelligence to prepare superior and competitive students. The purpose of this study was to determine how the emotional intelligence mastery of teachers in 21st century learning. This study used mixed methods with explanatory models. The data collection instrument used a questionnaire and interview guidelines. The data collected were analyzed by quantitative and qualitative descriptive. The research respondents were teachers in Jambi province who attended the training 20 people and those who did not attend the training 20 people with a total of 40 people. Sample selection was done by purposive sampling technique. The results showed that the average emotional intelligence of teachers was high with the average score of the intelligence of teachers attending training with a mean score of 83.30 and teachers without training with a mean score of 78.02. Furthermore, the emotional intelligence of teachers who are trained significantly affects 21st century learning which dominantly uses technology with the homogeneity test results of 0.333 with a Sig value. 0.020 where t count > 0.05, while for the t test, the t-test value is < 0.05. However, in the learning process, teachers still find it difficult to integrate the use of technology so that high psychological pressure causes self-awareness and self-control to be less stable so that teachers find it difficult to determine the appropriate learning model to use.

Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms

Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction.

Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms

Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction

Validity and Reliability of the Teacher's Emotional Intelligence Instrument Based on Surah Yusuf through the Application of Rasch Measurement Model

Validity and Reliability of the Teacher's Emotional Intelligence Instrument Based on Surah Yusuf through the Application of Rasch Measurement Model

Personal characteristics of a 21st-century teacher: An analysis of empirical studies of the problem

Introduction. Modern scientific literature lacks evidence-based empirical studies of teacher personality. Singular reviews of the empirical studies related to the teacher personality are fulfilled within the framework of one theoretical model and do not cover results obtained in other directions of research, which does not benefit the practice of modern educational managers, teachers or educational psychologists. This gap might be filled with generalising empirical evidence through analysing international publications on personality of the modern teacher.Aim. The article aims to review empirical studies dedicated to the characteristics of a 21st-century teacher, to understand the existing limitations in the research of teacher personality, and to outline future research directions for the optimisation of today’s educational practice.Methods. The review includes the publications selected with searching keywords along with additional descriptors, followed by the analysis of content of relevant publications. The review covers articles published in the last 20 years.Results. The results of empirical studies, which meet the research selection criteria (have representative volumes of research samples and performed using measuring tools with known psychometric properties), allowed the author to distinguish several main clusters for studying teacher personal characteristics. The most prevalent are the studies of teacher personality within the five-factor framework, teacher emotional intelligence and motivation (job motivation, intrinsic motivation and semantic preferences). Within these clusters, the author has identified the tendencies, which demonstrate personal characteristics of a 21st-century teacher and correspond to subjective paradigm of modern education, effective teaching and effective management of education processes.Scientific novelty. The generalisation of results allowed the author to determine the basic personality characteristics of the modern teacher. The presented results reveal the patterns of personality development, work behaviour of a modern teacher and can serve as the basis for further research in the field of educational sciences, personality psychology, labour psychology and educational psychology.Practical significance. The specific historical knowledge about personal characteristics of a 21st-century teacher may serve for strategic and tactical decisions in the field of education management; determine the tactics of managing modern teaching staff; design teacher-centric programmes for the educational psychological services and educational programmes for the training, retraining and advanced training of teachers.