Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

Abstract

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

The Influence of Emotional Intelligence in Physical Education Teachers’ Self-Efficacy for the Inclusion of Students With Disabilities

“…Kostić-Bobanović (2020) while exploring the relationship between emotional intelligence, teaching experience and educators' self-efficacy, supports that more experienced educators have higher levels of emotional intelligence like self-control and sociability along with high beliefs of self-efficacy in regards to class management. The positive correlation between emotional intelligence and self-efficacy is established in the literature (Aparisi et al, 2020;Valente et al, 2020;Wu et al, 2019). Educators with high levels of emotional intelligence present high levels of self-efficacy as they are considered more capable in class management, they motivate the participants in the learning procedure and showcase teaching efficiency.…”

Understanding the Relational Dynamics of Chilean Rural Teachers: Contributions from a Narrative-Generative Perspective

“…On the other hand, communion appears as the desire to nurture others and encompasses a general tendency to relate to others in a caring way [79], becoming a characteristic component of the teaching culture [1]. Consequently, highly generative people can contribute to the development of others [100,101], as well as to the communities to which they belong [102,103], becoming relevant dimensions to consider in initial teacher training processes and in the continuous improvement of those who currently exercise their educational work in rural contexts.…”

“…In this regard, refs. [4,[103][104][105] state that teachers must be reflective and generative subjects to develop effectively in multicultural educational environments, reaffirming the importance of collaboration between peers and teamwork as one of the possible mechanisms for strengthening the potentially generative personal and professional development of those who teach in rural contexts.…”

“…Similarly, it is possible to infer that generativity is closely related to the levels of personal satisfaction experienced by the subjects in the development of a particular task or activity committed to the development of others, because the more motivated a person is to participate in experiences of collaboration and exchange of ideas with other people, the greater the degree of self-efficacy in their daily functioning [22,103].…”

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“…1 April 2022IJC 622 akan mampu mengatasi banyak masalah. Hasil penelitian ini didukung oleh (Aparisi et al, 2020) bahwa semakin baik kecerdasan emosional seseorang akan meningkatkan efikasi diri.…”