Emotional Intelligence and Teaching Self-Efficacy as Predictors of Teaching Ability

Abstract

Emotional Intelligence (EI) has proved to be a promising concept in the fields of psychology and education. EI is still being regarded cautiously as a 'gold standard' for measurement and prediction for acceptance for teacher training program. This study examines the potential contribution of four measures -EI, teaching self-efficacy (TSE), psychometric exam grades, and grades of teaching skills during field training. The research population comprised 100 student teachers from college in northern Israel. The findings will help to shed more light on the implications of EI and point to future directions in the evaluation, selection and training of excellent teachers.

High Level of Emotional Intelligence is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

“…Results supported the hypothesis and provided empirical support to the theoretical link between these two constructs. The significant correlation found between EI and online teaching self-efficacy is congruent with other previous studies conducted in face-to-face instruction (Kumar and Devi, 2016;Amirian and Behshad, 2016;Mouton et al, 2013;Adeyemo and Agokei, 2014;Walter and Marcel, 2013).…”

“…In a sample of 119 physical education high school teachers, EI was positively correlated with teachers self-efficacy ( r = 0.28, p < 0.001) (Mouton, Hansenne, Delcour, & Cloes, 2013). In a study of pre-service teachers in some Nigerian universities, EI and teachers self-efficacy combined predicted teachers' effectiveness (Adeyemo & Agokei, 2014 (Walter & Marcel, 2013).…”

Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness

“…Hall and West (2011), Henry et al (2013), Preston (2014), Amato, Battles, and Beziat (2018), Jacob, Rockof, Taylor, Lindy, and Rosen (2016), and Harris and Sass (2011). With the sole exceptions of Bieri Buschor and Schuler Braunschweig (2018) and Grönqvist and Vlachos (2016), who relied on intelligence tests, research conducted outside the U.S. utilized composite standardized test scores described as "SAT-score equivalents" (i.e., the stateadministered "leaving certiicate" in Ireland; Corcoran & Tormey, 2013;Corcoran & O'Flaherty, 2018, or "psychometric exam grades" in Israel;Walter & Marcel, 2013). Blue, O'Grady, Toro, and Newell (2002), Rockof et al 2011, and Boyd, Lankford, Loeb, Rockof, and Wyckof (2008) analyzed SAT verbal and mathematics scores separately.…”

“…Hall & West, 2011, vs. "pedagogical instructors in the ield" in the work by Walter & Marcel, 2013), and timing of the assessment (e.g., summative assessment vs. multiple evaluations over the course of an internship). While we do not believe that this should be regarded as a limitation of the studies per se, we wish to make readers aware of this issue, as we believe that embracing and unravelling these diferences and their implications are nontrivial research topics in their own right.…”

Preferred Learning Styles of Secondary Schools Students in Nairobi County, Kenya

“…Goleman, Boyatzis, and McKee [13] upholds that Emotional Intelligence is the capacity for recognizing our feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. Teachers must develop the emotional and social intelligence to teach learners with diverse personality learning styles [14]. This involves development in the aspects of Selfawareness, Self-regulation, Motivation, Empathy, and Social skills.…”