A Study on Emotional Intelligence of Higher Secondary School Teachers in Chengalpattu District

Bhuvaneswari, G.; Baskaran, Dinnish

doi:10.34293/education.v9i1.3388

Cited by 5 publications

(2 citation statements)

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“…Исследования эмоционального интеллекта (ЭИ) учителя показывают, что если он способен распознавать и понимать эмоции (свои и других людей) и управлять ими, то это во многом определяет его высокие профессиональные результаты. Такие учителя в большей степени осознают влияние эмоций на развитие ребенка и стремятся построить позитивные отношения в своем классе (Bhuvaneswari & Baskaran, 2020).…”

Section: результаты исследованияunclassified

The Study of Socio-Psychological Factors Contributing to and Hindering the Retention of Teachers in the Profession

Koval¹,

Zakirova²,

Utochkin³

et al. 2022

E&SD

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The profession of a teacher in modern conditions in our country is associated with a number of both positive aspects and professional difficulties. Among the most pressing problems, leading teachers point out: the constant transformation of the education system and the administrative requirements changing in this regard; the contradiction between the preservation of established pedagogical traditions and the need for constant introduction of innovations into pedagogical practice; the overload of reporting documentation, the need for constant personal growth and self-realization in the profession in combination with the threat of emotional burnout and professional deformation, the simultaneous focus of the teacher's activities on the provision of psychological and pedagogical influence on students and on reflection of their professional activities, weak socio-legal protection of the teacher from the arbitrariness of the administration of the educational institution and aggressive actions on the part of students and their parents. To date, the fact of existence and the high degree of severity of the personnel problem are officially recognized, the shortage of teachers, their high degree of overload, including bureaucratic work, the combination of diverse subjects in teaching is openly stated. Based on the above, the purpose of the study is: to analyze the reasons for the departure of teachers from the profession, in order to determine the socio-psychological factors contributing to the retention of teachers in the profession.

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Section: результаты исследованияunclassified

The Study of Socio-Psychological Factors Contributing to and Hindering the Retention of Teachers in the Profession

Koval¹,

Zakirova²,

Utochkin³

et al. 2022

E&SD

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show abstract

“…This study therefore has relevance and value and contributes to enhancing well-being from a global South perspective. Bhuvaneswari and Baskaran (2020) and Uniyal and Rawat (2020) agree that there is limited research; hence emotional intelligence in a school setting is needed. The need for emotional intelligence has been popularized by COVID-19, and it will become increasingly vital in the post-COVID-19 period as work becomes more flexible, more remote and ambiguous ( Drigas and Papoutsi, 2020 ; Uniyal and Rawat, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Emotional intelligence as a contributor to enhancing educators’ quality of life in the COVID-19 era

Maharaj

Ramsaroop

2022

Front. Psychol.

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The basic education fraternity is constantly evolving with various stressors among others, curricular changes, adaptation to the Fourth Industrial Revolution, poor educator development, excessive workload, and brain drain, thus negatively affecting educators’ quality of life. The Coronavirus (COVID-19) has expedited the importance of emotional intelligence, as an essential resilience skill for enhancing the quality of life during adversity. The objective of the study is to ascertain the relationship between emotional intelligence and the quality of life of educators. A quantitative approach was utilized using simple random sampling. A sample of 108 educators from a population of 154 was drawn from six schools in the Reservoir Hills precinct of KwaZulu-Natal. The findings revealed a significant relationship between emotional intelligence and the quality of life of educators. A practical research model was advocated for key stakeholders in the South African basic education sector.

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

Volkova

2022

Obraz. nauka

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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.

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A Study on Emotional Intelligence of Higher Secondary School Teachers in Chengalpattu District

Cited by 5 publications

References 0 publications

The Study of Socio-Psychological Factors Contributing to and Hindering the Retention of Teachers in the Profession

The Study of Socio-Psychological Factors Contributing to and Hindering the Retention of Teachers in the Profession

Emotional intelligence as a contributor to enhancing educators’ quality of life in the COVID-19 era

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

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